fsm national minimum competency standard …national.doe.fm/publicdocuments/nmct...

Department of Education Division of Basic Education

P.O. BOX PS 87 Palikir, Pohnpei FM 96941

January 29, 2014

FSM National Minimum Competency Standard-Based Test (NMCT) 2013

Reading and Mathematics Test

Welson W. Nedlic Curriculum, Assessment & Research Specialist

Author


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EXECUTIVE SUMMARY

The first part of the report provides a comprehensive discussion on the reading standards and benchmarks for grades 6th, 8th and 10th. It further provides a detail discussion on the mathematics standards and benchmarks for the 4th, 6th, 8th and 10th grades. Following the discussion on the standards and benchmarks is a short discussion on the number of students who participated in the standardized test for the 2013 school year.

The report further discuss the Adequate Yearly Progress trends based on the comparison of the results of the NMCT 2012 and 2013 test scores in math and reading. The National Department of Education sets an ambitious goal of achieving 5% increase in students’ performance in the NMCT every year. The 6th grade test results in reading shows a disappointing decrease of 2% for the 2013 as compare to the 2012 test performance. In the 8th grade reading, we note an increase of 7%. In the 10th grade, a meager increase of 2% is noted.

The NMCT Math results for the nation for grades 4th, 6th, 8th and 10th shows increase in performance level for grades 6th (5%), 8th (2%) and 10th (4%). There is decrease of 1% in 4th grade.

The States performance trends in the NMCT Math and Reading results for the 2012 and 2013 is discussed.

The summary of the report provides some advice to students, teachers, educators and leaders both on the hardship of tests and the self-confidence that come with good performance in tests.

The adequate yearly progress percentage points are shown for most if not all of the schools in the FSM in the appendices of the report.


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ACKNOWLEDGEMENT

We wish to recognize and express our gratefulness to many individual contributors, departments, and organizations to our 2013 work on the National Minimum Competency Test Development Project. Without your kind support and encouragement, the successful completion of the project would not have been possible. I would like to extend my sincere thanks and appreciation to all of those who assisted me and my colleagues. We are grateful to the leaders of the Executive Branch and Congress for their blessings and support to our work.

I would like to express my sincere gratefulness towards my colleagues of the National Department of Education and the States Departments of education for their kind support and encouragement which help me in the completion of this project. I would also like to express my special gratitude and thanks to Mr. David Syne for his technical assistances and time in ensuring that the NMCT 2013 raw data is thoroughly cleaned before analysis. My thanks and appreciations also go to many more individuals from the states and national education office who have willingly helped in the administration of the NMCT 2013.

The project is made possible through the US Compact of Free Association funding grant 2013. We appreciate and express our gratitude to our colleagues in the Office of Insular Affairs for your assistance in making the funding available to us.


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TABLE OF CONTENTS

EXECUTIVE SUMMARY ........................................................................................................................................... 1

ACKNOWLEDGEMENT ............................................................................................................................................ 3

DEFINITION OF TERMS ........................................................................................................................................... 5

INTRODUCTION ..................................................................................................................................................... 6

STANDARDS AND BENCHMARKS ........................................................................................................................... 8

I. FSM NATIONAL CURRICULUM STANDARDS AND BENCHMARKS IN READING. ................................................................... 8

II. FSM NATIONAL CURRICULUM STANDARDS AND BENCHMARKS IN MATHEMATICS. .......................................................... 10

III. NMCT 2013 PARTICIPATION ............................................................................................................................ 15

IV. STUDENT PERFORMANCE ........................................................................................................................... 16

A. National 2yrs. Trend .................................................................................................................................... 16

B. State 2yrs. Trend Reports ........................................................................................................................... 18

SUMMARY ........................................................................................................................................................... 25

APPENDICES: ADEQUATE YEARLY PROGRESS ....................................................................................................... 27


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DEFINITION OF TERMS

Approaching minimum competency means a level of performance slightly below grade level performance expectation with least skill.

AYP adequate yearly progress, set at certain percentage for a program, a government or a nation to show progress.

Competency refers to the level of performance exceeding grade level performance expectation with mastery skills.

Grade level performance expectation refers to the level of performance a student is expected to perform at a particular grade.

Indicator refers to the specific skills for each benchmark.

Minimum competency means a level of performance at grade level performance expectation with minimum mastery skills.

Student Learning Outcome (SLO) refers to the specific skills derived from benchmarks for specific student learning objectives for teacher lesson plans.

Well below Minimum Competency means a level of performance well below grade level


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INTRODUCTION

JEMCO Resolution 2012-MT-2 recognizes that the National Minimum Competency Test (NMCT) is the only standard assessment tool for the elementary and secondary student performance in the nation. The resolution resolved that the government of the FSM shall develop guidelines for the administration of the NMCT. The guidelines required the National Department of Education in collaboration with the States Department of Education to administer the National Minimum Competency Test (NMCT) in Math and Reading to all the students in the selected grades beginning in 2013. All private and public schools are included in the testing for the school year 2013. The NMCT is administered to the 6th, 8th, and 10th grades in reading and to grades 4th, 6th, 8th and 10th in math.

The relevant data for the 2013 NMCT indicates that about 94% of the schools (elementary and high schools) across the nation participated in the test. There are 192 schools in the nations and 180 of them were tested and reliable results were reported. Twelve schools either did not participate in the testing and/or participated but the reliable results were not submitted to the NDOE.

The NMCT report for the 2013 differs in many different aspects from NNCT reports of previous years. This year we highlighted our discussion in benchmark indicators of the reading and

math standards. The four math standards referred to in the report included the following:

Standard 1 is inclusive of numbers, operation and computation Standard 2: Geometry, measurements, and transformation Standard 3: Patterns and algebra Standard 4: Statistics and probability

The two reading standards referenced in the report simply included reading and literature.

One important reason for our detail discussion on the standards and benchmarks is to remind all of us that the questions on the NMCT are based on the appropriate national curriculum standards and benchmarks. The NMCT questions are designed to indentify where weaknesses and strengths are found in our curriculum standards and bench marks as they are being taught in the classrooms. Once indentified it is our hope that the NMCT results will assist administrators and teachers to provide appropriate interventions to areas of weakness in reading and math.

In previous NMCT reports the analysis of the test results shows the national and the states standings in terms of competence levels; that is, competent, minimum competency, approaching minimum competency and well below minimum competency. The levels of competency are shown in bar graphs.


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This year the bar graphs of students’ performance are used to show regress or progress. The bar graphs of students’ performance are generated to show the comparison of the 2012 NMCT and the 2013 NMCT results. The portrayal of quantitative achievements may not be as accurate as we would like it to be. This is because only a sample number of schools were tested in 2012 and before. During the 2013 testing almost all of the elementary and high schools in the nation are tested. The comparison of the test results for the 2013 and 2014 school years will be more accurate

We want to express our appreciation to the members of the testing teams in all four states for your assistance in the scanning and cleaning of the tests. This is the first time we work together on this and we expect challenges to occur. We will continue to do this for the 2014 school year. A better coordination of the scanning and cleaning will result in quicker completion of the NMCT results.

Those of us, who would like to have the students’ performance results to be shown on bar graphs at the competence levels, can request at our office. We will be able to provide these to you.


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STANDARDS AND BENCHMARKS

I. FSM NATIONAL CURRICULUM STANDARDS AND BENCHMARKS IN READING.

Generally, two standards and seven benchmarks were divided into 10 indicators which were used in the design of the six grade reading assessment tool.

