Educational Assessment and Accountability; Annual Reports ...

SUBJECT: Educational Assessment and Accountability; Annual Reports 

REFERENCE: Section 302A-1004, Hawaii Revised Statues, states as follows: 

“(c) The department shall submit to the legislature and to the 

governor, at least twenty days prior to the convening of each 

regular session, an educational status report that includes but is 

not limited to the following: 

(1) Results of school-by-school assessments of educational 

outcomes; 

(2) Summaries of each school’s standards implementation 

design; 

(3) Summary descriptions of the demographic makeup of the 

schools, with indications of the range of these conditions 

among schools within Hawaii; 

(4) Comparisons of conditions affecting Hawaii’s schools with the 

conditions of schools in other states; 

(5) Other such assessments as may be deemed appropriate by 

the board; and 

(6) Any other reports required by this session.” 

ACTION 

REQUESTED: That the Department of Education submit a report to the Legislature 

and the Governor containing the required accountability 

information. 

DOE REPORT: Two reports, the School Status and Improvement Report (SSIR) 

and the Superintendent’s Annual Report have been prepared 

annually since 1990 by the staff of the Department of Education’s 

assessment and accountability system. The SSIR is a report on 

individual schools. A report is prepared for each regular public 

school in the State and for public charter schools that choose to 

participate. For the 2009-10 school year, 258 School Status and 

Improvement Reports have been prepared. 

The second report, the Superintendent’s Annual Report, is a 

statewide summary of performance and progress made in the 

Hawaii public school system. Both the SSIR and the 

Superintendent’s Annual Report include multi-year data wherever 

relevant and possible, and both provide contextual background for 

educational outcomes in reporting and analyzing educational 

indicators. The Superintendent’s Annual Report also includes 

state-by-state data for comparable analyses of Hawaii’s educational 

system.

The specific educational assessment and accountability information 

requested by the Legislature, together with reference to the report 

containing that information, is as follows: 

Results of school-by-school assessments of educational 

outcomes. 

Attachment A, School Status and Improvement Report, 

pp. 6-7 1 

(For summaries, see Superintendent’s 20 th Annual 

Report, pp. 6-9, 19-24, 26-35) 

School Improvement progress summaries, in place of 

the standards implementation design summaries. 


p. 3 

Summary of demographic makeup of schools 


p. 2 

(For summaries, see Superintendent’s 20th Annual 

Report, pp. 6-7, 19, 26) 

Comparisons of conditions affecting Hawaii’s schools 

with those of schools in other states. 

Attachment B, Superintendent’s 20th Annual Report, 

p.20 

Compact discs containing all 258 SSIRs for 2009-10 are enclosed. 

These reports are also posted online at: 

http://arch.k12.hi.us 

Sample drafts of three SSIRs are attached. 

The 2009-10 Superintendent’s 21th Annual Report is in preparation 

at this time and upon completion will be posted online at: 


As a sample, the Superintendent’s 20th Annual Report is attached 

to this report. 

1 Because of the volume of the reports and the cost of reproducing complete sets of the SSIRs 

(over 1,600 pages per set), samples are attached here. The complete set of SSIRs is available 

on Accountability Resource Center Hawaii website at http://arch.k12.hi.us

School Code: 

Kekaha Elementary School 

School Status and Improvement Report School Year 2009-10 

Focus on 

Standards 

School 

Description 

Contents 

School Setting 

• 

• 

Student Profile 

Community Profile 

School 

Improvement 

• 

Summary of 

Progress 

School Resources 

• 

• 

Certified Staff 

Facilities 

Vital Signs 

• 

• 

• 

School Quality 

Survey 

Student Conduct 

School 

Retention or 

Completion 

School Address: 

458 

p. 1 

p. 1 

p. 2 

p. 3 

p. 4 

pp. 5-7 

• Hawaii State Assessment 

Program 

Other School p. 8 

Information 

Kekaha Elementary School 

8140 Kekaha Road 

Kekaha, Hawaii 96752 

Focus On Standards 

This School Status and Improvement Report has been prepared as part 

of the Department's education accountability system to provide regular, 

understandable accounts of our schools' performance and progress, as 

required by §302A-1004, Hawai'i Revised Statutes. 

This report describes the school and its setting; provides information 

about the school's administrators, teachers, students and facilities; 

summarizes progress made based on the school's improvement plan, 

and reports student achievement results along with other vital signs. 

School Description 

Grades 

K-5 

Kekaha, literally translated means “The Place.” Geographically, it is 

the most southwestern small town in the USA. Kekaha is the 4 th 

largest community on the island of Kauai situated 17 nautical miles 

from the privately owned island of Ni’ihau that limits residency 

exclusively to the families of Native Hawaiians. Kekaha is a rural 

plantation community that serves civilian and military families from the 

Barking Sands and Kekaha areas. The school was established 1888, 

and is set on 7.2 acres, 2 blocks north of the ocean on Kekaha Road. 

Kekaha School is identified as a Title 1 school and qualifies for 

federal assistance. The Kekaha Elementary School Community 

Council (KESCC) was established in 2005 and remains a 

collaborative council focused on school goals and student 

achievement. Kekaha School has established focus groups (PLC). 

The focus is around 3 goals; standard based education, 

comprehensive student support, and school system performance. 

These focus groups review data, school wide assessments, and 

academic and financial plan to determine overall school strengths 

and areas of improvement. Positive Behavior Support services 

remain vital for student success. In 2010-2011, the focus will be on 

Math Investigations (second year of implementation), State Literacy 

for Learning initiative, project based learning, and excellence in 

instruction and supervision. 

Kekaha Elementary School 11/10 Page 1 of 8

School Status and Improvement Report 


School year 2007-08 2008-09 2009-10 

Fall enrollment 

Number and percent of 

students enrolled for the 

entire school year 


students receiving free or 

reduced-cost lunch 


students in Special 

Education programs 


students with limited 

English proficiency 

Percent of Kindergartners 

who attended preschool 


West Kauai Complex 

Total population 

Percentage of population 

aged 5-19 

Median age of population 

Number of families 

Percentage of families with 

children under 18 


children headed by a single 

mother 

Average family size 

Median household income 

Percent of households with 

Public Assistance income 

Percent of families with 

children living in poverty 

307 

87.6% 

52.4% 

4.2% 

Based on the 2000 U.S. 

Census 

School State of 

Community Hawai`i 

10,683 

24.0% 

38.5 

2,683 

45.8% 

17.7% 

3.3 

$43,132 

11.0% 

12.5% 

304 

93.4% 

50.3% 

1,211,537 

20.6% 

36.2 

287,068 

45.0% 

18.3% 

3.42 

$49,820 

7.6% 

11.2% 


340 

269 284 317 

93.2% 

161 153 195 

5.9% 

57.4% 

23 23 26 

7.5% 7.6% 7.6% 

13 18 19 

5.6% 

-- -- -- 

Less than High 

School 

Graduate 

Community Educational Attainment Level 

College 

Graduate 

Some College 

High School 

Student Ethnicity, School Year 2009-10 

Native American 2 

n = 341 

Black 6 

Chinese 1 

Filipino 56 

Hawaiian 19 

Part-Hawaiian 172 

Japanese 8 

Korean 0 

Portuguese 6 

Hispanic 6 

Samoan 4 

White 43 

Indo-Chinese 0 

Other 18 

0.6% 

1.8% 

0.3% 

5.6% 

2.3% 

1.8% 

1.8% 

1.2% 

5.3% 

16.4% 

12.6% 

13.8% 

15.4% 

26.2% 

24.4% 

School Year 2009-10 

50.4% 

0% 20% 40% 60% 80% 100% 

30.0% 

29.9% 

31.8% 

28.5% 

0% 10% 20% 30% 40% 50% 

State of Haw ai`i School Community 

Kekaha Elementary School 11/10 

Page 2 of 8


Summary of Progress 


Goal 1 Student Achievement: 

Enabling Activities Outcomes 

Implement systemic instructional strategies in All teachers will be trained in Accelerated Reading 

reading comprehension and writing. 

and will use reading and writing strategies in their 

instruction. 100% of all students will use AR 

strategies in reading and writing 

Strengthen School wide math program Continue articulation in curriculum and instruction 

by providing structured teacher articulation time. 

80% of all students will meet end of unit 

assessments. 

Provide afterschool tutoring for targeted students in Identify targeted students using student data, 

reading. 

records, and observations. 100% of students 

receiving tutoring will show increase in lexile score. 

Strengthen inquiry based learning Project based learning in all grade levels and 

increasing the number of teacher participation in 

Action Research. (Academy 21) 

Goal 2 Comprehensive Student Support: 

Continue to provide supplemental range of services Provide targeted students with necessary support 

to strengthen their social, emotional, academic or 

physical well being. All students receiving services 

Increase opportunity for community partnerships 

and stakeholders in student learning 

will show an increase in academic achievement. 

Increase parent and community meetings 

throughout the year. Show an increase in parent 

satisfaction rating based on School Quality Survey. 

(parent component) 

Provide health and nutrition education Implementation of fruits and vegetable program by 

the end of 2 nd quarter, and increase physical 

education and activities school wide. All students 

will receive healthy snacks and increase structured 

physical activities. 

Goal 3 Continuous Improvement: 

Increase collaboration and articulation time for 

teachers to build common understanding regarding 

assessments, data, and instruction 

School Improvement 

All teachers will utilize best practices and 

strengthen instruction as measured by student 

scores and assessment data 

Increase technology in instruction Increase student use of computers in lab, provide 

learning opportunities before and afterschool using 

school based tech programs and increase in 

student projects using technology. 

Coaching and mentoring Support all teachers with curriculum and delivery of 

instruction. Provide feedback and mentoring for all 

teachers and the necessary professional 

development for academic improvement. 


Page 3 of 8



Teaching Staff 

Total Full-Time Equivalent (FTE) 

Regular Instruction, FTE 

Special Instruction, FTE 

Supplemental Instruction, FTE 

Teacher headcount 

Teachers with 5 or more years at this school 

Teachers' average years of experience 

Teachers with advanced degrees 

80.0% 

15.0% 

5.0% 

Professional Teacher Credentials 

Facilities 

Fully licensed 

Provisional credential 

Emergency credential 

School facilities inspection results 

Grounds 

Building exterior 

Building interior 

Equipment/Furnishings 

Health/Safety 

Sanitation 

90.9% 

9.1% 

0.0% 

School Year Ending 2010 

Classrooms available 22 

Number of classrooms short (-) or over (+) 0 

Score 

1 2 3 

Total 15 

For each category: 

1 = Unacceptable; 2 = Satisfactory; 3 = Very Good 

For Total: 

6-8 = Unacceptable; 9-15 = Satisfactory; 

16-18 = Very Good 

2 

2 

2 

3 

3 

3 


20.0 

16.0 

3.0 

1.0 

22 

7 

9.7 

6 

20 

2 

0 

* 

Students per Teaching Staff 

Regular Instruction 

Special Instruction 


Administrative and Student Services Staff 

Administration, FTE * 

Librarians, FTE 

Counselors, FTE 

Number of principals at this school 

in the last five years 

18.5 

8.7 

* Regular instruction includes both regular and 

supplemental teaching staff and does not include 

mainstreamed special education students. Therefore, 

these figures do not indicate class size. 

2.0 

0.5 

1.0 

* Administration includes Principals, Vice-Principals, 

Student Activity Coordinators, Student Services 

Coordinators, Registrars, and Athletic Directors 

Administration 

Library 

Caf eteria/ 

Auditorium 

Classrooms 

Adequacy of School's Space 

83% 

85% 

254% 

127% 

0% 100% 200% 

School facilities are considered inadequate if below 70%; marginal if 

between 70% and 99%; and in excess of state standard if above 

100%. School population is placed into size categories and is used in 

formulas to determine State standards for space. Graph does not 

display capacity exceeding 200%. 

2 

State Standard 


Page 4 of 8


School Quality Survey 

Vital Signs 


The School Quality Survey (SQS), administered periodically by the System Evaluation and Reporting 

Section, is used for strategic planning and to comply with state accountability requirements. 

* 


Dimensions 

Standards-Based Learning 

Quality Student Support 

Professionalism & System 

Capacity 

Coordinated Team Work 

Responsiveness of the System 

Focused & Sustained Action 

Involvement 

Satisfaction 

Student Safety & Well Being 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

Percent of Positive Responses 

Teachers Parents Students 

School State School State School State 

95.4% 91.2% ** ** 73.2% 

94.7% 92.0% 80.4% 76.2% 73.8% 

87.7% 80.0% ** ** 69.2% 

77.5% 81.9% 76.4% 76.4% 63.8% 

95.5% 84.8% ** ** 83.5% 

90.4% 85.9% 78.8% 79.2% 86.8% 

77.6% 73.7% ** ** 78.9% 

69.2% 75.4% 69.2% 66.5% 77.6% 

92.4% 83.3% ** 

71.8% 85.0% 71.4% 

70.8% 

96.1% 82.3% ** ** 77.9% 

85.7% 84.5% 66.5% 64.1% 84.0% 

88.6% 76.6% ** ** 70.4% 

67.3% 78.6% 74.0% 70.9% 66.9% 

93.9% 74.4% ** ** 76.3% 

79.5% 78.3% 78.4% 74.9% 70.3% 

85.7% 83.7% ** ** 68.9% 

90.1% 85.6% 77.4% 77.8% 63.2% 

** 

76.4% 

76.3% 

70.3% 

70.3% 

87.5% 

87.8% 

77.6% 

77.9% 

There are no student 

items for this 

dimension 

81.4% 

81.4% 

69.6% 

69.7% 

79.7% 

79.6% 

69.3% 

69.2% 

*** 

Survey Return Rate 2009 57.9% 76.8% ** ** 93.9% 91.1% 

2010 59.1% 70.1% 37.9% 37.6% 56.8% 93.0% 

* State Teacher and Parent positive response figures are one of 4 grade spans (Gr. K to 5/6, Gr. 6/7 to 8, Gr. 9 to 

12, and Multi-level) that best correspond to this school's grade span. The Student positive response figures for 

the State and this school are those of the highest grade level surveyed at this school. 

** 

The Parents survey for the school year 2008-09 was cancelled. 

*** 

State Return Rate for Teachers, Parents, and Students are for one of 6 grade spans (i.e., Gr. K to 5/6, Gr. K to 

7/8, Gr. K to 12, Gr. 6/7 to 8, Gr. 6 to 12, and Gr. 9 to 12) that correspond to this school's grade span. 


Page 5 of 8



93.5% 

11.6 

Attendance and Absences 

School Year 

2007-08 2008-09 2009-10 

Average Daily Attendance: % 

(higher is better) 

94.1% 

10.5 

School Retention 

Retention for elementary schools include students in all grades 

except kindergarten who were retained (kept back a grade). 

Retention for middle/intermediate schools include only eighth 

graders who were not promoted to ninth grade. Starting in 

2004, eighth grade retention calculations that conform to 

NCLB requirements are used. 

