2018
|
|
Overall Performance : Acceptable
|
|
|
ESSA Performance Category
|
|
Comprehensive Status: Met
|
|
Targeted Status: Targeted
|
|
Subgroups: Black/African American, Students with Disabilities (IEP)
|
ESSA SupportTargeted Year 1
|
|
|
2019
|
|
Overall Performance : Commendable
|
|
|
ESSA Performance Category
|
|
Comprehensive Status: Met
|
|
Targeted Status: Met
|
|
Subgroups: N/A
|
ESSA SupportTargeted Year 2
|
|
|
2021
|
|
Overall Performance : Needs Improvement
|
|
|
ESSA Performance Category
|
|
Comprehensive Status: Met
|
|
Targeted Status: Met
|
|
Subgroups: N/A
|
ESSA SupportTargeted Year 2
|
|
|
2022
|
|
Overall Performance : Priority
|
|
|
ESSA Performance Category
|
|
Comprehensive Status: Not-Met
|
|
Targeted Status: Targeted
|
|
Subgroups: Asian, Black/African American, English Learners (EL), Hispanic, Low Socio-Economic Status (FRL), Multi-Racial, Students with Disabilities (IEP)
|
ESSA SupportExtended Targeted Year 1
|
|
|
2023
|
|
Overall Performance : Priority
|
|
|
ESSA Performance Category
|
|
Comprehensive Status: Not-Met
|
|
Targeted Status: Targeted
|
|
Subgroups: Asian, Black/African American, English Learners (EL), Low Socio-Economic Status (FRL), Hispanic, Students with Disabilities (IEP), Multi-Racial, White
|
ESSA SupportExtended Targeted Year 2
|
|
|
2024
|
|
Overall Performance : Priority
|
|
|
ESSA Performance Category
|
|
Comprehensive Status: Met
|
|
Targeted Status: Targeted
|
|
Subgroups: Black/African American, English Learners (EL), Low Socio-Economic Status (FRL), Students with Disabilities (IEP)
|
ESSA SupportTargeted Year 1
|
|
|
2025
|
|
Overall Performance : Priority
|
|
|
ESSA Performance Category
|
|
Comprehensive Status: Met
|
|
Targeted Status: Targeted
|
|
Subgroups: Black/African American, English Learners (EL), Students with Disabilities (IEP)
|
ESSA SupportTargeted Year 2
|
|
|