The literature component tests two (2) benchmarks, indicated in table No. 2. The skills ranges from abilities to compare and contrast different forms of literature to demonstrating understanding of characters, specifically traits, interactions, motives, and its relationship with the plot and theme of the story

Table No. 1. Sixth Grade Reading Standards and Benchmarks

Grade Standard Benchmark Description

6 2 1 Identify and use a variety of word strategies to build meaning (e.g., context clues, root words, prefixes/suffixes)

6 2 2

Apply a variety of strategies to build comprehension (activating prior knowledge and experiences, summarizing, visualizing, comparing and contrasting)

6 2 3 Use reference materials to gather information (classroom resources, school library, Internet)

6 2 4

Locate and use features of textbooks such as chapter titles, sub-headings, chapter summaries, to summarize, compare/contrast, and draw conclusions.

6 2 5

Read a variety of grade appropriate texts (textbooks, maps, charts, graphs, etc) for a variety of purposes (e.g., gain new knowledge, solving problems, following directions).

Table No. 2: Sixth Grade Reading Standards and Benchmarks


6 4 1 Compare and contrast different forms of literature (e.g., book review).

6 4 2

Demonstrate understanding of character’s behaviors and attitudes (e.g., actions, motives, and traits of different characters; interactions among main and minor characters, the importance between the characters to plot or theme).


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Table No. 3 indicates the second standard and benchmarks used in the design of the 8th Grade Reading Test, which generally covers three (3) benchmarks ranging from identifying word strategies to reading different printed materials for different purposes.

Table No. 4 indicates the standard and benchmarks used in the design of the literature items of the reading test which cover one standard and five benchmarks. Table No. 5 indicates standards and benchmarks used in the design of the 10th Grade Reading Test, which covers one (1) standard, ten (10) benchmarks, and ten (10) indicators.

Table No. 3: Eighth Grade Reading Standards and Benchmarks


8 2 1

Identify and use a variety of strategies to extend word meaning. (For example, students will be able to correctly apply prefixes and suffixes in order to adapt words for different purposes.)

8 2 2

Build comprehension of texts. (For example, students will be able to ask questions, predict, identify main ideas and supporting details, analyze, summarize and draw logical conclusions.)

8 2 3 Read a variety of printed and media materials for different purposes and discuss opinion of what was read.

Table No. 4: Eighth Grade Literature Standards and Benchmarks


8 4 1

Listen to, read or view and respond to a narrative or poem. (For example, students will be able to make a written or oral review of a reading or theatre performance.)

8 4 2

Recognize and identify the complex elements of plot. (For example, students will be able to recognize and identify foreshadowing (the writer’s use of hints or clues about what will happen next) inciting forces (the event that triggers conflict) conflict, crisis, climax and resolution.)

8 4 3 Dramatize record and write about the effects of culture and historical periods on literature and vice-versa.

8 4 5

Apply knowledge of literal and figurative meanings to build vocabulary. (For example, students will be able to interpret metaphor and allegory to enhance their written vocabulary.)


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II. FSM NATIONAL CURRICULUM STANDARDS AND BENCHMARKS IN MATHEMATICS.

Generally, there are four standards used in the design of the National Minimum Competency Standard-Based Test Mathematics Component which is divided by different number of specific benchmarks which Student Learning Outcomes is developed.

Table No. 5: Tenth Grade Reading Standards and Benchmarks

Grade Standard Benchmark Indicator Description

10 2 1 1 Use new grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study.

10 2 1 2 Use new grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study.

10 2 2 1 Read to acquire knowledge and skills to function appropriately in daily life.

10 2 4 1

Analyze and evaluate context to see how the author’s message was influenced by real-life situations in society and culture.

10 2 4 2

Analyze and evaluate context to see how the author’s message was influenced by real-life situations in society and culture.

10 2 5 1

Demonstrate understanding those factors that commonly affect the use of language (gender, social class, family relationship, ethnic groups).

10 2 5 2

Demonstrate understanding those factors that commonly affect the use of language (gender, social class, family relationship, ethnic groups).

10 2 6 1

Compare history, form (e.g. discourse, word order, grammar) function (e.g. purpose, text type, genre), and value of the vernacular language and that of English language, depending upon state’s policies.

10 2 6 2

Compare history, form (e.g. discourse, word order, grammar) function (e.g. purpose, text type, genre), and value of the vernacular language and that of English language, depending upon state’s policies.

10 2 10 1 Ask questions as a way to broaden and enrich learning (e.g. why, how, what if, if…..then).


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Table No. 6 indicates the standards and benchmarks used in the design of the 4thGrade Mathematics Test, which covers four (4) standards and fourteen (14) benchmarks.

Table No. 6: Fourth Grade Mathematics Standards and Benchmarks

Grade Standard Benchma

rk Indicator Description

4 1 1 1 Understand base ten by identifying the place value of whole numbers up to 1,000 and decimal numbers down to 100ths.

4 1 2 1

Demonstrate the ability to read, write, and compare simple tractions and decimals in English and the local counting system.

4 1 3 1

Represent whole numbers, tractions, and decimals and operations involving them, in a variety of ways using physical models, diagrams, and number expressions.

4 1 4 1

Perform the basic operations to add, subtract, multiply, and divide whole numbers and decimals and add and subtract fractions with like denominators

4 1 5 1 Use a variety of methods and ways to round and estimate whole numbers, decimals and fractions.

4 1 6 1

Use a variety of strategies including the understanding of decimals and fractions to solve problems and explain the reasoning used to reach each solution.

4 2 1 1 Identify and classify two and three dimensional shapes.

4 2 2 1 Describe similarities and differences between one, two, and three dimensional geometric figures.

4 2 3 1

Demonstrate understanding of common units in the English and metric systems by choosing appropriate units to measure common objects and quantities.

4 2 4 1

Use standard and non-standard units to determine length, volume, and weight, and describe characteristics of each type of measure.

4 2 5 1

Use the understanding of geometry, measurement, and transformation to solve problems and explain reasoning used to each the solution.

4 3 1 1

Use patterns and functions to represent and solve real world situations and explain the reasoning used to reach the solution.

4 4 1 1 Collect, organize, display, and describe data systematically.

4 4 2 1 Read and interpret data using pictographs, tables, or charts.


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Table No. 7 above shows standards and benchmarks used in the eighth grade math test.

Table No. 7: Sixth Grade Mathematics Standards and Benchmarks

Grade Standar

d

Benchma

rk Indicator Description

6 1 1 1 Compare, order, round, and group rational numbers.

6 1 2 1 Demonstrate fluency in the basic operations to add, subtract, multiply, and divide whole numbers, fractions, and decimals.

6 1 3 1

Identify the characteristics of prime and composite numbers, and decompose composite numbers into factor pairs and prime factors using exponents.

6 1 4 1

Use models and pictures to represent ratio and proportions and solve problems.

6 2 1 1

Add and subtract customary units of length, mass, liquid, and time measures.

6 2 2 1

Perform slides, flips, turns, and rotations and indicate the motion, position, and direction applied.

6 2 3 1 Use formulas to compute perimeter and area of polygons.

6 2 4 1

Describe, compare, and classify geometrical figures using mathematical terminology (number of edges and faces, number and size of angles, and number of vertices).

6 3 1 1

Represent patterns in a variety of ways (numeric, algebraic, pictorial, oral, and graphic).

6 3 2 1

Model and solve real world problems using various representations such as graphs and tables.

6 3 3 1

Locate whole numbers, fractions, and decimals on a number line.

6 3 4 1

Use the guess and check method to solve simple algebraic expressions.