Total number of students 

Percent retained in grade 

94.6% 

Average Daily Absences: in days 

(lower is better) 

8.8 

Retention 

2008 

245 

0% 

State 

Standard 

95.0% 

9 

2009 2010 

251 

0% 

Vital Signs 

Non-suspended: 329 

Suspended: 11 

Class A: 0 

Class B: 9 

Class C: 1 

Class D: 3 

Examples of class of 

suspension: 

257 

0% 

Note. " -- " means missing data. 

" * " means data not reported to maintain student confidentiality (see FERPA). 

Suspensions, School Year 2009-2010 

0% 

3% 

8% 

23% 

69% 

Class A: Burglary, robbery, sale of dangerous drugs 

Class B: Disorderly conduct, trespassing 

Class C: Class cutting, insubordination, smoking 

Class D: Contraband (e.g. possession of tobacco) 

97% 

These 11 students were 

responsible for these 13 

suspensions. 

0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 



Vital Signs 

Hawaii State Assessment Program 

Grade 

5 

4 

3 

HCPS Reading HCPS Mathematics 

30% 

53% 

64% 

63% 

69% 

75% 

0% 20% 40% 60% 80% 100% 

Percent Proficient 

School State 

A school's bar may not be shown to maintain student confidentiality (see FERPA). 

Grade 

Grade 

4 

31% 

Note. From 2006-2007, the Hawaii Content and Performance Standards (HCPS) III and TerraNova assessments were used. 

" -- " means missing data. 


49% 

Grade 

HCPS Science 

0% 20% 40% 60% 80% 100% 


The HCPS Science assessment is given in grades 4, 6 

and 10. 

5 

4 

3 

24% 

33% 

47% 

50% 

58% 

58% 

0% 20% 40% 60% 80% 100% 


TerraNova, 2nd Edition 

Percent Average and Above 

Reading 

Mathematics 

National Norm is 77% 


School 

State 

School 

State 

3 83% 76% 

81% 

78% 

4 73% 77% 

78% 

77% 

5 50% 76% 

66% 

80% 

The TerraNova is a national norm-reference assessment with 9 stanine levels. Scores in stanines 1 to 3 represent "Below 

Average," and scores in stanines 4 to 9 represent "Average and Above." 



Other School Information 


Published on November 5, 2010. 

System Evaluation and Reporting Section, Systems Accountability Office, Office of the Superintendent, Honolulu, HI: Hawaii 

State Department of Education. 


Page 8 of 8

School Code: 

Aiea Intermediate School 


Focus on 


School 

Description 

Contents 


• 

• 



School 

Improvement 

• 

Summary of 

Progress 


• 

• 


Facilities 

Vital Signs 

• 

• 

• 


Survey 


School 

Retention or 

Completion 


201 

p. 1 

p. 1 

p. 2 

p. 3 

p. 4 

pp. 5-7 


Program 


Information 

Aiea Intermediate School 

99-600 Kulawea Street 

Aiea, Hawaii 96701 











Grades 

7-8 

Aiea Intermediate School (AIS) is located near the Pearl Harbor Naval 

Base on the outskirts of Honolulu and serves a diverse 

socioeconomic and ethnic population of seventh and eighth graders. 

The school community includes families from Aiea Heights, Aiea Kai, 

Enchanted Hills, Halawa Heights, Halawa Valley Estates, Hillside 

Terrace, McGrew Point, Newtown, Pearl Ridge, Puu Wai Momi, Royal 

Summit, Wailuna, and Waimalu. The school has established a School 

Community Council and has a supportive Parent Teacher Student 

Council. AIS provides multiple means to encourage parent and 

community involvement through annual “Open House,” “Pride Night,” 

student performances/exhibitions, and family fun nights. 

AIS continues to strive for student mastery of basic skills and provides 

opportunities for students to exceed standards through academic and 

enrichment pursuits such as History Day, Science Fair, Spelling Bee, 

Write in the Middle, and drama/visual arts performances. The school 

continuously reviews student data to revise and refine its curriculum, 

instructional strategies, and assessment practices in order to meet 

the needs of all students. The Focus on Learning accreditation 

process, the Hawaii Content and Performance Standards, and the 

Standards Implementation Design are used to modify school 

programs and guide the school improvement process. 

The faculty and staff provide academic support to facilitate student 

success. Co-curricular activities, clubs, and organizations serve a 

wide variety of student interests. These activities extend learning the 

classroom and foster student engagement in their learning process. 

Aiea Intermediate School 11/10 Page 1 of 8



School year 2007-08 2008-09 2009-10 















Aiea Complex 



aged 5-19 







mother 







667 

91.8% 

36.4% 

6.9% 


Census 



41,276 

18.2% 

39.5 

10,366 

37.6% 

17.2% 

3.4 

$61,817 

4.8% 

8.1% 

588 

94.6% 

40.1% 

1,211,537 

20.6% 

36.2 

287,068 

45.0% 

18.3% 

3.42 

$49,820 

7.6% 

11.2% 


583 

612 556 559 

95.9% 

243 236 247 

8.5% 

42.4% 

72 64 71 

10.8% 10.9% 12.2% 

46 50 38 

6.5% 


School 

Graduate 


College 

Graduate 

Some College 

High School 



n = 586 

Black 16 

Chinese 17 

Filipino 150 

Hawaiian 21 


Japanese 93 

Korean 11 

Portuguese 8 

Hispanic 14 

Samoan 42 

White 36 


Other 80 

0.3% 

2.7% 

2.9% 

3.6% 

1.9% 

1.4% 

2.4% 

7.2% 

6.1% 

1.5% 

14.8% 

15.9% 

13.7% 

12.3% 

15.4% 

25.6% 

26.2% 


0% 20% 40% 60% 80% 100% 

28.9% 

31.1% 

29.9% 

27.8% 

28.5% 

0% 10% 20% 30% 40% 50% 


Aiea Intermediate School 11/10 

Page 2 of 8






Aiea Intermediate School’s Strategic Action Plan encompasses the Standards Implementation Design 

and creates the template for executing school improvement efforts. Progress towards the attainment of 

the school’s Standards Implementation Design is measured by achievement of benchmarks centered on 

three goals: 1) Improve student achievement through standards-based education; 2) Provide 

comprehensive support for all students; and 3) Continuous improvement of performance and quality. 

Continuing with the focus on improving classroom instruction, professional development sessions were 

designed to provide opportunities for teachers to expand their repertoire of practices. Sessions were 

implemented where teachers were able to learn new technology that became available on campus, 

experience hands-on problem-solving lessons from a student’s perspective, and visit off-campus sites 

that could lend themselves to a variety of course-related activities. Several teachers were able to 

incorporate learned technology and modified lessons into their classrooms. 

The school is continuing to build the amount and variety of technology available in the teaching and 

learning process. The Technology and Innovation Center (Tech Lab) has been established in a double 

classroom; it is an open lab with internet connected computers and a multitude of various activity 

packages and kits to enhance and stimulate the learning and application of math and science concepts. 

Interactive Promethean® boards were installed in the math classrooms to diversify instructional 

approaches and supplement student practice and feedback. 

This school year has been fraught with many challenges – budget constraints that resulted in reduced 

staffing, furloughs that resulted in loss of instructional time, and the relinquishing of four of six 

professional development days to gain back some instructional days. However, the staff continued to 

provide a balanced educational program that challenged students to expand their learning through 

venues such as the Science Fair, History Day, Write in the Middle, Project Change; visual, graphic, and 

media arts presentations and competitions, performances with the Band and through clubs such as 

Dance, Drama, Ukulele, Guitar, Hula, and Fashion Design; and various athletic opportunities. 


Page 3 of 8












81.1% 

18.9% 

0.0% 


Facilities 





Grounds 




Health/Safety 

Sanitation 

81.1% 

2.7% 

16.2% 



Number of classrooms short (-) or over (+) -6 

Score 

1 2 3 

Total 15 



For Total: 



2 

2 

2 

3 

3 

3 


37.0 

30.0 

7.0 

0.0 

37 

21 

9.8 

13 

30 

1 

6 

* 











17.1 

10.1 





4.0 

1.0 

3.0 





Library 

Caf eteria/ 

Auditorium 

Classrooms 


103% 

66% 

172% 

136% 

0% 100% 200% 






1 



Page 4 of 8



Vital Signs 




* 


Dimensions 




Capacity 




Involvement 

Satisfaction 


2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 




99.1% 88.4% ** ** 75.3% 

98.6% 89.3% 77.7% 69.4% 77.0% 

89.7% 74.5% ** ** 68.2% 

93.8% 75.7% 74.5% 66.0% 69.2% 

94.6% 78.4% ** ** 84.2% 

92.4% 82.3% 73.2% 68.4% 84.2% 

90.6% 69.7% ** ** 80.9% 

93.8% 71.6% 67.3% 58.5% 82.6% 

89.4% 76.7% ** 

94.9% 79.2% 64.4% 

60.1% 

91.1% 75.2% ** ** 80.8% 

94.4% 78.6% 60.5% 55.5% 81.5% 

86.9% 66.2% ** ** 63.7% 

90.2% 68.6% 61.4% 60.6% 67.5% 

86.5% 68.7% ** ** 77.6% 

89.9% 71.4% 78.2% 69.5% 78.2% 

89.7% 76.0% ** ** 66.0% 

93.2% 76.7% 73.8% 65.7% 66.8% 

** 

63.7% 

63.7% 

49.9% 

50.2% 

66.6% 

67.2% 

64.1% 

65.0% 



dimension 

65.3% 

65.9% 

55.4% 

55.7% 

60.3% 

59.5% 

49.6% 

49.8% 

*** 


2010 60.5% 61.1% 24.4% 25.1% 96.2% 87.1% 




** 


*** 




Page 5 of 8



94.9% 

9.1 


School Year 

2007-08 2008-09 2009-10 



95.4% 

8.1 

School Retention 

Retention for elementary schools include students in all grades 

except kindergarten who were retained (kept back a grade). 

Retention for middle/intermediate schools include only eighth 

graders who were not promoted to ninth grade. Starting in 

2004, eighth grade retention calculations that conform to 

NCLB requirements are used. 

Total number of students 

Percent retained in grade 

95.5% 



7.4 

Retention 

2008 

350 

0% 

State 


95.0% 

9 

2009 2010 

262 

0% 

Vital Signs 

Non-suspended: 574 

Suspended: 9 

Class A: 6 

Class B: 3 

Class C: 0 

Class D: 0 


suspension: 

281 

0% 




2% 

0% 

0% 

33% 



suspensions. 

67% 

0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 





Aiea Intermediate School 11/10 Page 6 of 8 

98%


Vital Signs 


Grade 

8 

7 


72% 

73% 

83% 

79% 

0% 20% 40% 60% 80% 100% 


School State 


Grade 




Grade 

HCPS Science 

There are no tested grade levels in this school 



8 

7 

44% 

52% 

55% 

60% 

0% 20% 40% 60% 80% 100% 




Reading 

Mathematics 



School 

State 

School 

State 

7 75% 74% 

79% 

75% 

8 88% 82% 

84% 

77% 



Aiea Intermediate School 11/10 Page 7 of 8




Aiea Intermediate School was accredited by the Western Association of Schools and Colleges for a 

period of six years with a mid-term review. This school's accreditation term expires in 2014. 





Page 8 of 8

School Code: 

Theodore Roosevelt High School 


Focus on 


School 

Description 

Contents 


• 

• 



School 

Improvement 

• 

Summary of 

Progress 


• 

• 


Facilities 

Vital Signs 

• 

• 

• 


Survey 


School 

Retention or 

Completion 


146 

p. 1 

p. 1 

p. 2 

p. 3 

p. 4 

pp. 5-7 


Program 


Information 

Theodore Roosevelt High School 

1120 Nehoa Street 

Honolulu, Hawaii 96822 











RHS Vision Statement: Roosevelt High School will become a worldclass 

center of educational excellence. 

Located in the heart of Honolulu, Roosevelt High School is a 

comprehensive public high school for grades 9 through 12 serving 

1,375 students from six elementary schools, two middle schools, and 

one Hawaiian Immersion K-12 school. Roosevelt draws students from 

the Manoa, Makiki, Nuuanu, Papakolea, Pauoa, and Punchbowl 

neighborhoods, resulting in a culturally and ethnically diverse student 

population from a wide range of socio-economic backgrounds. 

The school provides programs to ensure a college-going culture for 

all students and is at the forefront of the move toward providing a 

quality education for its students through smaller learning 

communities (SLC’s). The SLC’s now include 9 th - and 10 th -grade 

CORE Teams, and four 11 th -12 th grade academies: the Arts & 

Communication Academy, Engineering and Technology Academy, 

Health Academy, and the Law and Leadership Academy. There are 

also two dedicated Learning Centers, the Instrumental Music 

Learning Center and the Media Technology Learning Center. In 

addition, there are specialized programs for English Language 

Learner (ELL) students, Inclusion for Special Education Students, 

Career and Technical Education programs – Building and 

Construction Academy and Culinary Arts, and a broad selection of cocurricular 

and athletic programs. 

Roosevelt has made a commitment to investing in technology to 

ensure that our students are given opportunities to work with the 

latest programs and equipment. There are multiple computer labs for 

students to use as well as online learning programs to support 

student learning. We have expanded our technologies to include 

Promethean boards that encourage student engagement and allow 

teachers to use innovative methods via the internet. 

The 2002-2003 WASC Accreditation of Roosevelt High School 

resulted in a three-year accreditation with a revisit extension in 2006, 

The Accreditation in 2009 resulted in a three-year accreditation with a 

revisit in three years. A change in school administration in 2007 has 

vastly changed and improved the way we conduct business at RHS. 

There is a more defined decision-making process and leadership 

structure with an Operations Team, Leadership Team and PLC Team. 

We will continue to seek innovative ways to increase student 

achievement through professional development, collaboration, 

community partnerships and improved support services in order to 

educate and prepare all students to be successful and productive 

citizens in the 21 st century global society. 

Grades 

9-12 

Theodore Roosevelt High School 11/10 Page 1 of 8



School year 2007-08 2008-09 2009-10 















Roosevelt Complex 



aged 5-19 







mother 







1654 

86.9% 

26.0% 

7.3% 


Census 



60,707 

14.7% 

42.2 

14,338 

34.0% 

22.1% 

3.1 

$52,797 

4.5% 

11.7% 

1483 

93.1% 

29.5% 

1,211,537 

20.6% 

36.2 

287,068 

45.0% 

18.3% 

3.42 

$49,820 

7.6% 

11.2% 


1385 

1438 1380 1295 

93.5% 

430 438 436 

11.1% 

31.5% 

179 160 135 

10.8% 10.8% 9.7% 

121 164 99 

7.1% 


School 

Graduate 


College 

Graduate 

Some College 

High School 



n = 1363 

Black 19 

Chinese 226 

Filipino 83 

Hawaiian 56 


Japanese 325 

Korean 110 

Portuguese 9 

Hispanic 12 

Samoan 20 

White 63 


Other 195 

0.4% 

1.4% 

6.1% 

4.1% 

0.7% 

0.9% 

8.1% 

1.5% 

4.6% 

1.9% 

16.6% 

15.7% 

14.3% 

11.9% 

23.8% 

15.4% 

26.2% 

24.7% 

23.0% 


0% 20% 40% 60% 80% 100% 

29.9% 

28.5% 

40.5% 

0% 10% 20% 30% 40% 50% 


Theodore Roosevelt High School 11/10 

Page 2 of 8





Goal 1: Improve student achievement through standards-based education 

Rigor and Relevance Framework: We have continued to provide professional development for 

the ICLE Rigor and Relevance Framework and development of Gold Seal Lessons. At this time, 

Roosevelt teachers have developed 28 Gold Seal Lessons across all content areas that stretch 

student learning and provide them opportunities to create new meaning. 

