LaKC+Student+Profile

** Hampton Elementary School - Milwaukee, Wisconsin **
 * School Profile – Data Collection Process (Data I) **

**School Community ** **Hampton Elementary is surrounded by neighborhoods and small businesses. In addition to reading, language arts, mathematics, social studies, and science, children at Hampton Elementary school will have the opportunity to be involved with computer technology. The school also plans to continue with a school wide Accelerated Reader program, which provides incentives to students for reading. Hampton offers an Accelerated Reader Family Night in the late fall and offer recreational activities such as basketball, cheer leading, and softball to older students. **

** Hampton Elementary Mission Statement ** "Education is a shared responsibility with the teachers, parents, and community. The staff at Hampton School is dedicated to the belief that all children will be successful learners. We are committed to promoting academic excellence in all areas of the instructional program. Students will become proficient readers through many school-wide reading and parental support activities." [|http://www.hamptonelementary.com]

**School Demographics ** **Enrollment by Race/Ethnicity **

For the 2010/2011 school year there are less than 1% of American Indian students at Hampton Elementary School. There is about 2% of Asian students enrolled, 80% black students, 4% Hispanic, and 14% white students. For the past 15 years, the enrollment of white students drop, while the enrollment of Black student remain constant. However, for the past 15 years the number of enrollees of other ethnic groups have slightly increased. []

**WKCE by Race/Ethnicity **



According to the graph above about 22% of students at Hampton Elementary School tested Advanced on the WKCE. 43% achieved proficent scores on the WKCE, 10% tested at the basic level and about 5% tested at the Minimal Proficient level.Considering that the majoirity of students at Hampton Elementary School are Black, overall, the students did well on the WKCE. The graph above also show the combined test scores of the combined minority ethnic group at Hampton which are the Asian, White, and American Indian and Hispanic Poplations. They are represented under Combined Small N (number). There scores on the WKCE were as follows: 45% of these students tested at a Proficient level and 55% of the students tested at the Basic level. []

**WKCE by Disablities **



The graph above represents WKCE scores of students with disabilities in 3rd grade and students without disabilities in 3rd grade. In comparison with students without disabilities, 13 % of the students with disabilities achieved an Advanced sore,35% scored at the Proficient level, 30% tested at the Basic level and 22% tested at Minimimum Proficient. 22% of students without disabilities tested at an Advanced level, 60% tested at the Proficient level, 25% tested at the Basic level and about 3% tested as Minimal Proficient. []

**WKCE by English Proficiency ** 

For the 2010/2011 school year there are no ELL students enrolled in the 3rd grade classes at Hampton Elementary. 25% of all other students tested Advanced on the English Proficiency, 32% tested Proficient, 21% tested at the Basic level and 12% tested Minimal Proficient. []

** Data Collection II ** The U.S Census provides trend analyses that suggest continual increases in multiracial, multiethnic student populations in schools. Because teachers are charged with the learning of all students, we have a responsibility to serve this diverse population well; to be culturally proficient. What is Cultural Proficiency? Cultural proficiency is about being effective in cross-cultural situations…[ It] is about educating all students to high levels through knowing, valuing and using their cultural backgrounds, languages, and learning styles within the context of our teaching. The central tenet of cultural proficiency holds that change is an inside-out process in which a person is, first and foremost, a student of his own assumptions. One must be able to recognize one’s own assumptions in order to retain those that facilitate culturally proficient actions and to change those that impede such actions…. It is this ability to examine one’s self and organization that is fundamental to addressing achievement gap issues (Lindsey et al., 2009).
 * What Does Changing Demographics in the United States Mean for Teachers? **

To expand on cultural proficiency at Hampton Elementary, three professionals were chosen to shed light on questions concerning the school. The first, __Mrs. **J**essica Funk__ a 2nd year Elementary School teacher, teaching 4th grade, the second, __Mrs. **M**arilyn Brooks__ the school librarian of five years, answered the following questions according to their experiences at Hampton Elementary.

Marilyn Brooks the librarian said that when ordering books she makes sure the library is stocked with cultural materials well as material that the students are interested in. Although Hampton Elementary School has more
 * African American Students enrolled, she takes into consideration the other students who are not African American. **
 * A large poplulation of the school's students come from poor families. The librarian said, most of the families she talks to wants their children to recieve a good education so they will be able to get good jobs. She also said that in her dealing with the students, the girls take their education more seriously than the boys. She commented that the boys think it's uncool to take a lot **
 * of interest in school subjects. In addition to working with students on a daily basis, the librarian promotes cultural awareness **
 * through holidays such as Black History Month and Cinco De Mayo. "Working with Hispanics, American Indians, and Asians have taught me a lot about different cultures, families and their traditions." Mrs. Brooks said. Books on these subjects are made available to the students when they come into the library. Knowledge about diver's culuters are integrated through computers, DVDs, play-ways and listening centers. She also encourages cultural awareness by telling the students to be themselves, while encourging them to become someone they can be proud of in the future. Due to the budget cuts, the librarian explained that too many students are in the classroom which cause a lot of disciplinary problems, and in turn, cause students to loose instructional time. The librarian explained that if teachers don't have the opportunity to become exposed to different cultures, they can research them. **