6 4 1 1

Analyze and interpret data, including range, median, mode, mean, and frequency and present information to an audience.

6 4 2 1

Make predictions that are based on (experimental or theoretical probabilities) and determine their reasonableness.

6 4 3 1

Formulate and solve problems that involve collecting and analyzing data to reach conclusions and make generalizations.


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Table No. 8 shows the standards and benchmarks used in the design of the 8th Grade Mathematics Test, which covers four (4) standards and eighteen (18) benchmarks, starting

Table No. 8: Eighth Grade Mathematics Standards and Benchmarks

Grade Standard Benchmark Indicator Description

8 1 1

Represent, compare, order and use numbers in a variety of forms (integer, fraction, decimal, percent, and exponents) in mathematical problem-solving situations.

8 1 2 Demonstrate fluency in computing with rational numbers (fractions, decimals, percents, and integers).

8 1 3 Square whole, rational, and integers and find square roots of perfect squares (e.g. 1, 4, 9, 16, etc).

8 1 4 Use ration, proportion, and percents in problem solving.

8 2 1

Use a compass, protractor, and straight edge to draw two- dimensional figures and do constructions (e.g. Bisecting an angle or line segment, creating a right angle, drawing a circle).

8 2 2 Identify similar and congruent figures and including lines of symmetry and diagonals.

8 2 3

Use formulas to find areas of quadrilaterals, triangles, and circles, and the surface area and volume of cylinders as prisms, including appropriate units of measure.

8 2 4 Use the Pythagorean Theorem to find lengths of sides of right triangles.

8 2 5 Solve simple problems involving rates and derived measure (e.g. Miles per hour, cost per yard )

8 2 6

Use proportional reasoning and indirect measurements to draw inferences, such as measuring the thickness of a book to estimate the thickness of one page.

8 3 1 Write and solve two-step linear equations and one-step inequalities.

8 3 2 Graph linear functions in two variables using a table of ordered pairs.

8 3 3

Use symbolic algebra and additional techniques, such as tables, guess and check, and diagrams, to represent situations and to solve problems, especially those that involve linear relationships.

8 3 4

Model and solve real-world problems using various representations, such as graphs and tables, to understand the purpose and utility of each representation.

8 4 1

Find, describe, and interpret mean, median, mode, and range and determine which measure is best to use in a particular situation.

8 4 2 Read and interpret tables, charts, and graphs, and make inferences based on the data.

8 4 3 Use sampling and other data collection tools to gather and analyze data, and make conclusions and predictions.

8 4 4

Compute simple probabilities using appropriate methods such as lists, tree diagrams, or through experimental or simulation activities.


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with a skill such as using numbers in various forms to using Pythagorean Theory to find length and computing probabilities using, for instance, tree diagram or experimental activities.

Table No. 9 shows that there are four (4) standards and eleven (11) benchmarks used in the design of the 10th Grade Mathematics Test, covering skills such as abilities to demonstrate inverse relationships between square numbers and square roots to solving single-variable equations.

Table No. 9: Tenth Grade Mathematics Standards and Benchmarks


10 1 1 Demonstrate the inverse relationship between square numbers and square roots.

10 1 2 Compare and order rational numbers and square roots using a number line.

10 1 3 Solve problems with squares and square roots, limited to square roots of square numbers.

10 1 4 Represent numbers in a variety of forms including factors, multiples, exponents, primes, composites, fractions, decimals, and percentages and change from one form to another.

10 2 1 Apply an understanding of the English and metric systems of measurement to solve problems.

10 2 2 Use formulas, including approximate units of measure, to determine the surface area and volume for selected prisms, cylinders, and pyramids.

10 2 3 Apply the Pythagorean Theorem to solve problems involving right triangles.

10 2 4 Perform transformations including reflection, rotation, and translation and describe the size, position, and orientation of the resulting shapes.

10 3 1 Represent a variety of patterns, including recursive patterns, with tables, graphs, words, and symbols.

10 3 2 Represent mathematical situations as algebraic expressions and equations and describe algebraic expressions using words.

10 3 3 Solve Single-variable equations and inequalities using rational numbers.


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III. NMCT 2013 PARTICIPATION

The NMCT 2013 administration is a new initiative to test all schools across the nation with a share cost with the 4 states. Although the new initiative was already in place, there are several factors directly affected the new initiative of “testing all schools.” For instance Chuuk state was not able to test 6 schools for 6th grade math and Yap State was not able to test 2 schools for the same subject and grade. Both of the states were not able to supply specific reasons for leaving the identified schools out of the NMCT 2013 administration.

Table No. 10: NMCT 2013 participation (Reading Test)

Grades Sixth Grade Eighth Grade Tenth Grade

States Reg Reg Reg

Chuuk 638 675 391

Kosrae 157 145 140

Pohnpei 835 831 627

Yap 143 249 197

National 1773 1160 1003

Table No. 10 indicates number of students participated in the NMCT 2013 reading test for grades 6, 8, and 10 for regular education students in all four states, respectively.

Table No. 11: NMCT 2013 participation (Mathematics Test)

Grades Fourth Grade Sixth Grade Eighth Grade Tenth Grade

States Reg Reg Reg Reg

Chuuk 644 641 670 392

Kosrae 161 157 145 139

Pohnpei 863 866 819 615

Yap 231 238 245 198

National 1899 1903 1879 1244

Table No. 11 indicates number of regular students actually participated in the NMCT 2013 mathematics test for grades 4, 6, 8 and 10 for regular education students in all four states, respectively.


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Table No. 12: NMCT 2013 Participation vs. Enrollment (Sample Mathematics Test)

States Fourth Grade Sixth Grade Eighth Grade Tenth Grade

Chuuk 1229 644 1098 641 1085 670 788 392 Kosrae 161 157 158 156 145 144 139 151 Pohnpei 863 908 866 966 830 805 615 639 Yap 231 194 238 224 245 203 198 230 National 1900 1259 1903 2525 1891 2310 1344 1869

Table No. 12 shows number of students actually participated in the NMCT 2013 out of the total enrollment for a particular grade. For instance, out of the total enrollment of 167 Kosrae fourth (4) graders, a very high percentage of 99% of the students participated in the NMCT 2013 and a similar percentage is evident for six (6) graders and for eight (8) graders. A similar interpretation can be made for the rest of the states for the same table. Evidently, Kosrae had performed the best according to ensuring student participation amongst the four states across the federation. Undoubtedly, Chuuk State continues to perform the least in ensuring compliancy in terms of NMCT 2013 administration and participation.

IV. STUDENT PERFORMANCE

A. NATIONAL 2YRS. TREND

As a nation, the Adequate Yearly Progress (AYP) should be set at 5% for every year; infact, it is emminent that student performance on the NMCT 2013 for all grades in both math and reading, with the exception of 6th grade reading and 4thgrade math, are increased by at least 2% or more. It is an encouraging substantiation for the FSM National Department of Education and the nation.

Graph No. 1: National Reading Performance Achievement Level


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First bar indicates that within two school year period, as a nation, 6th grade student reading performance decreased by 2%. The goal for 6th grade reading for the nation is to increase the student performance level from 24% to at least 29% in 2014.

Second bar indicates the 2yrs trend for 8th grade reading for the nation. Clearly, 8th grade reading performance was increased by 7%. Although majority are still performing under expectation, a huge increased is evident at the competent and minimum competency levels, respectively. At both competent and minimum competency, 8th grade student performance was increased by 7%. The goal for 8th grade students in reading across the nation is to increase student performance level of competent and minimum competency from 34% to at least 41% in 2014.

