STUDENT POPULATION BY ENROLLMENT

YEAR ONE ASSESSMENT DATA

Students who completed the year at The Hundred Acre School scored higher than the national average of a normative sample in all six domains:
• 14.40% higher than average in math
• 12.14% higher in literacy
• 11.09% higher in cognitive
• 10.46% higher in language
• 8.41% higher in social-emotional
• 4.36% higher in physical

Students started the year with deficiencies in five of the six domains:
• 30.8% scored below widely held expectations in social-emotional
• 23.1% scored below in cognitive
• 23.1% scored below in physical
• 16.7% scored below in math
• 7.7% scored below in language

Thirty one percent of students at The Hundred Acre School received special education services. Eight percent were on an IEP (Individual Education Program) and 23% received speech and language services.
At year end, NO students scored below widely held expectations in any domain. All students met or exceeded expectations:
• 66.7% exceeded widely held expectations in math
• 61.5% exceeded in social-emotional
• 53.8% exceeded in literacy
• 53.8% exceeded in language
• 46.2% exceeded in physical
• 38.5% exceeded in cognitive

Students demonstrated growth in all domains from the program start to year end.
• 33.60% growth was measured in social-emotional scores
• 33.53% growth in cognitive
• 26.24% growth in math
• 26.17% growth in physical
• 24.05% growth in literacy
• 17.38% growth in language

This data shows not only great gains from program start to end, and high year-end scores in math and cognitive – the two domains perceived as most closely associated with a STEM approach – but also high achievement in in literacy, language, social-emotional, and physical domains, demonstrating the curriculum’s effectiveness in supporting whole child learning.

Data by Domain

MATHEMATICS
• THAS students scored higher than the national average of a normative sample by 14.40%.  THAS students exceeded national averages by the highest margin in this domain.
• 66.7% of students ended the year exceeding widely held expectations in mathematics, with the rest of the students meeting expectations.  The greatest number of students exceeded expectations in this domain.
• 16.7% of students started the program scoring below widely held expectations in mathematics.
• Students demonstrated a 26.24% growth in mathematics from the start through the end of the year.

COGNITIVE
• THAS students scored higher than the national average of a normative sample by 11.09%.
• 38.5% of students ended the year exceeding widely held expectations in the cognitive domain, with the rest of the students meeting expectations.
• 23.1% of students started the program scoring below widely held expectations in the cognitive area.
• Students demonstrated a 33.53% growth in the cognitive area from the start through the end of the year.  Students experienced the greatest rate of growth in this domain.

LITERACY
• THAS students scored higher than the national average of a normative sample by 12.14%.
• 53.8% of students ended the year exceeding widely held expectations in literacy, with the rest of the students meeting expectations.
• Students demonstrated a 24.05% growth in literacy from the start through the end of the year.

LANGUAGE
• THAS students scored higher than the national average of a normative sample by 10.46%.
• 53.8% of students ended the year exceeding widely held expectations in language, with the rest of the students meeting expectations.
• 7.7% of students started the program scoring below widely held expectations in literacy.
• Students demonstrated a 17.38% growth in language from the start through the end of the year.

SOCIAL-EMOTIONAL
• THAS students scored higher than the national average of a normative sample by 8.41%.
• 61.5% of students ended the year exceeding widely held expectations in the social-emotional domain, with the rest of the students meeting expectations.
• 30.8% of students started the program scoring below widely held expectations in the social-emotional area.  The greatest number of students scored below expectations at the start of the program in this domain.
• Students demonstrated a 33.60% growth in the social-emotional area from the start through the end of the year.

PHYSICAL
• THAS students scored higher than the national average of a normative sample by 4.36%.
• 46.2% of students ended the year exceeding widely held expectations in the physical domain, with the rest of the students meeting expectations.
• 23.1% of students started the program scoring below widely held expectations in the physical area.
• Students demonstrated a 26.17% growth in the physical area from the start through the end of the year.