Professional Learning Communities: The Roosevelt staff continues to collaborate in Professional 

Learning Communities school wide to discuss how best to use data to inform and improve 

instruction and curriculum. The PLC teams also met to discuss implementation of various literacy 

strategies in all content areas to provide students with more structures for learning. The PLCs 

will continue to meet next school to advance this work. 

Summer Bridge Program: Roosevelt High School has developed a Summer Bridge Program for 

incoming ninth-graders who need extra support or instruction in the areas of math and literacy. 

The program is designed to provide the students with additional skills prior to their enrollment in 

Algebra and English to ensure their success in those respective courses. 

Goal 2: Provide comprehensive support for all students 

Expand and improve existing academies for 11 th and 12 th graders: Based on feedback on 

student interests, the Roosevelt High School staff continued to look for new and innovative ways 

to support student learning. The latest developments in this area are the expansion of the 11 th 

and 12 th grade academies to include the new Law and Leadership Academy or school year 2010- 

2011. We have also expanded the number of students enrolling in the Building and Construction 

Academy as well as the two Learning Centers. 

Advisory Program/PTP: The RHS advisory program continues to provide each student with an 

adult mentor for 4 continuous years. Adult mentors include teachers, counselors, registrar and 

student activities coordinators, student services coordinators, librarians, and technology 

coordinator. We have also implemented a new 5-year program to support parent involvement in 

college planning called CRASH (College Readiness and Academic Success Hawaii) which 

focuses on school success and study skills for students and preparation of parents and their 

children for the college admission process. 

Advancement via Individual Determination (AVID): The AVID program was implemented for 

selected ninth-grade students who were the “first in the family to go to college” and who have the 

desire to go to college. The program will be expanded next school year to the tenth grade. 

Goal 3: Continuously improve performance and quality 

Peer observations: This year, the Roosevelt High School faculty participated in peer 

observations multiple times throughout the school year to learn effective teaching strategies from 

their colleagues. These visits also provided the opportunity for teachers to de-privatize their 

educational practices and create more collegiality amongst the staff. The data collected from the 

observations will be analyzed to give us a better understanding of the instructional culture of our 

school. 

Community connections: This year, Roosevelt High School expanded its level of community 

connections through the students’ participation in Career Day and Senior Projects. The Career 

Day brought approximately 30 professionals from various fields to speak with our students about 

possible career opportunities. This was organized through the City and County’s Oahu 

Workforce Investment Board. The Senior Projects were completed through the students’ 

requirement of 25 hours of field work which partnered each student with a community mentor. 


Page 3 of 8












75.7% 

18.9% 

5.3% 


Facilities 





Grounds 




Health/Safety 

Sanitation 

96.5% 

0.0% 

3.5% 



Number of classrooms short (-) or over (+) -17 

Score 

1 2 3 

Total 15 



For Total: 



2 

2 

2 

3 

3 

3 


84.5 

64.0 

16.0 

4.5 

86 

51 

13.2 

31 

83 

0 

3 

* 











18.2 

8.4 





9.0 

1.0 

6.0 





Library 

Caf eteria/ 

Auditorium 

Classrooms 


125% 

66% 

74% 

106% 

0% 100% 200% 






2 



Page 4 of 8



Vital Signs 




* 


Dimensions 




Capacity 




Involvement 

Satisfaction 


2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 

2009 

2010 




82.7% 84.1% ** ** 59.0% 

86.2% 86.4% 68.4% 61.8% 52.9% 

69.5% 68.2% ** ** 52.0% 

75.2% 71.9% 67.9% 58.9% 48.5% 

73.1% 72.8% ** ** 61.0% 

82.4% 76.6% 67.4% 59.4% 52.5% 

53.3% 60.9% ** ** 60.2% 

59.5% 65.4% 57.1% 51.3% 59.0% 

60.3% 69.8% ** 

69.1% 74.5% 57.6% 

54.2% 

64.1% 67.1% ** ** 62.0% 

71.4% 72.1% 55.5% 48.5% 57.0% 

51.1% 58.6% ** ** 45.8% 

60.7% 63.2% 56.3% 55.5% 47.6% 

63.8% 60.6% ** ** 57.4% 

72.7% 64.7% 70.1% 64.8% 51.8% 

72.1% 68.7% ** ** 51.3% 

78.5% 71.5% 68.3% 57.2% 48.6% 

** 

56.1% 

55.5% 

45.8% 

45.8% 

53.7% 

52.9% 

56.5% 

56.8% 



dimension 

55.7% 

56.3% 

47.0% 

48.3% 

52.7% 

52.4% 

45.7% 

45.7% 

*** 


2010 73.5% 62.7% 22.0% 17.8% 85.9% 84.3% 




** 


*** 




Page 5 of 8



94.5% 

9.8 


School Year 

2007-08 2008-09 2009-10 



92.5% 

13.2 

94.1% 



9.7 

School Completion 

School Dropouts 

State 


95.0% 

School Year Number Percent 

2007-08 

31 8.8% 

2008-09 

37 10.4% 

2009-10 

30 10.3% 

The dropout figures are based on the cohort of 

first-time 9th graders who dropped out prior to 

graduating. 

9 

Vital Signs 

Non-suspended: 1,330 

Suspended: 55 

Class A: 26 

Class B: 28 

Class C: 26 

Class D: 4 


suspension: 

Total number of Seniors 

Percent of Diploma graduates 

Percent of Certificate of 

Course Completion 

Percent of Individually 

Prescribed Program 

Percent of school completers 




4% 

5% 





Graduates and Other Completers 

Total number of Freshmen 

Percent graduated on time 

2007-08 2008-09 2009-10 

369 

97.3% 

0.0% 

1.6% 

98.9% 

312 

88.6% 

366 

98.9% 

0.0% 

1.1% 

100.0% 

307 

86.2% 

Freshmen who began high school in school year 2006-07 and 

graduated in 2009-10. 

31% 

33% 

31% 

317 

97.5% 

0.0% 

0.9% 

98.4% 

253 

96% 



suspensions. 

0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 

Theodore Roosevelt High School 11/10 Page 6 of 8 

87.2%


Vital Signs 


Grade 

10 


71% 

78% 

0% 20% 40% 60% 80% 100% 


Grade 

10 

27% 

33% 

School State 


Grade 




Grade 

HCPS Science 

10 

0% 20% 40% 60% 80% 100% 




38% 

49% 

0% 20% 40% 60% 80% 100% 




Reading 

Mathematics 



School 

State 

School 

State 

10 78% 77% 

84% 

76% 



Theodore Roosevelt High School 11/10 Page 7 of 8




Theodore Roosevelt High School was accredited by the Western Association of Schools and Colleges 

for a period of three years with a mid-term review. This school's accreditation term expires in 2012. 





Page 8 of 8

Continuous Improvement 

Building for the Future 

2 0 0 9 

SuperintenDent’S 20th Annual Report 

State of Hawaii 

Department of eDucation

2 2009 SuperintenDent’S Annual Report 

The honorable Linda Lingle, Governor, State of Hawaii 

boarD of eDUCaTIon 

Garrett toguchi, Chairperson 

Lei ahu isa, Ph.D., First Vice Chairperson 

Karen Knudsen, Second Vice Chairperson 

Janis akuna 

eileen clarke, Ed.D. 

mary J. cochran, Esq. 

margaret a. cox 

Breene Y. Harimoto 

Donna r. ikeda 

Kim coco iwamoto, Esq. 

carol mon Lee, Esq. 

Kelly maeshiro, Student Member 

John r. penebacker 

Herbert Watanabe 

DeParTMenT of eDUCaTIon 

Kathryn S. matayoshi 

Interim Superintendent of Education 

ronn K. nozoe 

Acting Deputy Superintendent of Education 

James m. Brese 

Assistant Superintendent 

Office of Fiscal Services 

Diana m. niles-Hansen 


Office of Human Resources 

Daniel S. Hamada 


Office of Curriculum, Instruction and 

Student Support 

randolph G. moore 


Office of School Facilities and Support Services 

David Wu 


Office of Information Technology Services 

Systems Accountability Office 

RS 10-0736 February 2010

Dear Educational Partners, 

Welcome to the Superintendent’s 20th Annual Report. Under 

the focused leadership and guidance of former Superintendent 

Patricia Hamamoto, the Department of Education is proud to 

present this comprehensive overview of Hawaii public schools 

for school year 2008-09. This Report contains essential progress 

indicators and measures and strives to display the highlights and 

comparisons of core data in a concise and user-friendly format. 

This year’s report re-focuses our efforts to continuously improve 

all aspects of our system. New indicators were added, in addition 

to updates to tables and figures that annually provide trend and 

baseline information. Other charts display information that offer 

a wide array of data on vital areas of interest to both the public 

and to schools. 

This Report is but one tool in our endeavor to provide public 

accountability and to continuously improve instruction and 

educational programs. To this end we will depend on practical 

and rigorous analyses of student and school performance as we 

build and strengthen Hawaii’s public education system, striving 

to advance student achievement and excellence in our schools. 

As a graduate of Hawaii’s public schools, I am grateful for the 

many dedicated individuals who generously devote their time 

and personal resources to nurture our students’ academic prow- 

ess and overall well-being, in preparation for whatever the future 

holds for them. These are trying times, but I truly look forward 

to the challenges and opportunities ahead in our mutual quest to 

build the highest quality public educational system for Hawaii. 

Very truly yours, 

MeSSaGe from the InTerIM SUPerInTenDenT 

Kathryn S. matayoshi 

Interim Superintendent of Education 

2009 SuperintenDent’S Annual Report 3


2 0 0 9 

SuperintenDent’S 20th Annual Report

2009 SuperintenDent’S Annual Report 5 

Table of ConTenTS 

aT-a-GlanCe 

Students and Schools ........................................................... 6 

Resource Support ................................................................. 7 

Progress and Outcomes ......................................................... 7 

oUr CoMMITMenT to eDUCaTIon 

Our Strategic Goals 2008-2011 ..............................................11 

Ten-Year Strategic Plan ......................................................11 

Annual Update of Benchmarks ..............................................12 

ProfIleS and TrenDS 

State Summary .....................................................................19 

Background .......................................................................19 

Resource Support ................................................................20 

Progress and Outcomes .........................................................21 

Complex Summaries ..............................................................25 

Map of Complex Areas ..........................................................25 

Students ...........................................................................26 

Teachers ...........................................................................28 

Assessments – Reading (HCPS) ..................................................30 

Assessments – Mathematics (HCPS) ...........................................32 

Assessments – Reading (TerraNova) ...........................................34 

Assessments – Mathematics (TerraNova) .....................................35 

aPPenDICeS 

Appendix A. Glossary ............................................................37 

Appendix B. References and Resources ....................................41 

Appendix C. Data Tables – Online ...........................................43


aT-a-GlanCe 

Official Fall Enrollment 

 

SY 2006-07 2007-08 2008-09 

Public Schools 179,234 178,369 177,871 

83.5% 83.2% 83.3% 

Private Schools 35,407 36,128 35,715 

16.5% 16.8% 16.7% 

Total 214,641 214,497 213,586 

Sources: Fall enrollment count, Hawaii State Department of Education; 

Hawaii Association of Independent Schools. 

Hawaii State School Readiness Assessment 

Statewide 2006-07 2007-08 2008-09 

Kindergarteners who attended preschool 

61% 60% 61% 

Kindergarten teachers with Early Childhood Endorsement Certificates 

21% 20% 19% 

Source: Hawaii State Department of Education, System Evaluation & Reporting Section. 

Economically 

Disadvantaged 

31% 

No 

Special Needs 

48% 

Percent of Students with Special Needs 

2009 

Special Education 

5% 

English Language 

Learners 

3% 

Section 504 

1% 

Multiple 

Special Needs 

13% 

Total may not be exactly 

100% due to rounding. 


Composite of selected annual enrollment rosters, unduplicated count. 

Educators 

 

2007 2008 2009 

Fully Licensed 86% 88% 90% 

Advanced Degree 29% 30% 31% 

5+ Yrs at the Same School 52% 53% 55% 

Note. These figures do not include teachers at charter schools. 

Source: Hawaii State Department of Education, Office of Human Resources. 

Based on head counts. 

Students and Schools 

Enrollment Trends 

Since public school enrollment peaked in 1997-98 

(N=189,281), the total number of students has declined to 

177,871 in 2008-09. This trend parallels an overall drop 

in the State’s population demographics for school-age 

children. Enrollment in private schools has been slowly 

rising over the last five years to represent almost 17% of 

the State’s students. Not since the late 1980’s has private 

school enrollment reached a high of 17% of the State’s total 

student enrollment. 

Hawaii State School Readiness Assessment 

The HSSRA is a collaborative project between the Hawaii 

Department of Education and Good Beginnings Alliance. 

The HSSRA survey annually looks at schools’ readiness 

for incoming kindergarteners and students’ readiness 

for school. The HSSRA results can be a vital resource to 

improve services to our children. The P-3 Demonstration 

Projects (a part of the Hawaii P-20 Partnerships for Education) 

in the Farrington, Nanakuli, and Waianae Complexes 

is an initiative which uses the HSSRA results in its pursuit 

to increase children’s experiences in quality early learning 

programs, and also provides early childhood and elementary 

educators with quality professional development 

opportunities. 

Special Needs 

Student populations with special needs have constituted 

the majority of those enrolled in Hawaii public schools 

since 1996. In 2009, there were approximately 52% of 

students with special needs. The responsibility and cost 

of educating special needs students are challenges faced 

in Hawaii and nationally, particularly since “closing the 

achievement gap” among students has become a federal 

accountability goal. 

Educators 

Teacher licensure and advanced degrees, along with teachers 

staying five or more years at the same school, have seen 

gradual but consistent increases over the past three years. 

This trend is a positive sign of improvements in overall 

teacher quality and staffing stability within schools.

Resource Support 

Funding Support 

Hawaii’s public education system, unlike the other 49 states, 

receives its funding predominantly from State and federal 

sources. Hawaii is the only state not dependent on local 

property taxes as a major source of revenue. As a result, it 

is one of the most equitable school finance systems in the 

nation. 