Third bar shows the 10th grade reading performance level. It clearly indicates that the reading performance level of 10th graders across the nation is increased by 2%. That increase can be calculated from the combination of competency and minimum competency within a 2 year period.

Graph No.2: National Mathematics Performance Achievement Level

Graph No. 2 illustrates the National performance level across the nation in math. The graph shows that majority of the 4th grade students are performaning below expectation in math and may need more attention from the principals and teachers, respectively. The goal for grade 4 in math for the following year is to increase performance level from 27% to at least 32% or more.


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Second group of bars on the graph shows the math performance level of 6th grade students across the country. It shows that the math performance level of 6th graders across the nation is increased by 5% within a 2 years period. Although the majority are still performing below expectation, there is a little increase of 5% in performance at the performance level expectation and beyond. The goal for 6th graders in math for the nation is to progress by 5% every year until 2023.

B. STATE 2YRS. TREND REPORTS

1. CHUUK STATE

Graph No.1: Chuuk Reading Performance Levels

Graph No. 1 shows Chuuk students’ achievement level in reading for all grades tested (6,8 & 1)). First bar on the graph indicates that out of all Chuuk 6th grade students who participated in the NMCT 2012 reading test, an average of 11% perform at and above performance expectation. The following year, Chuuk 6th grade students’ performance is increased by 10%.

Second bar indicates performance level of Chuuk 8th grade students in reading. Performance level in reading for grade 8 also increased by 9%.

Third bar indicates that Chuuk 10th grade performance is increased by 15%, respectively. Chuuk state reading performance goal for 2014 will be to increase student performance by at least 10%.


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Graph No.. 2: Chuuk Mathematics Performance Levels

Graph No. 2 indicates Chuuk Mathematics achievement level for 2 years. First bar shows that Chuuk did not participate in the 2012 administration of the NMCT 4th grade component. The following year Chuuk was able to participate. The 4th grade performance level in math is increased to an average of 14%.

The second bar shows that 6th grade student performance is decreased by 5%. With an exception of 6th graders, there is an average of an increase in performance by at least 3%, respectively. Although, all grades tested perform below performance level expectation, there is an evidence of increases in math performance or achievement for most of the grades.


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2. YAP STATE

Graph N0.3: Yap Reading Performance Levels

Graph No. 3 indicates the Yap student reading performance level. The first bar shows that an average score of 12% increased between 2 years period is apparent for Yap 6th grade students’ performance level. In the same manner, 8th graders’ performance is increased by 3% and 10th graders’ performance is increased by an average score of 10%, respectively.


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Graph No 4: Yap Mathematics Performance Levels

Graph No. 4 shows Yap students’ mathematics achievement level in a 2 years period.

First bar indicates that there is an increased in performance by Yap 4th graders by an average score of 2%.

Second Bar shows that 6th graders’ performance is increased by an average score of 5% from an average score of 19% in 2012 to 24% in 2013, respectively. Third and fourth bars show an average increases in scores by 1% and 4%, correspondingly. Clearly, all scores fall below performance level expectation; however, an indication of at least some progression is obvious for all grades tested for Yap State.


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3. POHNPEI STATE

Graph No.5: Pohnpei Reading Performance Levels

Graph No. 5 shows Pohnpeian students’ performance in reading. Unfortunately, Pohnpei sixth graders did not do too well comparing two years period. There is a sharp decreased of an average score from 34% down to 19% with a drop of 15%. Eighth graders’ performance is increased by 6%. Tenth graders’ achievement level stood at 0% since they did not participate in the NMCT administration of 2012; however, increased by 31% in 2013.


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Graph No 6: Pohnpei Mathematics Performance Levels

Graph No. 6 shows the performance level of grades tested for Pohnpei State. For grade 4, there is an increase of 2%, for grade 6 5%, grade 8 a decreased of 3% and grade 10 an increase of 19%, respectively.


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4. KOSRAE STATE

Graph No. 7: Kosrae Reading Performance Levels

Graph No. 7 shows the performance level of Kosrae students in reading. For grade 4 there is an increase of 2%, grade 8 an increase of 48% and grade 10 2%, respectively.


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Graph No 8: Kosrae Mathematics Performance Levels

Graph No. 8 shows the performance level of Kosraean students in math. Clearly, there are enormous increases for all grades tested.

SUMMARY

In general, the report covers all the basic requirements of a report; however the main parts of the report, presents students’ participation and performance data. At the outset, vital information on school performance data within a 2-3 years period is given in detail as appendices.

Nonetheless, passing a test like NMCT is sometimes stressful. It can put a tremendous strain on students and teachers, but mostly students. This is because students who perform well in class can fail to pass the test if they simply do not do well on tests. Teachers who have taught everything in the curriculum and have taught it well can find that their efforts are not always reflected in student performance. A parent worries about their child doing well on one single test. Passing the test can require more than just knowing the information though and there are many things that parents can also do to help set their child up for success on tests like NMCT across the nation. They can help them mentally, emotionally and physically prepared. They should always ensure their children eat balance meal before taking a National Standardized Test and the list goes on.


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While National Minimum Competency-Standardized Test (NMCT) can be daunting, a positive attitude can boost confidence and improve test performance. Researchers have found that test performance is, in part, psychological. When learners receive positive messages about their ability to learn and to succeed academically, they are less likely to conform to stereotypes that they believe others have of them, and they perform significantly better on tests. So, the students and their teachers must be positive! Students need to see NMCT as an opportunity to demonstrate their ability, not evidence that they are victims of a system that cares little about them. Some students may lead stressful lives. Stress comes from family, from personal health concerns, from the times we live in, and so on. Students need to stay organized because testing time is precious, and they owe it to themselves to make the most of it. And so they need some quiet time right before taking a test. An hour or two to clear their heads of life's stresses, time to think about the challenges associated with the upcoming test. Educational Leaders and Political leaders need to think deeply about the role of NMCT in public schools. They must know how to interpret test results and how to use them to make decisions and then they can put NMCT results in perspective to get a more balanced perspective of how they judge schools, teachers, and kids.


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APPENDICES: ADEQUATE YEARLY PROGRESS

M04 - NMCT Minimum Competency Math Grade 4

IslandName SchoolName 2010-2011 2011-2012 2012-2013 Change

Chuuk

Amwachang Elem/Amwachang Annex School

17%

Berea Christian Elementary School

31%

Central Wonip Elementary School

94%

Chukuram/Nethon Elementary School

44%

East Wonip Elementary School

98%

Eot Elementary School

77%

Epin Elem/Epin Annex School

60%

Ettal Elementary School

9%

Fananu Elementary School

26%

Fanapanges Elementary School

32%

Fonoton Elementary School

24%

Foup Elementary School (St. Julia)

14%

Houk Elementary School

7%

Inaka Elementary School

33%

Iras Demo School

10%

Kuchu Elementary School

28%

Kuchuwa Elementary School

7%

Kukku Elementary School

13%

Kuttu Elementary School

20%

Lekinioch Elementary School

4%

Losap Elementary School

5%

Manaio Elementary School

8%

Mechitiw Elementary School

14%

Messa/Pwene Elementary School

10%

Moch Elementary School

60%

Mokur Elementary School

10%

Munien/Nechocho Elementary School

42%

Murilo Elementary School

16%

Mwan Elementary School

25%

Namoluk Elementary School

30%

Neauo Elementary School

9%

Nechap Elementary School

16%

Neirenomw Elem/Neirenomw Annex School

80%

Nema Elementary School

12%

Nomusofo Jr. High/Udot Elementary School

34%

Nomwin Elementary School

35%


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Nukaf/Sapota Elementary School

