Group met measure

   Group met goal using Confidence Interval

   Group met target using Safe Harbor

   Group met target using Safe Harbor with Confidence Interval

   Group met measure using Growth Model

   Group met goal or target using Pennsylvania Performance Index (2008 only)

   Group met goal or target using an Appeal

   Group met measure using Proxy (2009 only)

   Group did not meet measure

   Group met measure using two year data

   Group met measure using two year data with Confidence Interval

   Group met measure using three year data

   Group met measure using three year data with Confidence Interval

-   Fewer than 40 students tested

   Percentage includes two consecutive years of data

   Percentage includes three consecutive years of data

For Educators

What is this Adequate Yearly Progress (AYP) report?

This report is a summary of your school's Adequate Yearly Progress (AYP) results. The purpose of AYP is to ensure that all students have reading and mathematics skills that prepare them for the future. Adequate Yearly Progress measures whether each school has met the improvement goals established by No Child Left Behind. For a school to "Make AYP," students in the school must meet goals in three areas: (1) Attendance (for schools without a high school graduating class) or Graduation (for schools with a High School graduating class), (2) Academic Performance, and (3) Test Participation. For BEDMINSTER SCHOOL, the Pennsylvania System of School Assessment (PSSA) taken by students in Grade 3, 4 and 5 is used to determine Academic Performance and Test Participation in Reading and Mathematics. To learn more about AYP, click the "About AYP" link at the top of the page.

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Did this school meet all AYP measures?

BEDMINSTER SCHOOL met 12 out of 13 AYP measures in 2011-12. Because AYP requires meeting all of the measures, this school did not meet AYP requirements. Since schools that miss even one target "Do Not Make AYP," this status does not necessarily mean it is a chronically failing school.

For BEDMINSTER SCHOOL, the "Did Not Make AYP" status means that improvement is needed in:

  • Reading Performance by the Economically Disadvantaged student group. (The percent of students scoring Proficient and above in Reading were 50.0% for Economically Disadvantaged students. These were below the AYP target of 81% Reading and did not show enough improvement from last year to reach Safe Harbor.)

The performance chart and/or data table can show more details about how this school performed.

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Did this school meet any AYP targets through Safe Harbor?

Safe Harbor is achieved when a subgroup has greatly improved since the previous year — even though it did not meet the state goal. (The measure for Safe Harbor improvement is at least a 10% reduction of the percentage of students who scored below Proficient for Reading or Mathematics from last year to this year).

In BEDMINSTER SCHOOL, no test performance targets were met by Safe Harbor.

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Did this school meet any AYP measures through the Growth Model?

The Growth Model recognizes the efforts of schools and districts/LEAs whose students have not achieved proficiency but are on trajectories towards proficiency on future PSSA exams. The Growth Model will be calculated for Performance Indicators (i.e., the all student group and up to nine subgroups). Projected scores are calculated for all students - including students who are proficient. If a projected score cannot be calculated for a particular student, the student’s actual score is used. The Growth Model will be applied to an AYP Performance Indicator only if the indicator cohort has not met AYP performance by any of the existing goals or targets. Actual, not projected, PASA scores, PSSA-M scores, 3rd grade scores, and 11th grade scores are always used, as well as the scores for any students with insufficient data points to make a projection.

Grade Last Tested Scores used in Growth Model Calculation
3Actual Grade 3 Scores
4Projected Scores in Grade 6
5Projected Scores in Grade 7
6Projected Scores in Grade 8
7Projected Scores in Grade 8
8Projected Scores in Grade 11
11Actual Grade 11 Scores

In BEDMINSTER SCHOOL, AYP measures were met by the Growth Model.

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Did this school meet any AYP measures through the appeals process?

When initial AYP results are announced each year, schools and districts/LEAs have the opportunity to review the data that is utilized to determine AYP and request changes through the Bureau of Assessment and Accountability to correct any errors. Also, schools and districts/LEAs have the opportunity to appeal the AYP rulings through the Pennsylvania Department of Education if they believe their AYP identification was in error for statistical or other substantive reasons.

In BEDMINSTER SCHOOL, no test performance targets were met by Appeal.

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What does this report mean for BEDMINSTER SCHOOL?

The 2011-12 school year is the first year that this school did not meet all AYP measures. In the first year of not meeting AYP, a school is placed in "Warning" status. Warning means that the school fell short of the AYP targets but has another year to achieve them before any consequences are imposed. This school should review its improvement strategies and create a school improvement plan so that it can meet AYP next year.

If this school meets all AYP measures next year, it will be considered on track to meet the goal of all students attaining proficiency in Reading and Mathematics by the year 2014. If this school does not meet AYP next year, it will be designated as needing improvement and will be placed into the "School Improvement I" category. Click the "About AYP" link at the top of the page to learn more about AYP requirements and AYP status levels in Pennsylvania.

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What can teachers and administrators do?


Teachers of students who were tested for AYP have access to information that can help inform their instruction. Contact your principal for access to the instructional tools online, as well as to the published Parent Reports and School Reports, which should be available at your school.

  • For teachers with students who were tested for AYP in Spring 2012, copies of printed Parent Reports are available to identify stronger and weaker areas by standard for each student. These reports can help current teachers target instruction to each student.
  • School reports in print and online are also available for Grades 3–8 and 11, the grades tested for AYP in Spring 2012. These reports can provide insight into grade-specific topic areas that may require additional attention during the current school year.


New requirements will be in effect for meeting future AYP state targets.

  • The 2013 state target for students at or above proficient will be 11 percentage points higher for Mathematics (78% in 2012 to 89% in 2013), and will be 10 percentage points higher in Reading (from 81% in 2012 to 91% in 2013).

Suggestions for improving performance:

  • Make personal phone calls to parents or caregivers if a child skips a day. Automated phone messages are less likely to make an impact.
  • Contact other schools or districts/LEAs that have achieved large gains in areas where your school or district/LEA wishes to improve. Collecting best practices can help you develop strategies for improvement.
    • To find schools that have made large gains in academic performance within a specific demographic subgroup, download the results for all the schools in the state (click here to access the State Report page and download files). Schools with the greatest improvement in your areas of interest will have the highest "Safe Harbor: Reduction of Non-proficiency" in that area. (This indicates they have the largest percentage reduction in non-proficient students.) Sort the downloaded results from highest to lowest for the subgroup of interest in reading or mathematics to identify schools showing the most improvement over the past year.

Suggestions for improving test participation and attendance:

  • Work with parents to ensure their children are attending school every day, including testing days. Meet with all new students and their families to emphasize the importance of attendance in your school.
  • Acknowledge classrooms with perfect attendance.
  • Provide rewards and incentives that celebrate their achievements.
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