Progress and Outcomes 

Safety & Well-Being 

Safe and supportive educational environments promote 

student success. Student and teacher self-reported perceptions 

of campus safety and well-being are collected by the 

Department’s School Quality Survey (SQS). The percent of 

positive responses of students and teachers on the SQS in 

the safety and well-being dimension have remained consistent. 

Beginning in 2008, the SQS doubled the number of 

respondents previously included, and changed the survey 

administration schedule from every other year to yearly. 

Hawaii State Assessment 

The Hawaii State Assessment (HSA) program includes two 

general types of assessments to measure student performance. 

Standards-based assessments, on one hand, measure 

how well Hawaii’s students have learned knowledge and 

skills as specified in the Department’s content and performance 

standards. These assessments contain multiple choice 

items as well as items that require students to explain their 

answers. In contrast, norm-referenced tests are designed 

to measure how Hawaii’s students have not only learned a 

subject area, but how they compare in performance to 

others, relative to a national norm group in which 77% 

score average or above. These tests typically contain multiple 

choice items only. 

In 2007, a new standards-based assessment aligned with 

the newly implemented Hawaii Content and Performance 

Standards (HCPS III) was administered. Also in 2007, 

the TerraNova replaced the long-standing Stanford Achievement 

Test as the norm-referenced test. The 2009 test results 

provide a three-year trend comparison for both the 

standards-based and norm-referenced outcomes. Standardsbased 

outcomes for both reading and mathematics from 

2007 to 2009 reveal steady and consistent improvement. 

Norm-referenced outcomes are stable throughout the 

three-year period. 

Appropriated Funds 

STATE 

Funding by Source and Year 

 

aT-a-GlanCe 

2007 2008 2009 

General $ 2,029 $ 2,154 $2,246 

Special 45 58 69 

Trust 17 18 23 

FEDERAL 352 311 393 

Source: Hawaii State Department of Education, Office of Fiscal Services. 

Safety and Well-Being of Students 

2007 2008 2009 

Students Not Suspended* 94% 95% 95% 

Perceptions of safety & well-being 

Students** 52% 54% 55% 

Teachers** 78% 76% 78% 

*Does not include charter schools 

**Percent reporting positively on School Quality Survey 



Hawaii State Assessment 2008 & 2009 

 

STANDARDS-BASED 2007 2008 2009 

(Hawaii Content & Performance Standards) 

 

Reading 60% 62% 65% 

Mathematics 38% 43% 44% 

NORM-REFERENCED 2007 2008 2009 

(TerraNova) 

 

Reading 76% 76% 76% 

Mathematics 75% 75% 75% 

Source: Hawaii State Department of Education, Student Assessment Section.


aT-a-GlanCe 

Planning 

for 

Restructuring 

4% 

(%) Percent Proficient 

Corrective 

Action 

7% 

School 

Improvement Year 2 

1% 

60 

50 

40 

30 

20 

10 

0 

Percent Proficient AYP Mathematics and Reading 

State Summary 

School Years Ending 2003 to 2009 

19 % 

23 % 24 % 27 % 

No Child Left Behind 

 

Adequate Yearly Progress 2007 2008 2009 

Percent schools met AYP 65% 42% 36% 

Sanctions* 2008 2009 2010 

Percent In Good Standing 43% 56% 48% 

Number Exiting Sanctions 12 29 2 

*AYP results determine sanctions for the following year. 


NCLB Sanction Status 

2010 

Restructuring 

32% 

39 % 

43 % 45 % 

2003 2004 2005 2006 2007 2008 2009 

MATHEMATICS 


Year 1 

8% 

Total may not be exactly 100% due to rounding. 


39 % 

45 % 47 % 47 % 

In Good Standing, 

Unconditional 

32% 


60 % 

2003 2004 2005 2006 2007 2008 2009 

READING 

In Good 

Standing, 

Pending 

17% 

62 % 

65 % 

No Child Left Behind (NCLB) 

The percentage of schools meeting Adequate Yearly 

Progress (AYP) has steadily decreased between 2007 and 

2009. The 23 percentage point decrease from 2007 to 2008 

is primarily due to increases in the Annual Measureable 

Objectives (AMO) in 2008 for reading, mathematics, and 

graduation/retention. Although nearly one-half of schools 

are in “Good Standing,” only Waiahole Elementary and 

Kailua Intermediate schools exited sanction for 2010. 

This low number of schools exiting sanctions speaks to 

the challenge of having to meet AYP two years in a row 

in light of increasing AMO targets that will require 100% 

student proficiency by the year 2014. 

Adequate Yearly Progress (AYP) 

Each year since 2003, the percent of students scoring 

proficient or above has increased continually in both 

reading and math, despite increases in Annual Measurable 

Objectives that are used to calculate AYP. In 2007, a 

revised set of Hawaii Content and Performance Standards 

(HCPS III) was established, and a new series of assessment 

instruments, developed to reflect the revised standards, 

was implemented. The relatively large gain in the number 

of students who scored proficient and better between 2006 

and 2007 may be due to a number of factors, one of which 

is the concomitant change in standards and assessment; 

but there is evidence that this difference may also be a 

reflection of true improvement in student learning, as 

demonstrated by consistent yearly gains since 2007 as well. 

Also, the reputable, independent, National Assessment of 

Educational Progress, or NAEP, as it is more commonly 

known, is widely considered to be a model assessment 

program. Since 2005, Hawaii has increased NAEP achievement 

scores for mathematics and reading for each of the 

grades tested by NAEP. 

Note. State totals include proficiency scores of all students 

enrolled in one or more schools within the DOE system for at 

least a full academic year.

Graduation & Dropouts 

Each year a cohort of first-time 9th graders are tracked 

to their fourth year in the public school system. About 

80% of each cohort, over the last 3 years, have graduated 

on-time. During this time there has been a moderate yet 

steady decrease in the dropout rate. The remaining 

students are either continuing or have completed school 

with a special education certificate of program completion. 

High School Diplomas 

For the past three years, nearly a third of the senior class 

have earned the more challenging Board of Education 

Recognition Diploma, which requires additional credits 

and a minimum 3.0 grade point average. 

Advanced Placement Program 

Rigorous Advanced Placement (AP) courses provide 

additional challenges and opportunities for Hawaii 

students. After AP course completion, students may take 

College Board AP exams. Students achieving a score of 3 

or higher on various exams can earn college credit based 

on their results. 


aT-a-GlanCe 

Four-Year Graduation & Dropout Rates 

2006-07 2007-08 2008-09 

Graduation 78.9% 79.9% 79.9% 

Dropouts 16.5% 16.0% 15.6% 


High School Diplomas 

2006-07 2007-08 2008-09 

BOE Diploma 31.5% 30.8% 31.7% 

Regular Diploma 62.7% 63.2% 62.5% 

Note: Totals do not sum to 100% because non-diploma (certificate) recipients 

make up the remainder of school completion statistics. 

Source: Hawaii State Department of Education, Office of Information Technology Services. 

Advanced Placement Program 

Advanced Placement Results 2007 2008 2009 

Number of students enrolled 

in AP courses : 2,725 3,064 3,252 

Number of students 

who took AP exam : 2,516 2,932 3,209 

Number of exams taken : 3,827 4,498 4,961 

Number of AP exam results 

with a score of 3 or higher : 1,782 1,934 2,072 

Percent of exams passed : 47% 43% 42% 

Sources: Hawaii State Department of Education, Information Resource Management Branch; 

College Board.



2 0 0 9 


Our Strategic Goals 2008-2011 


Improve student achievement through standards-based education 

Standards-based education is the critical planning, delivery, and monitoring of academic programs. These 

programs have clearly defined content and performance standards that provide the basis for instruction and 

assessment. Standards identify what is important for students to learn and be able to do. 

Provide comprehensive support for all students 

Comprehensive support for all students requires the Department to develop programs and activities that address 

students’ academic and personal needs so that they can succeed in school. These programs help to foster their 

sense of belonging; mentor them through close adult contact; and create partnerships between parents, families, 

and the schools. 

Successful schools create an environment that helps students develop a sense of commitment to the school 

community. Teachers who foster a sense of school membership attend to students’ social and personal development 

as well as their intellectual growth. 

Continuously improve our performance and quality 

Continuously improving performance and quality has three goals. The first is our ongoing effort to improve 

student performance by ensuring that instruction in our schools is rigorous and relevant. The second is improving 

the quality of our schools by ensuring that we hire qualified teachers and administrators and help them to be 

effective leaders. The third is improving the quality of our educational system by developing clear communication 

with all stakeholder groups so that they know what we do and why we do it. 

Ten-year Strategic Plan 

By 2018, we envision ... 

1. Standards are the foundation of our system. 

2. All students and staff demonstrate the six General Learner Outcomes. 

3. All students are educated to be responsible and productive citizens. 

4. All graduates personify the “Vision of the Public School Graduate.” 

5. All schools are fully staffed with highly qualified and highly effective educators. 

6. Parents and community members actively participate in developing and supporting their schools. 

7. Schools are flexible, customized, and inclusive learning environments. 

8. Employees work in a safe and productive environment. 

9. Accountability is a standard operating procedure. 




Annual Update of Data for the Strategic Plan Benchmarks 

The Department’s Strategic Plan for 2008-11 was based on results from school year 2006-07 and prior. Even though the first target 

measures were set for school year 2008-09, the Department has monitored its progress toward each of those indicators from school year 

2007-08. 

The following table contains the 2008-2011 Strategic Plan goals, objectives, and measures. The available results for 2008-09 are provided; 

however, some results are still pending or not available (na). The colors indicate whether the results are moving towards the target, 

have met, or did not exceed the original baseline figures (see legend below). Also included are new indicators for which results will be 

available in 2009-10. 

Color Key Legend* 

Result did not exceed baseline. 

Result indicates movement from the baseline towards the target. 

Result met or exceeded the target. 

Targets for current and future years. 

*Color Key definitions revised from previous year. 

GOAL 1: Improve Student Achievement Through Standards-Based Education 

OBjECTIvE 1.1. 

1. Increase the percent of elementary and secondary classrooms that are 

determined to be standards-based. 

BASELINE ACTUAL ACTUAL TARGET TARGET TARGET 

2006-07 2007-08 2008-09 2008-09 2009-10 2010-11 

Elementary 81% 83% 89% 83% 85% 87% 

Secondary 66% 65% 66% 68% 70% 72% 

2. Increase the number of first-time grade 9 students who are promoted 

to grade 10. na na na 1 na 89% 91% 

3. Increase the number of students taking on-line learning courses. 500 978 2a 1,424 2,500 5,000 10,000 

4. Decrease the percent of DOE completers who as first-year UH students 

are enrolled in remedial classes. 

English 11% 2b 12% 2b na 21% 18% 15% 

Mathematics 12% 2b 14% 2b na 26% 23% 20% 

5. Increase the percent of students graduating within four years with a 

high school diploma. 80% 80% 80% 82% 84% 86% 

6. Increase the number of students who take AP courses. 2,725 3,064 3,252 2,825 2,925 3,025 

7. Increase the number of students who take the AP exam. 2,516 2,932 3,209 2,616 2,716 2,816 

8. Increase the number of AP exam results with a 3 or higher. 1,782 1,934 2,072 1,882 1,992 2,092 

9. Increase the percent of elementary and secondary classrooms that are 

determined to incorporate rigor and relevance. na na na na baseline TBD 

(continued on following page)




2006-07 2007-08 2008-09 2008-09 2009-10 2010-11 


1. Increase the percent of students attaining proficiency on statewide assessments in: 

Reading 60% 62% 65% 64% 68% 72% 

Mathematics 38% 42% 44% 44% 50% 55% 

Science na 38% 37% 44% 50% 55% 

2. Increase the percent of students who are proficient in reading by the end of 

third grade. 61% 61% 62% 65% 68% 72% 

3. Increase the percent of students in each subgroup (Disadvantaged, Special 

Education [SPED], Limited English Proficient [LEP], White, Black, Asian, Pacific 

Islander, Native American, and Hispanic) who are proficient on the statewide 

assessments in: 

Disadvantaged Reading 47% 49% 53% 52% 57% 62% 

Mathematics 27% 31% 33% 32% 37% 42% 

Science na 26% 3 25% 31% 36% 41% 

SPED Reading 13% 14% 16% 18% 23% 28% 

Mathematics 6% 7% 6% 11% 16% 21% 

Science na 7% 3 7% 12% 17% 22% 

LEP Reading 23% 28% 30% 28% 33% 38% 

Mathematics 17% 21% 20% 22% 27% 32% 

Science na 9% 3 11% 14% 19% 24% 

White Reading 73% 75% 77% 78% 83% 88% 

Mathematics 47% 52% 54% 52% 57% 62% 

Science na 55% 3 53% 60% 65% 70% 

Black Reading 61% 63% 66% 66% 71% 76% 

Mathematics 30% 37% 37% 35% 40% 45% 

Science na 35% 3 35% 40% 45% 50% 

Asian Reading 64% 69% 69% 69% 74% 79% 

Mathematics 45% 52% 50% 50% 55% 60% 

Science na 44% 3 42% 49% 54% 59% 

Pacific Islander Reading 48% 50% 54% 53% 58% 63% 

Mathematics 25% 30% 31% 30% 35% 40% 

Science na 23% 3 24% 28% 33% 38% 

Native American Reading 61% 63% 63% 66% 71% 76% 

Mathematics 31% 38% 38% 36% 41% 46% 

Science na 38% 3 38% 43% 48% 53% 

Hispanic Reading 55% 57% 61% 60% 65% 70% 

Mathematics 30% 34% 36% 35% 40% 45% 

Science na 32% 3 32% 37% 42% 47% 




4. Increase the percent of students who have moved to a 

higher proficiency level on the statewide assessments in: 


2006-07 2007-08 2008-09 2008-09 2009-10 2010-11 

Disadvantaged Reading 23% 23% 25% 28% 33% 38% 

Mathematics 21% 19% 19% 26% 31% 36% 

Science na na 26% 3 26% 31% 36% 

SPED Reading 13% 17% 15% 18% 23% 28% 

Mathematics 9% 10% 8% 14% 19% 24% 

Science na na 7% 3 7% 12% 17% 

LEP Reading 19% 23% 25% 24% 29% 34% 

Mathematics 19% 18% 18% 24% 29% 34% 

Science na na 11% 3 11% 16% 21% 

White Reading 32% 22% 25% 37% 42% 47% 

Mathematics 31% 20% 21% 36% 41% 46% 

Science na na 53% 3 53% 58% 63% 

Black Reading 29% 24% 24% 34% 39% 44% 

Mathematics 23% 21% 21% 28% 33% 38% 

Science na na 35% 3 35% 40% 45% 

Asian Reading 30% 23% 27% 35% 40% 45% 

Mathematics 31% 20% 21% 36% 41% 46% 

Science na na 42% 3 42% 47% 52% 

Pacific Islander Reading 22% 22% 25% 27% 32% 37% 

Mathematics 19% 19% 18% 24% 29% 34% 

Science na na 24% 3 24% 28% 33% 

Native American Reading 24% 23% 19% 29% 34% 39% 

Mathematics 23% 22% 16% 28% 33% 38% 

Science na na 38% 3 38% 43% 48% 

Hispanic Reading 25% 24% 24% 30% 35% 40% 

Mathematics 22% 18% 21% 27% 32% 37% 

Science na na 32% 3 32% 37% 42% 

5. Increase the percent of limited English proficient students who 

become proficient in the English language. (2005-06) 

20% 9% 14% 22% 24% 27% 


1. Increase the percent/number of elementary students receiving a “usually” or “consistently” 

rating on all general learner outcomes at the end of the school year. 52% 53% 56% 56% 60% 64% 


1. Increase the number of schools that report service activities during the 

school year. 209 234 218 225 250 255 

2. Increase the percent of elementary students receiving a “usually” or “consistently” 

rating on GLO #2: Community Contributor. 19% 62% 64% 24% 29% 34% 


GOAL 2: Provide Comprehensive Support for All Students 




1. Increase the percent of students who are not suspended from school by 2006-07 2007-08 2008-09 2008-09 2009-10 2010-11 

school type (elementary, middle/intermediate, high). (2004-05) 

Elementary 99% 99% 99% 99% 99% 99% 

Middle/Intermediate 89% 89% 88% 90% 91% 92% 

High 91% 91% 91% 92% 93% 94% 

2. Increase the percent of students reporting that they feel safe at their school by 

school type (elementary, middle/intermediate, high). (2004-05) 

Elementary 83% 75% 75% 85% 87% 89% 


High 75% 47% 48% 77% 79% 81% 

3. Increase the percent of students by school type (elementary, middle/intermediate, 

high) reporting that most of the students in their school are well-behaved. (2004-05) 

Elementary 38% 49% 50% 42% 46% 50% 


High 20% 21% 20% 24% 28% 32% 

4. Increase the percent of students reporting they have a significant adult connection 

with someone on campus. 