34%

Nukuno Elementary School

8%

Oneop Elementary School

41%

Onou Elementary School

23%

P&P Elementary School

45%

Panitiw Elementary School

22%

Parem Elementary School, Chuuk

10%

Piherarh Elementary School

9%

Piis Panew Elementary School

13%

Piisemwar Elementary School

3%

Pollap Elementary School

16%

Polowat Elementary School

29%

PPO Jr. High/Sapou Elementary School

87%

Romanum Elementary School

28%

Ruo Elementary School

11%

Sapore Elementary School

22%

Sapuk Elementary School

35%

Satowan Elementary School

30%

SDA School, Chuuk

43%

Siis Elementary School

20%

Sino Memorial School

6%

St. Cecilia School

17%

Ta Elementary School

8%

Teruo Bckuku Elementary School, Penieta

10%

UFO Elementary School

95%

Unanu Elementary School

40%

West Fefen Elementary School

7%


Kosrae

Lelu Elementary School 36% 59% 54% -5.0%

Malem Elementary School 28% 30% 29% -1.7%

Sansrik Elementary School 27% 40% 31% -9.1%

SDA School, Kosrae

29% 37% 8.1%

Tafunsak Elementary School 24% 33% 27% -6.0%

Utwe Elementary School 56% 56% 58% 2.4%

Walung Elementary School 34% 42% 13% -28.7%


Pohnpei

Awak Elementary School 22% 15% 48% 33.1%

Calvary Christian Academy

68%

Enpein Elementary School 20% 9% 14% 4.6%

ESDM Elementary School 18% 22% 15% -6.5%

Kapingamarangi Elementary School

13% 19% 5.8%


29

Kolonia Elementary School 15% 39% 20% -18.8%

Lewetik Elementary School 10% 6% 25% 19.0%

Lukop Elementary School 16% 26% 24% -1.3%

Mand Elementary School

14%

Mwoakilloa Elementary School 38% 60%

Nanpei Memorial School 22% 32% 60% 28.0%

Nett Elementary School 19% 24% 39% 15.1%

Nukuoro Elementary School

11% 23% 11.6%

Ohmine Elementary School 20% 20% 18% -2.8%

Pakein Elementary School

20% 7% -13.3%

Palikir Elementary School 13% 51% 36% -14.9%

Parem (Pohnpei) Elementary School 23% 29% 14% -14.4%

Pehleng Elementary School

13% 21% 8.3%

Pingelap Elementary School 21% 68% 53% -14.6%

Pohnpei Catholic School

31%

Rohi Elementary School 20% 29% 66% 37.4%

RSP Elementary School 10% 20% 31% 11.0%

Saladak Elementary School 33% 34% 24% -10.1%

Salapwuk Elementary School 10% 18% 10% -7.5%

Sapwalap Elementary School 22% 47% 42% -5.6%

Sapwuahfik Elementary School

25% 16% -9.6%

Sapwuahfik Elementary (SDA)

