Rules for Reporting the 2000-2001 Report Card
In the 2000-2001 Report Card, OEA used certain definitions and rules for reporting Georgia test results, indicators, demographic information, and national test results. The list below describes these rules.
	"All Students" refers to all students who were tested.
	Test results for less than 10 students are not reported. On some graphs, the user will see the message “Too Few To Report”. On other graphs, the user will see “OEA does not report on fewer than 10 students”.
	“No Data Available” appears when a school or system is missing information.
	Socioeconomic status is reported as the percentage of students eligible to receive free- or reduced-price lunches. This percentage is calculated by dividing the number of eligible students (as reported to the Department of Education in October 2000) by the total school enrollment (as reported by the October 2000 FTE count).
	The percentage of students with disabilities is based on the October 2000 FTE count.
	The percentage of students with limited English proficiency is based on the 2001 Student Record.
	Enrollment graphs show both Fall and Spring counts. Fall enrollment figures are based on the October 2000 FTE count and the Spring enrollment figures are based on the March 2001 FTE count. The enrollment figure presented at the top of each page for a School, System, or the State reflects the Fall enrollment count.
	"Students with Disabilities" refers to those students who were coded on test answer documents with a state required code corresponding to a specific disability.
	All 11th-grade first-time test takers are reported on the GHSGTs.
	GHSGTs test performances are reported on the 2000-2001 Report Card as three discrete categories: Fail, Pass, and Pass-Plus. This is slightly different from actual reports received by schools and systems in which the Pass category also included Pass-Plus. This means that the sum of the three score categories will approximate 100 percent (+ or –1 due to rounding).
	OEA disaggregates the data by race/ethnicity, gender, disability, and limited English proficiency when the data is available. These groupings are determined by coding on the actual answer documents. For some test results (e.g., SAT and ACT), results by disability and limited English proficiency were not available.
	Race/ethnic categories are determined by the actual test answer document. For example, the Georgia tests use the categories of Asian/Pacific Islander, African-American/Black, Hispanic, Native American/Alaskan Native, White/Non-Hispanic, and Multiracial. However, the SAT, ACT, and Stanford-9 tests use slightly different names for the ethnic groups; thus, the results are reported out with those race/ethnic categories.
	The SAT is a college admissions test developed by The College Board Entrance Examination Board and Educational Testing Service. The SAT has a verbal component and a math component. Scores range from 200 to 800 on each section; when the two scores are combined for a total score, the range is from 400 to 1600. Many students take the SAT multiple times. The College Board releases SAT scores annually by reporting on the scores for seniors from their most recent administration. Some colleges, however, may take into consideration for college admission, a student’s highest verbal and highest math score regardless of the administration. OEA presents SAT results in both ways. Only school, system, and state scores based on the most recent administration can be compared to the national scores. It should also be noted that the national scores released by The College Board include both private as well as public school students.
	The ACT is a college admissions test developed by the The American College Testing Program. ACT results are presented at the state summary level only. The ACT results are based on student scores from their most recent administration so that they are comparable to the national averages released by The American College Testing Program. OEA’s report includes the composites scores from 2001 graduating seniors who took the ACT Assessment as sophomores, juniors, or seniors. An ACT composite score is a combination of the subtest scores in the areas of English, mathematic, reading, and science reasoning. Scores on the composites as well as each subtest range from 1 to 36.
	The Board of Regents of the University System of Georgia is the governing body of 34 institutions of higher learning. These 34 institutions are divided into 5 types: research universities, regional universities, state universities, state colleges, and two-year colleges. For more information about the Board of Regents and the University System of Georgia, access www.usg.edu.
	The Stanford-9 results reported on the OEA 2000-2001 Report Card are not based on the Stanford-9 results equated to the ITBS.
	The National Assessment of Educational Progress (NAEP) assessments are administered to representative samples of students at the national and state levels for those states that want to participate. Georgia has participated in the NAEP reading assessments since 1992; in mathematics since 1990; and in science since 1996. The most recent NAEP results for Georgia are included in the 2000-2001 Report Card. In 1998 a sample of Georgia’s fourth- and eighth-grade students participated in the reading assessment. In 2000 the mathematics and the science assessments were given to samples of fourth- and eighth-grade students in Georgia. State and national comparisons for these tests are reported under the National Tests section for all students and for students by race/ethnicity and gender.
	Figures do not always add to 100 percent due to rounding.

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