Elementary na 74% 3 74% 77% 80% 83% 

Middle/Intermediate na 54% 3 55% 57% 60% 63% 

High na 48% 3 48% 52% 55% 58% 

5. Increase the percent of schools with well-established home/preschool to 

kindergarten transition programs. 29% 34% 26% 33% 37% 41% 

6. Increase student daily attendance. 


Elementary 94% 94% 95% 95% 95% 95% 

Secondary 92% 92% 91% 95% 95% 95% 

7. Increase the number of school lunches and breakfasts served to students during 

the year. 

Lunch 19,378,879 18,529,459 20,324,708 19,378,879 19,766,456 20,161,785 

Breakfast 6,127,993 6,414,018 6,641,337 6,127,993 6,250,552 6,375,563 

8. Increase the percent of schools that meet student performance indicators for 

learner engagement. na na na na baseline TBD 


personal skill development. na na na na baseline TBD 


stretch learning. na na na na baseline TBD 






1. Increase the percent of parents who respond positively that they participate in 

important decisions about their children’s education (for example, year-round 

2006-07 2007-08 2008-09 2008-09 2009-10 2010-11 

school, discipline, homework). (2004-05) 

66% 65% na4 70% 74% 78% 

2. Increase the percent of teachers who respond positively that a majority of their students’ 

parents/guardians participate in important decisions about their children’s education. na 38% 41% 42% 46% 50% 

3. Increase the percent of parents reporting satisfaction with their school. (2005-06) 

Elementary 71% 71% na 4 75% 79% 83% 

Middle/Intermediate 56% 60% na 4 60% 64% 68% 

High 53% 53% na 4 57% 61% 65% 

Total 67% 66% na 4 71% 75% 79% 

4. Increase the percent of parents who report that they have opportunities to get involved at school 

(for example, volunteer activities, tutoring, chaperoning events). (2004-05) 

70% 73% na 4 74% 78% 82% 

GOAL 3: Continuously Improve Performance and Quality 


1. Increase the number of 10th and 11th grade students who 

take the PSAT. 8,131 11,004 12,315 8,531 8,931 9,331 

2. Maintain the number of schools that increased the proportion of their proficient students 

by five percentage points from the prior school year by school level in: 

Reading 226 77 91 226 226 226 

Mathematics 240 111 65 240 240 240 

Science na na 70 3 70 70 70 

3. Increase the number of National Board Certified Teachers. 125 162 2c 203 135 145 155 

4. Increase the percent of teachers who have been in the same school for five or more years. 

(2005-06) 

52% 53% 55% 54% 56% 58% 

5. Increase the percent of fully licensed teachers teaching in low performing schools. 83% 84% 89% 100% 100% 100% 

6. Increase the percent of principals who have been in the same school for five or more years. 

(2005-06) 

38% 55% 55% 40% 42% 44% 


7. Increase the percent of teachers and instructional support 

staff reporting satisfaction with their school. 



2006-07 2007-08 2008-09 2008-09 2009-10 2010-11 

(2004-05) 

Elementary 66% 63% 74% 70% 74% 78% 


High 56% 59% 61% 60% 64% 68% 

Multi-level 55% 49% 64% 59% 63% 67% 

Teachers Total 61% 71% 75% 65% 69% 73% 

Instructional Support Staff Total na 78% 3 79% 80% 82% 84% 

8. Maintain the percent of high schools that actively participate in high school redesign 

through the Hawaii High School Leadership Compact. na na na na baseline TBD 

9. Increase the percent of teachers that have been trained in rigor and relevance. na na na na baseline TBD 

10. Increase the number of teachers that develop and publish exemplary 

learning modules. na na na na baseline TBD 

11. Increase the number of “high performing complexes” in the Department of Education. 

na na na na baseline TBD 


1. Increase the percent of classes taught by highly qualified teachers. 

Elementary 87% 91% 89% 100% 100% 100% 

Secondary 54% 63% 62% 100% 100% 100% 

2. Increase the average number of instructional days that teachers are present in the classroom. 

173 173 175 174 175 176 

3. Increase the percent of schools making Adequate Yearly Progress (AYP) each year. 60% 42% 36% 62% 64% 66% 

4. Increase the percent of teachers remaining in the profession within their first five years. 

48% 44% 44% 49% 50% 51% 

5. Increase the percent of kindergarten teachers with an Early Childhood Endorsement. 

21% 20% 19% 25% 29% 33% 

6. Increase the percent of Hawaii residents who believe their neighborhood public schools 

are improving. na 27% na 5 33% 38% 43% 

7. Increase the percent of longitudinal identifications and match rates on students within and returning to DOE. 

(2004-06) 

85% 90% 2d 90% 87% 89% 91% 

1 Results will be available in 2009-10. 

2a Revised from previous reports to reflect updated figures. Source: Office of Curriculum, Instruction and Student Support. 

2b Revised from previous reports to reflect updated figures. Source: University of Hawaii, Institutional Research Office. 

2c Revised from previous reports to reflect updated figures. Source: Hawaii Teacher Standards Board. 

2d Revised from previous reports to reflect updated figures. Source: Student Assessment Section. 

3 Figure represents baseline. 

4 Results are not available for the 2009 parent portion of this survey. 

5 Data not available due to fiscal restraints and the resulting temporary suspension of the Hawaii Public Education Poll (HPEP). 



2 0 0 9 


State Summary 

Background 

For the following tables in the 

Profiles and Trends section, an 

“na” stands for “not applicable” or 

“not reportable,” while a “--” stands 

for “missing or unavailable data.” 

Due to rounding of percentages, 

there may be slight differences 

between published reports. (For 

example, 9.6% may be reported 

as 10% for the same measure in 

different reports.) 


SCHOOLS 2007 2008 2009 

Total 286 100% 287 100% 289 100% 

Elementary 169 59% 169 59% 168 58% 

Middle/Intermediate 36 13% 37 13% 37 13% 

High 33 12% 33 11% 33 11% 

Multi-level 18 6% 17 6% 18 6% 

Charter 27 9% 28 10% 31 11% 

Special 3 1% 3 1% 2 1% 

Complex Areas 15 15 15 

STUDENTS 2007 2008 2009 

Official Enrollment Count 

Total 179,234 100% 178,369 100% 177,871 100% 

K-6 97,383 54% 97,272 55% 98,180 55% 

7-8 27,052 15% 26,669 15% 26,036 15% 

9-12 54,799 31% 54,428 31% 53,655 30% 

Totals may not be exactly 100% due to rounding. 

Special Education (SPED)* 19,030 11% 18,650 10% 18,108 10% 

English Language Learner (ELL) 16,132 9% 17,659 10% 19,504 11% 

Economically Disadvantaged 71,037 40% 69,091 39% 74,902 42% 

*Excludes Speech only and Hearing-Impaired only categories. 

STAFF (Full Time Equivalents) 2006 - 07 2007 - 08 2008 - 09 

Classroom Teachers 11,270.3 11,395.8 11,294.2 

Librarians 271.5 257.5 248.5 

Counselors 669.5 659.5 659.5 

Administrators 

School 531.0 544.0 519.0 

State & Complex Area 214.5 228.5 227.5 

Other Support Staff 8,102.6 8,566.3 8,654.3 

Total 21,059.4 21,651.6 21,603.0 

Source: NCES CCD Agency Report Submitted. IRM CCD coordinator. 

STATE DEMOGRAPHICS 2000 Census 2007 Est 2008 Est 

Population 1,211,537 100% 1,283,388 100% 1,288,198 100% 

Under 5 yrs 78,163 87,727 85,757 

5-9 84,980 73,564 75,115 

10-14 83,106 75,097 74,840 

15-19 81,002 83,026 82,570 

Median Age, in years 36.2 38.1 38.3 

Households 

Income 

Total 403,240 100% 439,685 100% 437,105 100% 

Families 287,068 306,623 303,344 

Avg. Family Size 3.4 3.9 3.4 

Median Family Income $65,027* $73,879 $78,659 

Per Capita Income $24,513* $28,287 $29,386 

Poverty, Families in 7.7% 5.4% 6.0% 

Educational Attainment 

Percent high school or higher 84.6% 89.4% 90.3% 

Percent 4-yr degree or higher 26.2% 29.2% 29.1% 

Source: U.S. Census Bureau. 

*2004 inflation-adjusted dollars. 




STATE SCHOOL BUDGET 2007 2008 2009 

APPROPRIATED FUNDS (millions) 

State 

General 2,028.6 $2,154.3 $2,246.0 

Special 45.1 58.2 68.5 

Trust 16.7 18.4 23.4 

Federal 351.9 310.7 392.8 

Total $2,442.3 $2,541.6 $2,730.7 

EXPENDITURES(millions) 

State 

General $1,985.0 $2,113.3 $2,231.2 

Special 36.6 32.3 39.8 

Trust 5.3 5.5 7.7 

Federal 249.4 225.1 209.3 

Total $2,276.3 $2,376.2 $2,488.0 

Source: Hawaii State Department of Education, Office of Fiscal Services. 

SCHOOL FINANCE: National Perspective 2004 2005 2006 

Key Finance Indicators 

Per pupil expenditures $8,533 $8,997 $9,876 

Percent State & local expenditures 

for public education (per capita) 19.3% 18.5% 19.7% 

National Rank 49th 50th 47th 

Sources: U.S. Census Bureau; National Center for Education Statistics. 

30% 

25% 

20% 

15% 

10% 

1994-95 

Percent of State and Local Expenditures 

Supporting Public Education, by Year & Comparison States 

1995-96 

1997-98 

1998-99 

1999-2000 

2001-02 

2003-04 

2004-05 

2005-06 

Nebraska 

Rhode Island 

Wyoming 

Delaware 

Hawaii 

U.S. Average 

Source: National Center for Education Statistics, 2008 Digest. The most current comparative figures are for 2006. 

State Summary 

Resource Support 

State School Budget 

Funding and expenditures for Hawaii public 

education have increased over the past three 

years primarily due to: higher fixed costs 

including debt service and fringe benefits; 

higher payroll costs; the transfer of repair and 

maintenance from another state agency; 

and, the federal No Child Left Behind Act 

requirements. 

School Finance 

The School Finance: National Perspective table 

provides statistics that compare Hawaii with 

other states using the most current figures 

available. From 2004 thru 2006, Hawaii ranked 

at or near the bottom in the proportion it 

spends on education. 

Percent Expenditures 

Over a 12-year period (1995 - 2006), Hawaii 

has made gains in its resource commitment to 

public education, moving from 14% of public 

expenditures in 1995 to 20% in 2006. The 

U.S. average remained stable at about 23-24% 

during the same period. Given its resources, 

Hawaii still spends less on education than the 

national average. In 2006, Hawaii ranked 47th 

in the percent of state and local expenditures 

for public education in the nation.

State Summary 

Progress and 

Outcomes 

National Assessment of 

Educational Progress 

The NAEP is a national assessment 

of grade 4 and 8 students that 

serves as a comparison of a state’s 

achievement against other states 

and the nation as a whole. All states 

participate in the NAEP. Hawaii’s 

grade 4 and 8 students have made 

steady gains with the exception of 

grade 8 reading. The four achievement 

levels of NAEP are Advanced, 

Proficient, Basic, and Below Basic. 

According to NAEP, students 

achieving Proficient reflect solid 

academic performance, and have 

“...demonstrated competency over 

challenging subject matter, including 

subject-matter knowledge, 

application of such knowledge to 

real-world situations, and 

analytical skills appropriate to the 

subject matter.” It is important 

to note that some of the subject 

matter associated with Proficient is 

above the grade level of the student. 

NAEP Basic denotes, “…partial 

mastery of prerequisite knowledge 

and skills that are fundamental for 

proficient work at each grade.” Since 

2003, the majority of Hawaii’s grade 

4 and 8 students (53% - 77%) have 

achieved at or above NAEP Basic 

for reading and math. 


PROGRESS & COMPLETION 2007 2008 2009 

Attendance Rates 

Elementary 94.4% 94.4% 94.5% 

Middle/Intermediate 94.0% 93.9% 93.9% 

High 91.2% 90.4% 89.9% 

Multi-level 90.4% 89.6% 90.8% 

Charter 93.8% 93.0% 93.6% 

Retention Rates 

Elementary 1% 1%



EDUCATIONAL ASSESSMENT 

HAWAII STATE ASSESSMENT 2007 2008 2009 

STANDARDS-BASED (Hawaii Content & Performance Standards) (Percent Proficient and Exceeds Proficiency) 

Reading 

Grade 3 62% 62% 62% 

Grade 4 54% 61% 62% 

Grade 5 60% 57% 61% 

Grade 6 55% 57% 65% 

Grade 7 62% 64% 67% 

Grade 8 60% 66% 68% 

Grade 10 65% 67% 73% 

Mathematics 

Grade 3 49% 53% 48% 

Grade 4 48% 49% 50% 

Grade 5 40% 44% 46% 

Grade 6 39% 42% 44% 

Grade 7 37% 40% 47% 

Grade 8 26% 35% 39% 

Grade 10 29% 34% 34% 

NORM-REFERENCED (TerraNova) (Percent Average and Above Average) 

Reading 

Grade 3 74% 73% 74% 

Grade 4 77% 77% 78% 

Grade 5 78% 79% 74% 

Grade 6 78% 77% 79% 

Grade 7 71% 70% 71% 

Grade 8 79% 80% 81% 

Grade 10 78% 77% 78% 

Mathematics 

Grade 3 75% 74% 75% 

Grade 4 77% 76% 76% 

Grade 5 77% 78% 77% 

Grade 6 73% 73% 74% 

Grade 7 74% 72% 72% 

Grade 8 76% 76% 76% 

Grade 10 75% 75% 75% 

Source: Hawaii State Department of Education, Student Assessment Section. 