30%

SDA School, Pohnpei

45%

Seinwar Elementary School 28% 25% 47% 22.3%

Sekere Elementary School

12% 16% 3.4%

Sokehs Powe Elementary School 15% 47% 30% -16.7%

Temwen Elementary School 32% 68% 21% -46.9%

Wapar Elementary School 8% 14% 24% 9.8%

Wone Elementary School 17% 29% 26% -3.0%


Yap

Asor Community Elementary School

26% 30% 4.0%

Bael Community School 25% 27% 0% -27.1%

Dalipebinaw Community School 38% 27% 21% -5.4%

Eauripik Community School

13%

Elato Community School 8% 8% 7% -1.7%

Fadrai Elementary School

24%

Fais Community School

18% 11% -6.9%

Falalis Community School

18% 23% 5.8%

Falalop Ulithi Elementary School

26%

Falalop Woleai Community School

17% 9% -7.8%

Fechailap Community School 20%

Gaanelay Community School 25% 28% 19% -9.5%


30

Gagil Community School 29% 15% 30% 15.0%

Gilman Community School 40% 21% 30% 8.9%

Ifalik Community School 17% 14% 16% 1.3%

Kanifay Community School 10%

10%

Lamotrek Community School 21% 20% 27% 7.0%

Maap Community School 14% 0% 21% 21.1%

Mogmog Community School

20% 34% 14.0%

North Fanif Community School 25% 35% 20% -15.0%

Piig Community School

10% 20% 10.0%

Rumuu Fanif Community School 13% 5% 22% 17.0%

Satawal Community School 12% 8% 12% 3.5%

SDA School, Yap 36% 29% 27% -1.4%

Seliap Community School

7%

St. Mary's School 28% 29% 36% 7.0%

Tamilang Community School 35% 24% 60% 35.7%

Tegailap Community School

15%

Wottegai Community School

13% 5% -7.5%


31



Chuuk

Amwachang Elementary School

6% 5% -0.6%

Berea Christian School

20% 25% 4.9%

Central/West Wonip Elem School

6% 29% 23.0%

Chukuram/Winikka/Nethon Elem School

13% 5% -7.5%


25% 28% 3.0%


23% 51% 28.4%

Epin Elementary School

8% 18% 9.2%


8% 17% 9.2%


8%


30% 0% -30.0%

Faro/Winifei Elementary School

27%

Fason Elementary School

15%


7% 14% 7.3%

Foup Elementary School

20% 20% 0.0%


7% 0% -7.0%


7% 5% -2.0%

Iras Demo School

9% 11% 2.3%


9% 10% 1.0%


10% 15% 5.0%


15% 21% 6.8%


8% 12% 4.2%


14% 9% -5.8%


11% 5% -6.3%


0% 18% 18.0%


14% 26% 11.3%

Messa Elementary School

0% 4% 4.3%


46% 11% -35.1%


0% 3% 2.5%


20% 42% 21.7%


5%


10% 7% -2.4%


83% 7% -75.8%


4% 15% 10.6%

Nechap Elem/Annex School

8% 30% 22.1%


15% 7% -7.7%


5%

Nukaf Elementary School

5% 10% 5.0%


6% 7% 1.3%


9% 18% 8.5%


32


10%

Onoun Elementary School

4% 8% 3.2%


3% 8% 6.0%


4% 14% 10.1%

Parem Elementary School

4% 3% -1.5%


13% 6% -6.5%

Piis Paneu Elementary School

6% 6% 0.2%


19% 8% -10.6%


2% 6% 4.2%


22% 4% -17.4%

Pwene Elementary School

6% 5% -0.9%


8% 14% 6.4%


3%

Sapore Elem/Jr High School

9% 9% -0.3%

Sapota Elementary (F) School

47%

Sapota Elementary (SN) School

6%

Sapou Elementary School

12% 40% 28.0%


5% 9% 3.9%


28% 27% -1.2%

SDA School, Chuuk

26% 20% -5.5%


8% 7% -0.4%


9% 8% -0.2%

Sapota (Paata) Elementary School

10%

Sapota Uman Elementary School

30%

St. Cecilia School

19% 22% 3.1%


6% 11% 5.3%

Tamatam Elementary School

3% 13% 10.0%

Teruo Bokuku Elementary (Penieta) School

2% 11% 8.5%

Udot Elementary/Annex School

5% 6% 0.6%


6% 16% 10.0%


5% 9% 3.8%


5% 8% 3.8%

Wichukuno/Chukienu Elementary School

13% 20% 7.5%


Kosrae

Lelu Elementary School 53% 58% 58% 0.7%

Malem Elementary School 34% 28% 41% 12.8%

Sansrik Elementary School 41% 61% 64% 3.2%

SDA School, Kosrae 49% 57% 27% -30.0%


Utwe Elementary School 60% 30% 49% 18.9%



33


Pohnpei

Awak Elementary School 22% 21% 21% 0.7%


53%


ESDM Elementary School 9% 19% 50% 31.1%


5% 12% 7.7%


Lewetik Elementary School 17% 10% 5% -5.0%

Lukop Elementary School 27% 29% 35% 6.3%

Mwoakilloa Elementary School 0% 18% 25% 7.5%




12% 9% -2.5%

Ohmine Elementary School 15%

24%

Pakein Elementary School

25% 20% -5.0%


Parem Elementary School, Pohnpei 9% 10% 18% 7.5%


30% 37% 6.7%

Pingelap Elementary School 15% 13% 25% 12.5%

Pohnlangas Elementary School

22% 31% 9.7%


44%



Saladak Elementary School 23% 31% 40% 9.0%

Salapwuk Elementary School 24% 8% 13% 5.0%

Sapwalap Elementary School 9% 20% 24% 4.2%


21% 27% 5.8%

SDA School, Pohnpei

28%

Seinwar Elementary School 38% 39% 27% -12.9%


6% 17% 11.6%


Wone Elementary School 24% 13% 16% 3.6%


Yap


33% 5% -28.3%


Colonia Middle School 30% 22% 29% 7.5%

Dalipebinaw Community School 26% 26% 50% 24.3%

Eauripik Community School 28%

20%

Elato Community School 5% 9% 10% 1.3%

Fadraii Community School

5% 30% 25.0%


13% 8% -4.5%


34


15% 20% 5.0%


18% 16% -2.2%


17% 17% 0.0%

Faraulap Elementary 7% 18%

Gagil Community School 14% 36% 28% -7.7%

Gilman Community School 26% 44% 51% 7.0%


Kanifay Community School 5% 0%

Lamotrek Community School 19% 11% 38% 26.6%



22% 10% -12.0%

North Fanif Community School

20% 15% -5.0%


0% 10% 10.0%

Rumuu Fanif Community School 23% 24% 23% -1.8%


SDA School, Yap 53% 37% 43% 6.3%


20% 10% -10.0%

St. Mary's School 24%

33%



10% 20% 10.0%


14% 37% 22.7%


35



Chuuk


10% 2% -8.0%

Berea Christian Elementary School

15%

Central/West Wonip Elementary School

8% 23% 14.2%

Chukuram Elem/Nethon Elementary School

30%

Chukuram/Winikka Elementary School

4%


5% 22% 16.7%


9% 29% 20.0%

Epin Elementary School

2% 4% 2.4%


15% 3% -11.7%


2%


4% 0% -4.3%


6%

Fason Elementary School

4%

Fason Elementary/Faichuk High School

69%


2% 2% 0.6%


5% 2% -2.5%

Foupo Elementary School

4%


2% 8% 6.0%


14% 0% -14.4%

Iras Demo School

9% 9% -0.3%


4% 11% 7.0%


5% 3% -1.7%


6% 9% 3.3%


15% 16% 0.6%


8% 4% -3.2%

lnaka Elementary School

5%


10% 0% -10.0%

lras Demo School

14%


3%


4% 9% 4.3%

Messa Elem/Pwene Elementary School

7% 5% -2.1%


11% 9% -1.7%


7% 3% -4.6%


6% 33% 26.3%


8%


6% 7% 0.8%


6% 23% 16.3%


8% 7% -0.5%

Nechap Elementary School

6%


36


14% 8% -5.4%


18%

Nukaf Elem/Sapota Paata Elementary School

5% 3% -1.7%


6% 8% 2.0%


0%


5% 11% 6.3%


5% 0% -5.0%


5% 5% 0.0%


4% 3% -1.8%


6%

Parem Elementary School, Chuuk

3% 5% 2.5%


4%


8% 3% -5.0%


6% 5% -1.9%


3% 10% 7.5%


6% 28% 21.3%


2%

Sapore/Southern Namoneas High School

6% 5% -1.3%

Sapota Paata Elementary School

23% 20% -3.3%

Sapota Uman Elementary School

3% 6% 3.1%


7% 22% 15.6%


8% 18% 9.4%


6% 8% 2.1%

SDA School, Chuuk

19%


8% 2% -6.0%


4% 7% 2.7%

St. Cecilia School

8% 9% 1.4%


10% 7% -3.3%

Tamatam Elementary School

3% 8% 4.7%

Teruo Bokuku Elementary School, Penieta

4% 4% -0.5%

Udot Elementary/Annex

5% 25% 20.3%


4% 5% 1.3%


6%


7% 4% -3.1%

Wichukuno/Chukienu Elementary School

1% 10% 8.9%


Kosrae






Utwe Elementary School 32% 49% 43% -6.0%


37

Walung Elementary School 37% 35% 43% 7.9%


Pohnpei

Awak Elementary School 22% 37% 28% -8.5%


37%


ESDM Elementary School 17% 27% 28% 0.3%


28% 17% -11.5%

Kolonia Elementary School 24% 22% 27% 4.8%







20% 25% 5.0%

Ohmine Elementary School 16%

19%

Pakein Elementary School 25%

16%

Palikir Elementary School 20% 26% 37% 11.5%

Parem Elementary School, Pohnpei 14% 50% 16% -34.3%


51% 43% -8.1%


Pohnlangas Elementary School

34% 31% -3.0%


34%


RSP Elementary School

26% 22% -4.5%


Salapwuk Elementary School 30% 27% 31% 4.6%



23% 21% -2.4%

SDA School, Pohnpei

21%

SDA School, Sapwuahfik

35%



12% 16% 3.2%


Wone Elementary School 24% 53%


Yap


13%

Bael Community School 38% 23% 23% 0.0%




13%

Elato Community School

10% 3% -7.5%


38


14%


9%


13%


13%


12% 21% 9.4%

Fechailap Community School 28% 10% 0% -10.0%


Gilman Community School 20%

35%

Ifalik Community School 14% 11% 6% -5.0%

Kanifay Community School 23% 10% 27% 16.7%

Lamotrek Community School

15% 34% 19.3%



22% 15% -7.0%

North Fanif Community School 0% 17%


15%


Satawal Community School 15% 17% 14% -2.5%

SDA School, Yap 20% 22% 29% 6.9%


7% 5% -2.1%

St. Mary's School 15% 15% 18% 2.3%

Tamilang Community School 28% 41% 34% -7.1%


20% 13% -7.5%


39



Chuuk

Berea Christian High School

29%

Chuuk High School/Weno High School

8% 10% 1.8%

Faichuk High School

6% 58% 52.3%

Halls Jr. High School

11%

Lukeisel Jr. High School

3%

Mizpah Christian High School

18% 10% -8.3%

Moch High School

18% 20% 1.7%

Mortlock High School

30% 6% -24.2%

Nema Jr. High School

11%

Nomusofo Jr. High School

7% 22% 15.3%

Nomwinemo Jr. High School

4% 14% 9.3%

Pattiw Jr. High School

7% 0% -6.5%

Pentecostal Light House Acedamy

15% 6% -9.1%

Pollap/Tamatam Jr. High School

9% 9% 0.6%

PPO High School

5% 45% 39.8%

Sapore Elementary/Southern Namoneas High School

10% 9% -1.1%

Saramen Chuuk Academy

17% 31% 13.1%

SDA High School, Chuuk

14% 17% 3.0%

Southern Namoneas High School, Tonoas

11% 3% -8.5%

Weipat High School

7% 8% 1.4%

Weno High School

17%


Kosrae

Kosrae High School 54% 44% 56% 11.2%


Pohnpei


62%

Madolenihmw High School 38%

24%

Nahnpei Memorial High School

38%

Ohwa Christian High School

3%

Our Lady Of Mercy Catholic High School

27%

Pohnpei Island Central School

21%

SDA High School, Pohnpei

12%


Yap

NIHS High School

36%

OIHS High School

19% 19% 0.5%

SDA High School, Yap

41%

St. Mary's School 36%

Yap Catholic High School

55% 52% -3.0%

Yap High School 27% 25% 26% 1.2%


40

R06 - NMCT Minimum Competency Reading Grade 6 IslandName SchoolName 2010-2011 2011-2012 2012-2013 Change

