NCLB Report

Adequate Yearly Progress (AYP) Status
School made AYP:	YES

School classified as "In Need of Improvement":	NO
"In Need of Improvement" status:

District classified as "in need of improvement" status:	NO

Graduation Rate
	School	District	State
Class of 2008 (2007-08)	100.0%	93.9%	93.1%
Class of 2007 (2006-07)	100.0%	92.0%	92.5%

Dropout Rates	2007-2008			2006-2007
Dropout Rates	School	District	State	School	District	State
Total	0.0%	0.0%	1.7%			2.2%

Students with Disabilities	0.0%	0.0%	1.6%			1.9%
Limited English Proficient	0.0%	0.0%	3.0%			1.9%
White	0.0%	0.0%	1.2%			1.2%
African-American	0.0%	0.0%	3.2%			4.2%
Asian/Pacific Islander	0.0%	0.0%	3.2%			4.3%
American Indian/Native American			3.1%			3.8%
Hispanic	0.0%	0.0%	0.4%			0.7%
Other Race	0.0%	0.0%	1.9%			0.4%
Economically Disadvantaged			4.7%			0.1%

SCHOOL DATA COMPONENTS

High School Proficiency Assessment (HSPA)

LANGUAGE ARTS LITERACY		Year	Percent Not Tested	Proficiency Percentages
LANGUAGE ARTS LITERACY		Year	Percent Not Tested	Partial	Proficient	Advanced
State Standard for AYP = 85% Proficient
All Students » details for subgroups for LAL	School	2007-08 2006-07	0% 0%	4.5% 6%	82.1% 80.6%	13.4% 13.4%
	District	2007-08 2006-07	0% 0%	3% 4%	73% 72%	24% 24%
	State	2007-08 2006-07	0.4% 0.8%	10.2% 13.5%	69.6% 66.3%	20.2% 20.2%
The state standard for Adequate Yearly Progress (AYP) for language arts literacy is 85% proficient for the school and each subgroup.

MATHEMATICS		Year	Percent Not Tested	Proficiency Percentages
MATHEMATICS		Year	Percent Not Tested	Partial	Proficient	Advanced
State Standard for AYP = 74% Proficient
All Students » details for subgroups for MATH	School	2007-08 2006-07	0% 0%	9% 13.4%	71.6% 67.2%	19.4% 19.4%
	District	2007-08 2006-07	0% 0%	7% 12%	56% 51%	37% 37%
	State	2007-08 2006-07	0.5% 0.9%	18.2% 25.1%	57.7% 50.8%	24.1% 24.2%
The state standard for Adequate Yearly Progress (AYP) for mathematics is 74% proficient for the school and each subgroup.

Teacher Information 2007-2008
% of teachers teaching with emergency or conditional certificates: School: 0.0% District: 0.0% State: 0.3%

% of classes NOT taught by highly qualified teachers: School: 0.0% District: 0.0% State: 1.3%

% of classes NOT taught by highly qualified teachers in quartiles for:
High poverty schools: 3.2% Low poverty schools: 0.5%

Teachers' Professional Qualifications
	BA/BS	MA/MS	PhD/EdD
2007-08	58.9%	39.7%	1.4%
2006-07	38.5%	61.5%	0.0%

There are three essential components of a highly qualified teacher:

Hold at least a bachelor's degree;
Be fully certified/licensed by New Jersey; and
Demonstrate competence in each of the core academic subjects in which the teacher teaches.

Teachers can demonstrate competence in the subject(s) they teach by either:

Passing a rigorous state test or completing an academic major, graduate degree, coursework equivalent to an undergraduate academic major, or national certification or credentialing; OR
Meeting the requirements of the NJ High Objective Uniform Standard of Evaluation (HOUSE) .

The results displayed on NCLB Reports are based on the state assessment data with the NCLB conditions applied. Additionally, the NCLB data incorporate the data appeals submitted by districts/schools that have been granted by the NJDOE. Therefore, the data in the NCLB Reports may be different from the data displayed on the NJ School Report Cards.

2008 NCLB Report

SCHOOL: MORRIS CO SCH OF TECH

SCHOOL DATA COMPONENTS

High School Proficiency Assessment (HSPA)