State Summary 


Outcomes 

Hawaii State Assessment 

For further details, see the 

Complex Summaries: Assessments, 

within the Profiles and 

Trends section.

State Summary 


Outcomes 

Educational 

Accountability 

While the percent of “All Schools” 

meeting Adequate Yearly Progress 

(AYP) decreased between 2007 and 

2009, both “Title I” and “Charter” 

schools reflected proportionally 

larger decreases. These lower rates 

of schools making AYP suggest 

Title I and Charter schools, in particular, 

are facing greater challenges 

associated with the 2008 increases 

in Annual Measureable Objectives 

(AMO). 

EDUCATIONAL ACCOUNTABILITY 

No Child Left Behind (NCLB) 2007 2008 2009 

Adequate Yearly Progress (AYP) 

All Schools 

Title I 

Met 184 65% 119 42% 101 36% 

Not Met 98 35% 164 58% 183 64% 

Met 118 61% 65 36% 54 30% 

Not Met 75 39% 118 64% 126 70% 

Charters 

Met 18 67% 8 29% 8 29% 

Not Met 9 33% 20 71% 20 71% 

Sanction Status 

All Schools 

No Sanctions 

2008 2009 2010 

In Good Standing, Unconditional 118 42% 113 40% 90 32% 

In Good Standing, Pending 2 1% 45 16% 47 17% 

Totals 120 43% 158 56% 137 48% 

Sanctions 

School Improvement Year 1 38 13% 2 1% 24 8% 


Corrective Action 19 7% 8 3% 19 7% 

Planning for Restructuring 45 16% 17 6% 10 4% 

Restructuring 48 17% 78 28% 90 32% 

Totals 162 57% 125 44% 147 52% 

Charter Schools 

No Sanctions 

In Good Standing, Unconditional 13 48% 8 29% 6 21% 

In Good Standing, Pending 2 7% 9 32% 4 14% 

Totals 15 56% 17 61% 10 36% 

Sanctions 



Corrective Action 5 19% 1 4% 1 4% 

Planning for Restructuring 2 7% 5 18% 3 11% 

Restructuring 1 4% 2 7% 5 18% 

Totals 12 44% 11 39% 18 64% 






AYP Determinations, 2008 & 2009 

All Schools 

2008 2009 

AYP Not Met 

58% 

AYP Met 

42% 


2008 AYP Met 2009 

AYP Not Met 

71% 

NCLB Sanctions, 2009 & 2010 

All Schools 

29% 

2009 2010 

Not 

Sanctioned 

56% 

Sanctioned 

44% 


2009 2010 

Not 

Sanctioned 

61% 

Sanctioned 

39% 

AYP Not Met 

64% 

AYP Not Met 

71% 



Not 

Sanctioned 

48% 

Not 

Sanctioned 

36% 



AYP Met 

36% 

AYP Met 

29% 

Sanctioned 

52% 

Sanctioned 

64% 

State Summary 


Outcomes 

Adequate Yearly 

Progress (AYP) 

Determinations and 

NCLB Sanctions 

The increase in the Annual 

Measurable Objectives (AMO) 

in 2008 continue to impact All 

Schools in their ability to sustain 

increased levels of achievement 

over time. Although proportionately 

more Charter Schools have 

not made AYP, their rates 

remained stable between 2008 

and 2009. Difficulties in meeting 

AYP are expected to continue 

as AMO targets rise to 100% 

in 2014. 

The percentage of schools in 

sanction status crossed over the 

50% mark for both All Schools 

and Charter Schools in 2010. 

Charter schools were impacted 

particularly hard with 39% in 

sanction in 2009 and increasing 

to 64% in 2010, compared to 

44% to 52% for All Schools 

(See Figure to the left, NCLB 

Sanctions, 2009 & 2010).

Mililani 

Leilehua 

Waialua 

Waianae 

Nanakuli 

Kapolei 

Campbell 

Waipahu 

Pearl City 

Kapaa 

Kauai 

Waimea 

Radford 

Aiea 

Moanalua 

Kaimuki 

Roosevelt 

McKinley 

Farrington 

Kaiser 

Kalani 


Hawaii Public Education 

Complex Areas (15 Total) 

Kahuku 

Castle 

SCHOOL YEAR 2008-09 

Kohala 

Honokaa 

Kalaheo Kealakehe 

Kailua Konawaena 

Molokai 

Lanai 

Hana 

Lahainaluna 

Complex Area Names and Number of Schools in Each Area 

Farrington/Kaiser/Kalani (26) 

Kaimuki/McKinley/Roosevelt (29) 

Aiea/Moanalua/Radford (22) 

Leilehua/Mililani/Waialua (20) 

Campbell/Kapolei (15) 

Nanakuli/Waianae (9) 

Pearl City/Waipahu (17) 

Castle/Kahuku (16) 

Kailua/Kalaheo (14) 

Baldwin 

Maui 

Kekaulike 

Keaau 

Pahoa 

Kau 

Hilo/Laupahoehoe/Waiakea (14) 

Kau/Keaau/Pahoa (9) 

Honokaa/Kealakehe/Kohala/Konawaena (19) 

Baldwin/Kekaulike/Maui (19) 

Hana/Lahainaluna/Lanai/Molokai (12) 

Kapaa/Kauai/Waimea (16) 


Laupahoehoe 

Hilo 

Waiakea



STUDENTS 2009 Complexes 

Attended Economically Special Graduated 

Enrollment* Preschool Disadvantaged Education** ELL On-time 

State Overall 177,871 8,966 74,902 18,577 19,504 

61% 42% 10% 11% 80% 

HONOLULU: 2 Complex Areas / 6 Complexes 

Farrington 8,141 50% 66% 8% 29% 65% 

Kaiser 3,498 90% 13% 9% 6% 94% 

Kalani 3,885 92% 18% 9% 10% 92% 

Kaimuki 4,844 61% 52% 10% 28% 70% 

McKinley 4,566 60% 62% 10% 29% 78% 

Roosevelt 6,065 84% 33% 8% 9% 87% 

CENTRAL: 2 Complex Areas / 6 Complexes 

Aiea 4,309 64% 37% 11% 11% 88% 

Moanalua 4,869 53% 22% 7% 9% 94% 

Radford 5,969 54% 30% 10% 8% 88% 

Leilehua 7,456 45% 49% 12% 9% 83% 

Mililani 7,991 74% 15% 11% 3% 93% 

Waialua 1,295 62% 50% 13% 9% 89% 

LEEWARD: 3 Complex Areas / 6 Complexes 

Campbell 9,256 52% 40% 9% 9% 84% 

Kapolei 6,253 55% 29% 10% 4% 87% 

Nanakuli 2,400 33% 72% 17% 5% 61% 

Waianae 5,619 46% 68% 14% 6% 64% 

Pearl City 6,567 60% 29% 10% 6% 83% 

Waipahu 8,479 46% 52% 9% 24% 79% 

WINDWARD: 2 Complex Areas / 4 Complexes 

Castle 5,032 71% 39% 14% 3% 72% 

Kahuku 3,567 64% 49% 10% 7% 87% 

Kailua 3,019 74% 49% 14% 5% 78% 

Kalaheo 3,717 70% 32% 12% 4% 89% 

HAWAII: 3 Complex Areas / 10 Complexes 

Hilo 4,075 67% 55% 13% 7% 83% 

Laupahoehoe 203 65% 60% 23% 13% 67% 

Waiakea 3,791 77% 43% 10% 5% 86% 

Kau 930 25% 71% 14% 23% 84% 

Keaau 2,836 56% 71% 14% 10% 74% 

Pahoa 1,806 70% 77% 15% 11% 84% 

Honokaa 2,714 59% 46% 12% 10% 76% 

Kealakehe 4,851 61% 43% 9% 14% 86% 

Kohala 860 67% 53% 19% 7% 89% 

Konawaena 2,176 55% 50% 11% 15% 73% 

MAUI: 2 Complex Areas / 7 Complexes 

Baldwin 4,040 61% 33% 10% 7% 87% 

Kekaulike 4,213 68% 36% 11% 3% 83% 

Maui 7,268 53% 39% 9% 18% 85% 

Hana 334 77% 62% 16% 1% 79% 

Lahainaluna 2,992 52% 32% 11% 24% 88% 

Lanai 559 68% 23% 18% 11% 89% 

Molokai 891 83% 69% 16% 5% 88% 

KAUAI: 1 Complex Area / 3 Complexes 

Kapaa 3,054 67% 41% 11% 7% 84% 

Kauai 3,873 64% 34% 8% 7% 85% 

Waimea 2,437 58% 39% 8% 7% 85% 

OTHER: 

Public Charter Schools 7,373 na 45% 8% 6% 77% 

Hawaii Center for Deaf & Blind 68 na 84% 100% 41% 40% 

*Official Fall enrollment count. **Includes Speech only and Hearing-Impaired only categories. 

Complex 

Summaries 

Students 

Student background characteristics 

such as preschool attendance, 

poverty, special education, and 

non-English or limited English 

speaking, help to illustrate the 

diverse makeup and related 

challenges faced by Complexes. 

For example, some Complexes 

have over 80 percent of their 

entering kindergarten students 

having attended preschool, 

while for other Complexes, less 

than one-half of their entering 

students have attended preschool. 

Complexes where at least 50 percent 

of students are economically 

disadvantaged have increased 

dramatically by 45% compared 

to 2008; and in the area of special 

education services, nearly threefourths 

of the Complexes (31 of 

42) serve double-digit percentage 

rates of students. Similarly, 16 

Complexes have enrolled 

students with non-English or 

limited English proficiency constituting 

10 percent or more of 

their total enrollment, 6 

Complexes enroll more than 

20 percent. 

As with student background 

characteristics, graduation rates 

vary across Complexes. Some of 

these differences are substantial 

and speak to the ongoing 

challenges and range of special 

services schools provide to 

ensure all students succeed to 

their utmost potential.

Percent of Kindergarteners 

Who Attended Preschool, 

SY 2009, By Complex 

75 – 100% 

50 – 74% 

25 – 49% 

0 – 24% 

Percent of On-time 

(Four year) Graduates, 

SY 2009, By Complex 

91 – 100% 

81 – 90% 

71 – 80% 

Less than, or equal to 70% 


ProfIleS and TrenDS



TEACHERS 2009 Complexes 

Classroom Average K teachers w/ Early 

Teachers Fully Licensed 5+ Years at Same School Advanced Years Childhood Endorsement 

(head count) Percent 07 vs 09* Percent 07 vs 09* Degree Experience Percent 07 vs 09* 

State Overall 11,488 87% 54% 31% 11.4 19% 


Farrington 530 93% 53% 32% 11.6 17% 

Kaiser 216 94% 59% 34% 12.6 20% 

Kalani 238 97% 53% 42% 12.4 6% 

Kaimuki 337 96% 64% 35% 14.1 30% 

McKinley 301 96% 66% 36% 14.9 15% 

Roosevelt 378 94% 62% 34% 12.7 9% 


Aiea 273 91% 55% 33% 11.9 24% 

Moanalua 286 95% 60% 36% 12.4 29% 

Radford 366 94% 59% 25% 11.8 13% 

Leilehua 509 87% 50% 31% 11.7 32% 

Mililani 479 92% 51% 35% 11.9 13% 

Waialua 99 97% 62% 38% 13.8 33% 


Campbell 570 85% 43% 26% 9 18% 

Kapolei 371 89% 53% 29% 9.5 35% 

Pearl City 416 92% 61% 29% 12.5 17% 

Waipahu 546 88% 60% 28% 11.9 19% 

Nanakuli 180 78% 43% 25% 9.3 40% 

Waianae 380 83% 47% 25% 9.1 19% 


Castle 357 95% 64% 32% 13.6 5% 

Kahuku 250 93% 63% 17% 13 20% 

Kailua 244 87% 49% 31% 9.9 7% 

Kalaheo 254 94% 52% 37% 11.5 10% 


Hilo 280 95% 60% 28% 12.9 6% 

Laupahoehoe 24 88% 33% 33% 6.6 0% 

Waiakea 226 97% 64% 31% 14 9% 

Kau 77 88% 32% 40% 8.3 20% 

Keaau 199 94% 55% 28% 10.8 10% 

Pahoa 130 87% 50% 33% 11.3 13% 

Honokaa 176 86% 45% 30% 10.8 24% 

Kealakehe 264 81% 48% 33% 9.7 19% 

Kohala 73 89% 58% 34% 12.5 33% 

Konawaena 157 91% 56% 29% 12.3 11% 


Baldwin 247 87% 56% 32% 12.4 7% 

Kekaulike 271 87% 54% 38% 12 20% 

Maui 437 86% 53% 27% 10.9 20% 

Hana 31 90% 58% 32% 10.1 0% 

Lahainaluna 190 84% 52% 36% 8.6 8% 

Lanai 46 91% 57% 35% 9.5 67% 

Molokai 77 87% 58% 21% 10 50% 


Kapaa 192 88% 58% 26% 11.9 42% 

Kauai 238 90% 55% 34% 11.4 19% 

Waimea 161 89% 55% 29% 13.9 20% 

OTHER: 

Public Charter 

Schools na na na na na na na na na 

Hawaii Center for 

Deaf & Blind 18 72% 67% 89% 11.3 0% 0 

*For descriptions of color coded cells, see the legends on the following page. 

Complex 

Summaries 

Teachers 

Change in Percent of 

Fully Licensed Teachers 

by Complex, 2007- 2009 

The percent of fully licensed 

teachers is one indicator of 

teacher quality. Typically, rural 

or remote regions are more 

challenged to recruit fully 

licensed teachers. However, 

over the past two years (2007- 

2009) the majority of complexes 

(60%), including rural areas 

and neighbor island complexes, 

have increased the percentage of 

teachers who are fully licensed. 


Teachers at the Same 

School Five or More Years, 

by Complex, 2007-2009 

The percent of teachers at the 

same school for five or more 

years is an indicator of staffing 

stability. Research suggests that 

schools experiencing high levels 

of staff turn over have difficulty 

establishing a culture of continuous 

school improvement, while 

schools with little or no change 

in staff over many years have 

difficulty sustaining momentum. 

Schools with moderate levels of 

mobility are considered most 

successful in implementing and 

sustaining school improvement 

efforts. Between 2007 and 2009, 

55% of school complexes have 

seen increases in teachers staying 

at the same school.