Chuuk


9% 5% -4.1%

Berea Christian School 36% 15% 51% 35.7%

Central/West Wonip Elementary School 42% 11% 77% 65.2%

Chukuram/Winikka/Nethon Elementary School

6% 6% 0.4%

East Wonip Elementary School 36% 20% 75% 55.0%

Eot Elementary School 56% 3% 35% 32.1%

Epin Elementary School 23% 10% 25% 15.0%

Ettal Elementary School 8% 3% 25% 22.5%

Fananu Elementary School 7%

3%

Fanapanges Elementary School 42% 29% 40% 11.0%


14%

Fason Elementary School 14% 16%

Fonoton Elementary School 16% 58% 6% -51.8%


26% 24% -2.5%

Houk Elementary School 11% 6% 20% 13.6%

Inaka Elementary School 30% 4% 24% 20.0%

Iras Demo School 40% 9% 17% 8.0%

Kuchu Elementary School 11% 7% 12% 5.1%

Kuchuwa Elementary School 38% 2% 7% 4.4%

Kukku Elementary School 6% 5% 10% 5.4%

Kuttu Elementary School 26% 6% 14% 8.4%

Lekinioch Elementary School 9% 5% 3% -1.4%


10%

Losap Elementary School 42% 4% 5% 1.3%


3% 8% 4.7%

Mechitiw Elementary School 13% 8% 29% 21.1%

Messa Elementary School 25% 13% 7% -5.6%

Moch Elementary School 37% 8% 13% 5.2%

Mokur Elementary School 8% 0%

Munien/Nechocho Elementary School 10% 11% 53% 42.7%

Murilo Elementary School 5%

5%

Mwan Elementary School 23% 6% 43% 37.6%

Namoluk Elementary School 27% 13% 18% 5.8%

Neauo Elementary School 25% 8% 31% 22.2%

Nechap Elem/Annex School 29% 3% 9% 5.2%

Nechocho Elementary School 20%

Nema Elementary School 43% 8% 15% 6.2%

Nomwin Elementary School 27%

16%

Nukaf/Sapota Paata Elementary School 40% 5%


41

Nukuno Elementary School 6% 6% 14% 8.2%

Oneop Elementary School 13% 7% 19% 11.8%

Onou Elementary School 25% 6% 13% 7.3%

Onoun Elementary School 8% 6% 6% 0.4%

P&P Elementary School 3% 10% 6% -3.8%

Panitiw Elementary School 18% 6% 5% -0.9%

Parem Elementary School 16% 10% 5% -5.0%

Piherarh Elementary School 23% 3% 12% 9.5%

Piis Paneu Elementary School 2% 59% 54% -4.6%

Piisemwar Elementary School 35% 10% 27% 16.7%

Pollap Elementary School 9%

5%

Polowat Elementary School 10% 30% 11% -18.6%


11% 8% -3.3%

Romanum Elementary School 55% 8% 16% 8.1%

Ruo Elementary School 8%

8%

Sapore Elem/Southern Namoneas High School, Fefen

28% 15% 0% -15.5%

Sapota Paata Elementary School 32% 3% 17% 13.3%

Sapota Uman Elementary School 15% 1% 44% 42.9%

Sapou Elementary School 8% 2% 0% -2.0%

Sapuk Annex (Nukanap) School

Sapuk Elementary School 11% 9% 21% 11.9%

Satowan Elementary School 29% 16% 8% -8.0%

SDA School, Chuuk 39% 11% 43% 32.3%

Siis Elementary School 8% 13% 6% -6.5%

Sino Memorial Elementary School 14% 12% 29% 17.5%

St. Cecilia School 10% 7% 48% 40.3%

Ta Elementary School 6% 2% 8% 5.5%

Tamatam Elementary School 8% 10% 7% -2.9%

Teruo Bokuku Elem (Penieta) School 39% 30% 25% -5.0%

Udot Elem/Annex School 5% 3% 41% 38.6%

UFO Elementary School 29% 15% 26% 11.0%

Unanu Elementary School 10% 8% 8% -0.8%

West Fefen Elementary School 43% 5% 10% 4.7%

Wichukuno/Chukienu Elementary School 16% 13% 12% -0.5%


Kosrae

Lelu Elementary School 34% 45% 40% -5.1%

Malem Elementary 51% 54% 51% -2.6%

Sansrik Elementary 52% 55% 58% 3.4%


Tafunsak Elementary 55% 51% 55% 4.0%

Utwe Elementary 40% 36% 45% 8.6%

Walung Elementary 51% 51% 40% -11.4%


42


Pohnpei



78%




13% 15% 2.3%



Lukop Elementary School 14% 29% 5% -24.1%

Mwoakilloa Elementary School 40% 16% 20% 3.8%




19% 19% 0.2%

Ohmine Elementary School 28% 44% 23% -21.3%

Pakein Elementary School 30% 32% 5% -26.7%


Parem (Pohnpei) Elementary School 10% 14% 13% -1.5%


39% 6% -33.1%

Pingelap Elementary School 7%

37%

Pohnlangas Elementary School 28% 29% 4% -24.1%


3%

Rohi Elementary School 24% 37% 4% -32.5%


Saladak Elementary School 24% 42% 36% -6.2%




18% 16% -2.6%

SDA School, Pohnpei

4%


Sekere Elementary School 28% 17% 18% 1.4%


Wone Elementary School 20% 15% 4% -11.6%


Yap


20% 25% 5.0%


Colonia Middle School 37% 43% 35% -8.2%



33%

Elato Community School 23% 4% 3% -0.4%


20% 43% 22.5%


3% 7% 3.8%


43


25% 40% 15.0%


25% 31% 6.3%


21% 17% -3.8%

Faraulap Elementary

30%

Gagil Community School 19% 48% 48% 0.5%

Gilman Community School 46%

57%

Ifalik Community School 31% 19% 14% -4.8%

Kanifay Community School 20%


13% 25% 12.1%

Maap Community School 29% 32% 13% -18.7%


25% 18% -7.5%

North Fanif Community School

43% 35% -8.3%


12%

PUES-Fechailap



SDA School, Yap 69% 62% 71% 8.9%


22% 10% -12.0%

St. Mary‘s School 60% 53% 48% -5.2%

Tamilang Community School

33% 36% 3.5%


0% 13% 13.3%


20% 20% 0.0%


44


Chuuk


2% 14% 12.0%

Berea Christian Elementary School 38%

45%

Central/West Wonip Elem School 17% 13% 83% 70.0%

Chukuram/Winikka Elementary School

5% 26% 20.7%

East Wonip Elementary School 21% 12% 50% 38.0%

Eot Elementary School 58% 13% 79% 65.7%

Epin Elementary School 38% 2% 14% 12.4%

Ettal Elementary School 50% 10% 10% 0.0%

Fananu Elementary School 6%

46%

Fanapanges Elementary School 17% 9% 20% 11.4%


40%


3%

Fason Elementary School 10% 7% 64% 57.3%

Fonoton Elementary School 16% 5% 38% 32.5%


5% 8% 2.6%

Houk Elementary School 14% 2% 11% 9.4%