Kindergarten Teachers 

with Early Childhood 

Endorsement, 

by Complex, 2007- 2009 

Early childhood endorsement 

denotes coursework or practicum 

specifically in early childhood education. 

Hawaii kindergarten teachers 

with early childhood endorsement 

must have had 18 credits in 

Child & Family Studies; completed 

all course requirements for Elementary 

Education and an additional 

12 credits in Early Childhood 

Education; and have successfully 

completed student teaching 

in kindergarten, first or second 

grade. The majority of complexes 

(52%) have seen a decrease in the 

percentage of teachers with Early 

Childhood Endorsements. Reversing 

this trend is a performance and 

quality goal under the Department 

of Education’s Strategic Plan. 

The extent of licensed teachers, 

staff stability, and early childhood 

credentials taken together provide 

a more accurate picture of school 

staffing characteristics than any one 

viewed alone. 


Fully Licensed Teachers, 

2007 - 2009, By Complex 

Increase 

Slight Increase 

[ > 6% ] 

[ 3 to 5.9% ] 

Minimal or No Change [ –2.9 to 2.9% ] 

Slight Decrease 

Decrease 

[ –3 to –5.9% ] 

[ < –6% ] 

Note: 

Qualifications of a “Fully Licensed Teacher” are determined by State regulations 

and differ from the federal definition of a “Highly Qualified Teacher.” 

Figures reflect Hawaii Department of Education Public Schools under the jurisdiction 

of the State Superintendent. Submission of data not required from Public Charter Schools. 


Teachers at the Same School 

Five or More Years, 

2007 - 2009, By Complex 

Increase 




Decrease 

[ > 6% ] 

[ 3 to 5.9% ] 

[ –3 to –5.9% ] 

[ < –6% ] 

Note: 

Percentages for small schools are substantially affected by changes in staffing. 




Kindergarten Teachers with 

Early Childhood Endorsement 

2007 - 2009, By Complex 

Increase 


[ > 6% ] 

[ 3 to 5.9% ] 



Decrease 

[ –3 to –5.9% ] 

[ < –6% ] 

Note: 

Percentages for small schools are substantially affected by changes in staffing. 







ASSESSMENT 2009 Complexes 

READING 

Standards-Based Assessment (HCPS) 

Percent Proficient and Exceeds 

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10 All Tested Grades 

STATE 62% 62% 61% 65% 67% 68% 73% 65% 


Farrington* 49 50 48 51 56 67 65 55 

Kaiser 77 80 80 77 80 72 78 78 

Kalani 79 77 80 76 75 85 88 80 

Kaimuki 65 65 66 63 68 72 67 67 

McKinley 61 56 57 45 54 58 74 60 

Roosevelt 80 78 80 73 71 69 79 75 


Aiea 64 62 68 70 75 78 73 69 

Moanalua 69 63 66 74 78 79 86 76 

Radford 67 68 72 78 69 74 81 72 

Leilehua 62 66 61 67 65 67 76 66 

Mililani 79 75 77 80 82 87 85 81 

Waialua 76 71 67 78 73 73 83 74 


Campbell 63 64 61 71 70 72 78 68 

Kapolei 58 61 58 65 77 73 79 68 

Pearl City 69 70 71 77 70 70 78 72 

Waipahu 52 51 52 67 58 66 67 59 

Nanakuli 32 36 31 48 37 46 53 40 

Waianae 37 46 45 52 49 50 54 48 


Castle 71 64 66 74 70 61 66 67 

Kahuku 65 68 63 60 67 63 71 65 

Kailua 64 55 55 64 50 46 64 59 

Kalaheo 71 73 70 71 72 72 77 72 


Hilo 59 60 57 64 67 65 66 62 

Laupahoehoe 71 65 59 42 50 50 58 57 

Waiakea 63 62 64 63 70 68 76 66 

Kau 23 31 29 27 56 49 71 41 

Keaau 58 56 58 45 54 54 58 55 

Pahoa 48 42 41 42 45 54 59 47 

Honokaa 56 55 52 54 66 75 63 58 

Kealakehe 58 55 60 57 65 64 76 62 

Kohala 61 42 38 58 56 56 63 52 

Konawaena 65 67 60 68 70 72 68 67 


Baldwin 64 61 51 58 63 68 76 64 

Kekaulike 68 73 60 59 59 63 77 66 

Maui 64 58 59 61 64 67 73 63 

Hana 65 60 39 43 63 64 75 58 

Lahainaluna 48 47 51 50 60 60 71 56 

Lanai 59 52 75 62 71 67 72 65 

Molokai 47 53 70 60 36 46 64 53 


Kapaa 61 51 60 58 73 64 71 63 

Kauai 68 66 57 67 77 73 74 69 

Waimea 62 49 60 57 76 62 79 63 

OTHER: 

 

58 65 57 60 68 70 85 65 

 

na na na na na na na na 

*Second grade scores for a Farrington Complex elementary school are included in 3rd grade percents. 

Source: Hawaii State Department of Education, Student Assessment Section 

Complex 

Summaries 

Assessment-reading 

Hawaii Content 

& Performance Standards 

(HCPS III) 

The 2009 state assessment results reflect 

the third year of implementation of the 

HCPS III, and provides an opportunity 

to compare results with 2007 baseline 

achievement. Reading results ranged 

from a low of 40% (Nanakuli Complex) 

to a high of 81% (Mililani Complex) 

for All Students across complexes and 

public charter schools. Consistent with 

previous years, proficiency rates for 

Oahu students were, on average, higher 

than those of neighbor island students. 

The maps that follow display visual 

analyses of 2009 student performance 

on the standards-based tests across the 

State. They present overall complex 

level achievement that are composites 

of data from schools that face various 

educational challenges and risk factors.

Trends 

HCPS Reading 

Grades 3-8 and 10, by Complex 

Change in Percent 2007 to 2009, 

By Complex 

Increase 


[ > 6.0% ] 

[ 2.1 to 5.9% ] 



Decrease 

[ –2.1 to –5.9% ] 

[ < –6.0% ] 






MATHEMATICS 

Standards-Based Assessment (HCPS) 

Percent Proficient and Exceeds 


STATE 48% 50% 46% 44% 47% 39% 34% 44% 


Farrington* 37 42 40 30 34 33 22 34 

Kaiser 62 68 70 60 71 53 44 62 

Kalani 71 73 71 67 57 59 48 64 

Kaimuki 53 54 53 43 49 50 32 49 

McKinley 48 47 50 33 32 31 51 45 

Roosevelt 68 69 62 54 58 46 41 57 


Aiea 51 48 55 47 49 55 34 49 

Moanalua 49 52 56 52 55 46 47 50 

Radford 47 53 46 55 50 39 35 48 

Leilehua 46 49 45 41 56 44 34 45 

Mililani 62 64 60 54 65 55 51 59 

Waialua 64 47 45 65 57 39 28 49 


Campbell 49 55 46 50 48 41 38 47 

Kapolei 46 46 36 36 53 37 31 41 

Pearl City 54 60 55 65 62 42 38 54 

Waipahu 41 46 42 53 37 42 27 41 

Nanakuli 25 20 20 25 16 13 11 19 

Waianae 31 36 36 38 36 37 19 33 


Castle 58 49 50 55 48 40 30 47 

Kahuku 53 59 49 42 48 30 31 44 

Kailua 52 47 39 43 32 17 23 38 

Kalaheo 51 61 47 49 61 46 45 52 


Hilo 43 43 40 43 38 40 36 40 

Laupahoehoe 41 72 41 33 10 17 33 38 

Waiakea 45 49 45 46 47 43 41 45 

Kau 16 14 18 11 27 22 14 17 

Keaau 40 40 44 30 42 37 15 35 

Pahoa 23 26 24 20 22 27 31 25 

Honokaa 38 44 27 34 40 38 19 34 

Kealakehe 38 45 39 33 47 36 37 39 

Kohala 35 32 24 32 37 26 8 28 

Konawaena 64 65 47 37 45 29 29 45 


Baldwin 47 51 40 33 32 23 35 37 

Kekaulike 61 62 49 34 36 23 34 44 

Maui 51 52 47 38 47 33 22 43 

Hana 71 47 33 25 38 27 21 36 

Lahainaluna 32 32 32 26 41 21 25 30 

Lanai 34 40 56 28 38 27 24 34 

Molokai 43 46 65 49 27 29 27 38 


Kapaa 43 37 39 33 53 27 40 39 

Kauai 48 51 33 50 62 42 37 46 

Waimea 47 47 46 38 51 23 31 41 

OTHER: 

 

41 42 35 34 39 30 33 37 

 

na na na na na na na na 

*Second grade scores for a Farrington Complex elementary school are included in 3rd grade percents. 


Complex 

Summaries 

Assessmentmathematics 

Hawaii Content 

& Performance Standards 

(HCPS III) 

The 2009 state assessment results reflect 

the third year of implementation of the 

HCPS III, and provides an opportunity 

to compare results with 2007 baseline 

achievement. Across all grade levels 

tested, mathematics results ranged from 

a low of 17% (Kau Complex) to a high 

of 64% (Kalani Complex). In 2009, 

35 (83%) of the 42 Complexes (does 

not include charter schools or HCDB) 

showed improvement compared to 2007 

proficiency rates (see map on following 

page). On average, proficiency rates for 

Oahu Complexes were approximately 10 

percentage points higher than those on 

the neighbor islands.

Trends 

HCPS Mathematics 

Grades 3-8 and 10, by Complex 

Change in Percent 2007 to 2009, 

By Complex 

Increase 


[ > 6.0% ] 

[ 2.1 to 5.9% ] 



Decrease 

[ –2.1 to –5.9% ] 

[ < –6.0% ] 






READING Norm-Referenced Test (TerraNova) 



Nat’l Norm 77% 77% 77% 77% 77% 77% 77% 77% 

STATE 74% 78% 74% 79% 71% 81% 78% 76% 


Farrington* 58 69 62 63 51 76 69 64 

Kaiser 88 90 86 88 91 90 83 88 

Kalani 86 88 90 86 80 89 87 86 

Kaimuki 79 80 76 75 71 79 65 76 

McKinley 76 72 70 60 51 67 80 71 

Roosevelt 87 90 87 85 74 83 79 83 


Aiea 74 81 83 83 73 81 82 79 

Moanalua 79 83 82 85 83 91 83 84 

Radford 80 84 83 87 76 86 80 83 

Leilehua 78 83 77 80 71 83 82 79 

Mililani 88 86 83 91 85 92 88 88 

Waialua 79 86 78 91 73 86 78 81 


Campbell 76 80 74 83 70 82 80 78 

Kapolei 70 76 73 79 75 84 81 77 

Pearl City 79 82 77 87 80 83 81 81 

Waipahu 66 74 66 79 57 71 74 70 

Nanakuli 44 51 44 62 43 61 65 52 

Waianae 49 61 56 66 58 67 68 61 


Castle 87 82 80 86 69 72 68 78 

Kahuku 77 82 78 76 78 83 74 78 

Kailua 76 78 68 78 59 74 70 73 

Kalaheo 83 87 83 89 85 91 81 86 


Hilo 69 75 71 81 69 79 72 74 

Laupahoehoe 88 73 59 67 40 53 64 64 

Waiakea 71 77 75 84 79 81 89 79 

Kau 39 42 50 46 67 64 68 54 

Keaau 74 76 76 72 71 80 67 74 

Pahoa 62 70 61 64 58 70 66 64 

Honokaa 69 75 66 71 72 80 66 70 

Kealakehe 68 75 72 73 70 80 83 74 

Kohala 63 64 59 75 76 81 75 70 

Konawaena 75 85 76 84 71 86 77 79 


Baldwin 76 78 71 72 69 84 77 75 

Kekaulike 79 83 73 75 68 81 87 78 

Maui 75 79 73 73 65 77 74 74 

Hana 76 67 78 54 75 86 65 70 

Lahainaluna 62 64 63 70 67 74 78 69 

Lanai 76 78 84 54 67 80 84 75 

Molokai 62 75 73 76 38 59 87 66 


Kapaa 74 67 77 73 72 73 83 74 

Kauai 79 82 78 81 79 89 79 81 

Waimea 71 68 72 86 77 82 77 75 

OTHER: 

 

71 79 69 76 77 88 91 78 

 

na na na na na 7 na 3 

*There are no TerraNova scores for one Farrington Complex elementary school. 


Complex 

Summaries 

Assessment-reading 

TerraNova 

The national achievement norm of 77% 

average or above average was met or 

exceeded by 19 of 42 (45%) complexes. 

Statewide, Hawaii students met or 

exceeded the national norm in four of 

the seven grade levels tested.

Complex 

Summaries 

Assessmentmathematics 

TerraNova 

The national achievement norm of 77% 

average or above average was met or 

exceeded by 16 of 42 (38%) complexes. 

Statewide, Hawaii students met or 

exceeded the national norm in one of 

the seven grade levels tested. 


MATHEMATICS Norm-Referenced Test (TerraNova) 




Nat’l Norm 77% 77% 77% 77% 77% 77% 77% 77% 

STATE 75% 76% 77% 74% 72% 76% 75% 75% 


Farrington* 65 65 70 62 58 71 73 66 

Kaiser 86 90 92 83 87 85 83 87 

Kalani 89 88 94 90 89 93 92 90 

Kaimuki 78 79 82 70 76 80 68 77 

McKinley 77 68 76 54 55 66 85 73 

Roosevelt 88 90 89 85 78 82 82 85 


Aiea 82 78 81 79 74 79 79 79 

Moanalua 78 82 82 80 81 85 83 82 

Radford 76 82 86 85 77 84 79 81 

Leilehua 76 75 75 73 73 73 77 75 

Mililani 88 88 85 83 82 88 86 86 

Waialua 82 88 74 80 81 78 78 80 


Campbell 77 77 78 76 71 72 76 75 

Kapolei 71 71 76 71 76 77 72 74 

Pearl City 81 82 84 87 81 83 79 83 

Waipahu 70 73 74 80 66 75 67 72 

Nanakuli 51 50 52 61 54 57 53 54 

Waianae 53 59 62 59 57 59 64 59 


Castle 86 82 82 82 76 68 73 79 

Kahuku 79 81 81 79 78 78 77 79 

Kailua 74 78 72 75 62 67 74 73 

Kalaheo 85 88 84 84 84 85 83 85 


Hilo 69 71 79 75 69 69 70 72 

Laupahoehoe 81 73 71 50 20 44 67 60 

Waiakea 75 76 76 74 76 79 84 77 

Kau 55 39 45 39 57 46 64 49 

Keaau 71 70 75 60 62 62 54 65 

Pahoa 58 59 56 47 52 57 57 55 

Honokaa 66 72 64 69 76 75 61 68 

Kealakehe 72 71 75 68 69 70 72 71 

Kohala 72 62 63 67 68 68 69 67 

Konawaena 77 81 77 68 61 73 68 72 


Baldwin 79 81 80 69 69 74 78 76 

Kekaulike 80 86 79 67 62 70 79 75 

Maui 80 79 78 68 70 74 73 75 

Hana 81 77 67 56 67 82 58 69 

Lahainaluna 55 65 67 64 68 69 67 65 

Lanai 78 76 88 72 79 75 72 76 

Molokai 68 71 93 76 70 70 76 74 


Kapaa 77 68 73 62 74 65 72 70 

Kauai 81 80 78 72 77 78 76 77 

Waimea 83 71 80 70 83 80 79 78 

OTHER: 

 

65 75 73 72 72 79 80 73 

 

na na na na na 0 na 0 

*There are no TerraNova scores for one Farrington Complex elementary school. 




aPPenDICeS 

Appendix A: 

Appendix B: 

Appendix C: 

2 0 0 9 

SuperintenDent’S 20th Annual Report 

Glossary 

References and Resources 

Data Tables – Online

Appendix A. GloSSary 

This glossary explains the educational and fiscal terms and measures contained in the 2009 Superintendent’s 20th Annual Report. 

Adequate Yearly Progress (AYP): This is the minimum standard for improvement that all schools must achieve each year according to 

the federal No Child Left Behind accountability requirements. To meet AYP, all students and all student subgroups (i.e., Special Education, 

English Second Language Learner, Economically Disadvantaged, and five ethnic groups) must achieve a certain level of participation 

and proficiency on the State reading and mathematics tests. In addition, schools must meet either an on-time graduation rate 

for high schools or must not exceed a retention rate for elementary and middle/intermediate schools. If a school meets the minimum 

standard for all 37 indicators, it has “Met” AYP. If a school fails to meet one (or more) of the 37 indicators, it has “Not Met” AYP. 

Administrators, School: This is a Full-Time Equivalent (FTE) count of all principals and vice-principals. 

Administrators, State and Complex Area: The FTE count is the sum of positions that have responsibility for the administrative 

support of programs, curriculum, and State or federal legal requirements. These FTE position counts include complex areas superintendents, 

evaluation specialists, facilities planners, personnel specialists, test development specialists, budget specialists, information 

(data) specialists, state and district curriculum/educational specialists, safety/security program specialists, to list a few. 

Appropriated Funds: Funds determined by the state legislature, and enacted by the governor, to provide basic support for the Hawaii 

Department of Education to operate a statewide school district. 

Attendance Rate: The percent of the official student enrollment attending school every day during the school year. For example, 95% 

means that on any given day during the past school year, 95% of the students are in school on the average. 

Average Years Experience: This is a simple average of the number of years of approved teaching experience. 

Charter Schools: Charter schools are independent public schools designed and operated by educators, parents, community leaders, 

educational entrepreneurs, and others. They were established by State legislation and are directly responsible to the Hawaii Board of 

Education, which monitors their quality and effectiveness, but allows them to operate outside of the traditional system of public 

schools. 

Classroom Teachers, FTE or Headcount: A Full-Time Equivalent (FTE) position count comprises of all teachers who are directly 

teaching students. Unlike FTE, “Headcount” is a simple count of the number of teachers who are directly teaching students. 

Complex Areas: These are administrative units made up of two or more complexes. 


Complex: This smaller division within a Complex Area consists of a comprehensive high school and middle/intermediate and elementary 

schools within its attendance boundary. 

Demographics, State: Figures reported by the U.S. Census Bureau are estimates and are updated periodically. The estimates in this 

report are from the American Community Survey. For an explanation of terms, definitions, and criteria used for classification, please 

go to the U.S. government website for the census: www.census.gov or www.proximityone.com 

Dropout Rate: This four-year dropout rate is the percent of high school students who have not returned to school and have either 

officially exited as “drop-outs”, whose school enrollment statuses are undetermined, or who have not graduated within four years. 

Early Childhood Endorsement: To earn an Early Childhood Endorsement certificate, a teacher must have had 18 credits in Child & 

Family Studies; completed all course requirements for Elementary Education and an additional 12 credits in Early Childhood Education; 

and have successfully completed student teaching in kindergarten, first or second grade.



Economically Disadvantaged: These are students whose families meet the income qualifications for the federal free/reduced-cost 

lunch program. Note that this is an indicator of school-community poverty. 

English Language Learners (ELL): These students are certified as receiving English-as-a-Second-Language services. 

Enrollment Count, Official: The official enrollment count of each school is reported to the State upon the yearly opening of school. 

A school’s enrollment may fluctuate over the course of the school year, so that an enrollment count taken mid-year may be different 

from its official enrollment count. “Speech only and Hearing-Impaired only” special education students are excluded from the special 

education student count in the official enrollment report. 

Federal Funds: Funds provided by the federal government for use by the State public school system, through grants from various 

federal agencies, such as the U.S. Department of Education, U.S. Department of Defense, and U.S. Department of Agriculture. 

Five or More Years at Same School: Percent of teachers who have taught at one school for five or more years. It is an indicator of 

school staffing stability. 

Fully Licensed: Teachers who meet requirements (e.g., completed at least a bachelor’s degree and an approved teacher training 

program) to be fully licensed by the Hawaii State Teachers Standards Board. 

Full-Time Equivalent (FTE): These are position counts and not “head counts,” and are the sum of full- and part-time positions. Note 

that fractions are possible. For example, one full-time (1.0 FTE) and one half-time (0.5FTE) sum to 1.5 FTEs. 

General Funds: The primary source of funding for the state public school system, provided by the state through taxpayer revenues. 

Graduation, Graduation Rate, Graduate On-Time, Four-Year Graduation: Count or percent of all high school students, including 

public charter school students, who had completed high school within four years of their 9th grade entry date. Special Education students 

receiving certificates of completion and students requiring more than four years to complete high school are not included. 

National Assessment of Educational Progress (NAEP): This refers to federal tests in reading, mathematics, writing, and science 

developed and given by the United States Department of Education (USDOE) to samples of students in grade 4 and 8 in all states. The 

data from the NAEP include results for demographic groups of students, but not for complex areas, schools, or individual students. 

The metrics that NAEP uses include average scale scores and the percentages of students achieving NAEP Advanced, NAEP Proficient, 

NAEP Basic, and NAEP Below Basic. Advanced and Proficient denote mastery of challenging subject matter include success on some 

items that are above the grade level of the students being tested. NAEP defines Basic as denoting partial mastery of prerequisite knowledge 

and skills that are fundamental for proficient work at each grade assessed. Below Basic means performing below the grade level 

being tested. These achievement levels overlap with but are not identical to the proficiency levels of the Hawaii State Assessment. 

NCLB Sanctions: Mandates imposed on schools “in sanction” status by No Child Left Behind guidelines. The sanctions are increasingly 

stringent the longer a school stays in sanction status. Initial sanctions include school choice and supplemental educational services. 

No Child Left Behind (NCLB): This law, enacted in 2001, is a reauthorization of the Elementary and Secondary Education Act, and 

consists of many Title programs (e.g., Title I, Title IV, etc.) each with its own funding and reporting requirements. The Act specifies 

school and state accountability mandates and reporting requirements for Title I funds, and requires that all schools in a state must be 

subject to the same accountability system. 

No Sanctions: Schools whose NCLB status for the coming year is either “In Good Standing, Unconditional” or “In Good Standing, 

Pending.” If a school meets all 37 AYP indicators for two consecutive years, or if a school In Good Standing has not met AYP for one 

year, then it is given “no sanctions” by the State.


Norm-Referenced Test, TerraNova: The TerraNova Assessment is a norm-referenced test that shows how well students’ test scores 

compare to those of a nationally selected group of students (called the “norm group”). For the TerraNova norm group, 77% always 

score “average and above average.” 

Not Suspended, Students: The number of students who are not suspended by the school and therefore an indicator of appropriate 

student behavior at school. 

Perceptions of Safety and Well-Being, Student and Teacher: Positive responses to a set of items on the Department Of Education’s 

annual School Quality Survey (SQS) regarding school safety and well-being. The percent of positive responses are reported. 

Per Pupil Expenditure: The numbers reported from National Center of Education Statistics (NCES) may be used for state to state comparisons. 

Numbers are based on membership and can be expected to be smaller than per pupil expenditures based on average daily 

attendance. Current expenditure for public elementary and secondary education in a state is divided by the student membership. 

Current expenditures are funds spent for operating local public schools and local education agencies, including such operating 

expenses as salaries for school personnel, student transportation, school books and materials, and energy costs, but excluding capital 

outlay and interest on school debt. 

Preschool, Attended: This is the percent of entering kindergarten students reported as having attended preschool. 

Private Schools: Privately operated schools not under the direction of the Hawaii Department of Education. 


Relative Wealth, Per Capita Revenue: The per capita revenue is reported by the U.S. Census Bureau as a result of their Annual Survey 

of Government Finances 2005a survey completed by all states. Per capita amounts are based on population figures as of July 1, 2005, 

and are computed on the basis of amounts rounded to the nearest thousand figures obtained also from the U.S. Census Bureau. 

Retention Rates: 

Elementary: Percent of students, excluding kindergarteners, who are not promoted to the next grade level. A low retention rate is 

desired 

Middle & Intermediate: Percent of 8th grade students who are not promoted to 9th grade the following year. A low retention rate 

is desired. 

Sanctions: If a school fails to meet Adequate Yearly Progress (AYP) for two consecutive years, it receives the sanction associated with 

NCLB status of School Improvement Year 1. If it continues to not meet AYP, it receives progressively greater sanctions associated with 

each NCLB status of School Improvement Year 2, Corrective Action, Planning for Restructuring, and Restructuring. 

Schools, Total: The total number is the sum of all public schools. All regular public schools, public charter schools, and special schools 

are in this count. Adult Community Schools are not counted. 

Special Education (SPED): This count and percent contain all special education students listed on the official enrollment report as receiving 

special education services and includes special education students with a “Speech only and Hearing-Impaired only” condition. 

Special Funds: Funds generated through revenue sources other than state taxpayer revenues, such as cafeteria collections from students; 

adult education tuition/fees; summer school tuition; driver education fees; facility rental fees; and lost textbook penalty fees. 

Special Needs, Multiple: Students identified and/or qualified as special needs under more than one of the following categories: 

economically disadvantaged as determined by receiving free/reduced-cost lunch, Section 504 classification, and certified as receiving 

special education or English Language Learner services.



Standard-based Assessment, Hawaii Content and Performance Standards: These tests measure student achievement in reading 

and mathematics based on Hawaii content standards. The percents shown are assessment results, not No Child Left Behind (NCLB) 

accountability results. “Percent Proficient & Exceeds Proficiency” is derived from test results that meet or exceed proficiency (i.e., 

proficiency cut-score). 

State and Local Expenditures Supporting Public Education, Percent: This percentage is published by the National Center of 

Education Statistics (NCES), U.S. Department of Education in their Digest of Educational Statistics 2007 publication. The percentage 

is calculated by dividing the states’ “Total, all general expenditures per capita” by the states’ “Elementary and secondary education 

expenditures” per capita. The Total, all general expenditures per capita includes state and local government expenditures for education 

services, social services, and income maintenance, transportation, public safety, environment and housing, governmental administration, 

interest on general debt, and other general expenditures, including intergovernmental expenditure to the federal government, as 

reported by the State’s NCES Common Core of Data Financial Survey. 

Support Staff, Other: This is a Full-Time Equivalent count that encompasses a wide range of positions that support schools. These 

categories may include school assessment liaisons, athletic directors, registrars, State and district resource teachers, school psychologists, 

custodians, cafeteria workers, school secretaries, school security guards, educational assistants, occupational therapists, mental 

health assistants, behavioral specialists, student service coordinators, to name a few. Note that the assignment of positions to categories 

is based on USDOE National Center for Education Statistics, Common Core of Data, Non-Fiscal Survey requirements. 

Title I: A school is designated as a “Title I” school and receives supplemental federal funding under NCLB if its student population 

meets a specified poverty rate. Title I schools are obligated to follow federal requirements regarding Title I funds. 

Trust Funds: Funds segregated for specific purposes, such as foundation grants, and athletic gate receipts.

For more information and online access, please go to the internet address listed below each report. 

EDUCATIONAL and ACCOUNTABILITY REPORTS 

Enrollment 

http://doe.k12.hi.us/reports/enrollment.htm 

Hawaii State and School Readiness Assessment 


High School Completer Statistics 

http://doe.k12.hi.us/reports/highschoolcompleter.htm 

National Assessment of Educational Progress (NAEP) 

http://sas.sao.k12.hi.us/STATE/SAO/SASWebsite.nsf 

http://nces.ed.gov/nationsreportcard 

No Child Left Behind (NCLB) 


School Quality Survey (SQS) 


School Status and Improvement Report (SSIR) 


Trend Report: Educational & Fiscal Accountability 


FINANCIAL REPORTS 

Allocations by School Program 

http://doe.k12.hi.us/reports/allocations.htm 

Annual Financial Reports 

http://doe.k12.hi.us/reports/financialreports.htm 

Audit 

http://doe.k12.hi.us/reports/auditreports.htm 

Budget 

http://doe.k12.hi.us/reports/budget.htm 

Expenditures by School 

http://doe.k12.hi.us/reports/expenditures.htm 


Appendix B. referenCeS & reSoUrCeS


Appendix B. referenCeS & reSoUrCeS 

SPECIAL EDUCATION REPORTS 

Due Process Hearings Findings 

http://doe.k12.hi.us/reports/specialeducation/dueprocess/index.htm 

Annual Performance Report & State Performance Plan 

http://doe.k12.hi.us/reports/specialeducation/stateperformanceplan/ 

LEGISLATIvE REPORTS 

Reports to 2009 Legislature 

http://doe.k12.hi.us/reports/tolegislature/index.htm 

OTHER RESOURCES 

Center on the Family 

http://uhfamily.hawaii.edu 

Proximity 

http://proximityone.com/hidmi2.htm

Data tables are available online at: 

http://arch.k12.hi.us/state/superintendent_report/annual_report.html 

DATA TABLES 

1. Enrollment in Hawaii Public and Private Schools 

2. Enrollment by District 

3. Special Needs Affecting Public School Students in Hawaii 

4. Average Attendance Rates by School Type 

5. Four-year Graduation and Dropout Rates 

6. Ethnicity of Students and Teachers 

7. Hawaii Content and Performance Standards Assessments 

8. Norm-Referenced Tests 

9. Chapter 19 Charges Categorized by Type of Incident 

10. Administrative Staff as a Proportion of Total Staff-Hawaii and Comparison States 

11. Expenditures per Pupil, Hawaii and Comparison States 

12. Hawaii and States with Similar Financial Resources 

Appendix C. DaTa TableS – onlIne 

13. Percent of State and Local Expenditures Supporting Public Education (K-12) by Year & Comparison States 

14. Percent of State and Local Expenditures Supporting Public Education (K-12) vs. Per Pupil Expenditure 


State of Hawaii Department of eDucation 

www.doe.k12.hi.us

Educational Assessment and Accountability; Annual Reports ...

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