Inaka Elementary School 23% 13% 0% -12.5%

Iras Demo School 10% 4% 29% 24.6%

Kuchu Elementary School 10% 5% 13% 8.1%


2% 0% -1.7%

Kukku Elementary School 9% 5% 30% 25.0%

Kuttu Elementary School 32% 8% 8% 0.3%

Lekinioch Elementary School 15% 2% 11% 8.6%


15%

Losap Elementary School 37% 3% 0% -3.3%

Manaio Elementary School 10% 10%

Mechitiw Elementary School 13% 9% 7% -2.0%

Messa Elementary School 23% 10% 3% -7.5%

Moch Elementary School 44%

15%

Mokur Elementary School 16% 10% 5% -5.0%

Munien/Nechocho Elementary School 8% 0% 27% 26.7%

Murilo Elementary School 9%

13%

Mwan Elementary School 26% 8% 15% 6.7%

Namoluk Elementary School 2% 11% 30% 18.8%

Neauo Elementary School 18% 17% 9% -8.7%

Nechap Elem/Annex School 10% 0% 5% 5.0%

Nema Elementary School 22% 13% 12% -1.2%

Nomwin Elementary School 10%

7%

Nukaf/Sapota Paata Elementary School 34% 13% 13% 0.0%


45

Nukuno Elementary School 14% 6% 10% 4.0%

Oneop Elementary School 20% 11% 14% 3.0%

Onou Elementary School 10% 20% 7% -13.3%

Onoun Elementary School 20% 6% 7% 0.4%

P&P Elementary School 22% 9% 6% -2.3%


15% 10% -5.5%

Parem Elementary School, Chuuk 42% 6% 3% -2.2%

Pattiw Jr. High School 13%

Piherarh Elementary School 24% 2% 8% 6.0%

Piis Paneu Elementary School 28%

Piisemwar Elementary School 28% 0% 21% 21.1%

Pollap Elementary School 9% 11% 9% -2.2%

Polowat Elementary School 24% 10% 13% 3.3%


19% 5% -13.8%

Romanum Elementary School 25% 3% 21% 18.3%

Ruo Elementary School 39%

3%

Sapore Elem/Southern Namoneas High School, Fefen

23% 4% 16% 12.5%

Sapota Paata Elementary School 23% 30%

Sapota Uman Elementary School 10% 6% 14% 7.9%

Sapou Elementary School 60% 2%

Sapuk Elementary School 16% 12% 19% 6.8%

Satowan Elementary School 18% 8% 9% 1.0%

SDA School, Chuuk 31% 8% 35% 27.4%

Siis Elementary School 5% 28% 12% -16.0%

Sino Memorial Elementary School 21% 6% 7% 1.4%

Sapota Paata Elementary School

7%


71%

St. Cecilia School 12% 5% 4% -1.1%

Ta Elementary School 20% 2% 9% 6.6%

Tamatam Elementary School 8% 3% 4% 0.7%

Teruo Bokuku Elementary School, Penieta 14% 6% 13% 6.8%

Udot Elem/Annex School 10% 3% 29% 25.2%

UFO Elementary School 26% 6% 15% 8.8%

Unanu Elementary School 3% 4%

West Fefen Elementary School 23% 4% 8% 3.9%

Wichukuno Elementary School

5%

Wichukuno/Chukienu Elementary School 25% 9%


Kosrae




SDA School, Kosrae 58% 60% 73% 12.5%


46

SMD, Kosrae

40%


Utwe Elementary School 49% 58% 53% -4.7%



Pohnpei



76%




19% 22% 2.5%

Kolonia Elementary School 44% 29% 36% 7.2%

Lewetik Elementary School 23% 21% 23% 1.9%






21% 37% 15.2%

Ohmine Elementary School 35% 40% 45% 4.3%

Pakein Elementary School 33%

22%

Palikir Elementary School 23% 27% 32% 5.1%

Parem Elementary School, Pohnpei 14% 10% 29% 18.6%


36% 38% 1.3%


Pohnlangas Elementary School 45% 38% 48% 10.2%


76%


RSP Elementary School

52% 30% -22.0%





30% 35% 5.5%

SDA School, Pohnpei

59%

Seinwar Elementary School 45% 44% 49% 5.5%

Sekere Elementary School 28% 21% 27% 6.6%

Sokehs Powe Elementary School 34% 46% 56% 9.7%

Wone Elementary School 41% 63%


Yap


30% 30% 0.0%





30%


47

Elato Community School

20% 25% 5.0%


22%


25%


25% 23% -1.7%


16%


19% 26% 7.1%

Fechailap Community School 54% 70% 10% -60.0%


Gilman Community School 24% 70% 50% -20.0%


Kanifay Community School 46% 23% 23% 0.0%


26% 26% -0.7%

Maap Community School 22% 46% 39% -6.7%


36% 34% -2.3%

North Fanif Community School 15% 61%


15% 0% -15.0%



SDA School, Yap 61% 65% 58% -8.0%


16% 25% 9.3%

St. Mary's School 62% 73% 75% 2.6%



25% 15% -10.0%


10%


48


Chuuk

Berea Christian High School 17%

50%

Chuuk High School/Weno High School 9%

14%

Faichuk High School 7% 6% 46% 40.0%

Halls Jr. High School 5%

4%

Lukeisel Jr. High School 9% 11% 10% -0.8%

Mizpah Christian High School 13% 28% 28% -0.6%

Moch High School 20% 22% 46% 24.5%

Mortlock High School 17% 13% 18% 4.9%

Nomusofo Jr. High School 11% 5% 30% 25.0%

Nomwinemo Jr. High School

12% 9% -3.4%

Pattiw Jr. High School 41% 10% 10% 0.0%

Pentecostal Light House Acedamy 14%

14%

Pollap&Tamatam Jr. High School 7% 13% 7% -5.4%

PPO High School 7% 7% 14% 7.7%

Sapore Elem/Southern Namoneas High School 6%

Saramen Chuuk Academy 19% 33% 27% -5.5%

SDA High School, Chuuk 58% 24% 27% 3.4%

Southern Namoneas High School, Fefen

12%

Southern Namoneas High School, Toloas 10% 10% 9% -0.7%

Weipat High School 10% 10% 12% 2.0%

Weno High School 12% 16%


Kosrae

Kosrae High School 46% 46% 48% 1.8%


Pohnpei


21%

Madolenihmw High School 38%

27%

Nahnpei Memorial High School

50%

Ohwa Christian High School

12%

Our Lady Of Mercy Catholic High School

24%

Pohnpei Island Central School

28%

SDA High School, Pohnpei

16%


Yap

NIHS High School

31% 40% 8.5%

OIHS High School

30% 43% 13.8%

SDA High School, Yap 58%

66%

Yap Catholic High School

58% 75% 16.3%

Yap High School 39% 41% 46% 4.9%

fsm national minimum competency standard …national.doe.fm/publicdocuments/nmct...

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