Ministry of Education and Youth

To Educate! To Transform! To Liberate!

PRIMARY SCHOOL EXAMINATION PRELIMINARY RESULTS 2011

The Ministry of Education and Youth hereby issues the official results of the 2011 Primary
School Examination (PSE).
Student Population
A total of 6,962 students (including private candidates as well as those who attend
alternative schools) registered for the PSE in 2011. Of this total 177 were absent for all
parts of the examination while 32 were present for some parts but not all.
Purpose and Intended Use of the Primary School Examination
The PSE assesses achievement of curriculum content and skills in the four (4) areas of
English, Mathematics, Social Studies and Science of the National Primary School
Curriculum. The examination is criterion-referenced meaning that performance of “each
individual is compared with a preset standard for acceptable achievement…The
performance of other examinees is irrelevant.” 1 In this way, the examination seeks not to
rank students in comparison to other students (as in norm-referencing) but to report what
each student has achieved for individual skills. This is expressed as a percentage score.
The results of the examination are intended to be used for two main purposes:
1. Certification of Students at the completion of primary school in four content areas of
the primary curriculum; and
2. Educational decision-making to inform policy, planning and practice at national,
district, school and classroom levels.
The PSE is not and was never intended to be used as the sole criteria for entrance into
secondary schools. Secondary schools are advised to use multiple sources of evidence of
students’ achievement and holistic development at primary school to get a more complete
picture of the students’ abilities, strengths and weaknesses in informing acceptance to and
placement in high schools.
While the Ministry of Education will be recognizing outstanding students who have done well
on the PSE, the Ministry of Education cautions that making judgments about schools and
teachers on the basis of individual student performances is inappropriate. In the first
instance, the performance of one or a few may not be reflective of the many, and secondly
schools are not all the same. Therefore making judgments of individual schools’
effectiveness on this basis without considering inputs (resources) available to individual
1 See the following link for comparison criterion and norm-referenced tests:
http://chiron.valdosta.edu/whuitt/col/measeval/crnmref.html
 schools and without considering background and contextual factors (socio-economic and
family backgrounds and communities in which schools are located) of each school is not
only inappropriate, but unfair. Additionally, there is a tendency to either praise or criticize
the Standard six teachers depending on the performance of students on the PSE. The
Ministry of Education wishes to note that it is the school as a whole that is responsible for
delivering the curriculum—educating the students. Teachers should therefore not be
considered independent practitioners, like general practitioner doctors, for whom the school
is simply a base. Rather it is the school as a whole that is responsible for the educational
development of the students, rather than individual teachers alone. Therefore, the school is
to be viewed as a team of teachers led by a principal who is instructional as well as
administrative leader with the management being responsible for monitoring and providing
support. Schools, teachers and managements should not use resources (or lack thereof) or
background and contextual factors of their students and schools as justification to sit back
and not seek improvement. There should be collective responsibility and ownership to
always seek improvements in quality.
What the PSE Attempts to Assess/Measure
Following from the purpose of the PSE, the construction of the examination is guided by a
table of specifications which specifies what curriculum content and skills are to be tested,
that is what curriculum content and skills will form the basis of the questions set. See
attached annexes for Table of Specifications.
The Primary School Examination Results for 2011
Below are tables showing various statistics for this year’s PSE as well an 12-year trend of
performance by subject (for Social Studies an 8-year trend is shown since Social Studies
was re-introduced in 2004) for each district and the country as a whole. Scores are
interpreted according to the following grade bands indicating different levels of
achievement/performance.
Letter Grade Description (Grade Range/Band)
A Excellent (80-100%)
B Competent (70-79%)
C Satisfactory (60-69%)
D Adequate (50-59%)
E Inadequate (49% and below)

National Performance on PSE by Subjects

Mean Median Mode Grade/Description/ Grade Range
Science Total (100) 64.38 66.00 C (Satisfactory, 60-69)
Social Studies Total (100) 63.85 66.00 C (Satisfactory, 60-69)
Combined Math Total (100) 47.16 45.00 E (Inadequate, below 50)
Combined English Total (100) 54.9 56.00 E (Inadequate, below 49)
In English, the mean score was in the adequate range at 54.9 About 39% of the students
earned a grade C (Satisfactory Level of Performance) or better but of concern is that
roughly 32% scored E’s. Half the number of students’ scores were below and half above
the score of 56 as indicated by the median score.
In Math, the mean score of 47.16 was in the inadequate range. The mode grade of E (0-49)
indicates that most students scored in the inadequate range. About 28% of students
earned a grade C (Satisfactory Level of Performance) or better. Half the number of
students were above and half below the median score of 45.
In Social Studies, the mean score was 63.85 in the satisfactory band while the mode grade
of C (60-69) indicates that most students were in the satisfactory range. Sixty-six (66%) of
students earned a grade C (Satisfactory Level of Performance) or better. The median score
of 66 indicates that half the students were above and half below this score.
In Science, the mean score of 64.38 was in the satisfactory band. The mode grade of C
(60-69) indicates that most students scored at the satisfactory level. Sixty-seven (67%)
percent of the students earned a grade C (Satisfactory Level of Performance) or better.
Half the students scored above 66 and half below as indicated by the median score.

Trends in Mean Performance

The graph below shows the trends in mean performance by subject since 2002.

Graph 1
10-Year National Mean Performance Trend by
Subject
80

70 67 68.8 69.9
60.2 63.8 64.4
60.7 64.6 60.7
60.9 59.2 60.9 63.9
60 54.9 63.5
58.9 55.3 57.3 59.9
54.3 59.1 58.4 58 54.9
50 52 53.3 52.7
50.5 54.9 53.7 52.9
40 45.8 45.6 46.2 47.2
41.8 42.8
41.9
30

20

10

0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

English Math Science Social Studies

Examining trends in national mean performance by subject since 2002, much fluctuation
over the years is observed with scores ranging mostly between 40% to 60% with some
spikes above 60% in Science and Social Studies. Over the 10 years shown national mean
scores in various subjects have remained more or less stable .

The graphs that follow show trends in mean performance by individual subject over the
twelve year period 2000-2011. The straight line above/across the bars indicates the trend
over this period. Again in each case, fluctuations are noted.

Graph 2-English

Mean Perf ormance - English

70
60
50
40

63.5
60.2
58.4
57.3

30
55.3
54.9

54.9
58
52.9
52.8

52.7
50.5

20
10
0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011

In English, the mean score (54.9%) shows an 8 percentage point decrease compared to the
2010 mean score. With the spikes in 2007 and 2010 to the satisfactory level, the data
suggests that greater national achievement gains are possible.

Graph 3-Math
 Mean Performance - Math

60
50
40
30

54.9

53.7

52.9

47.1
46.5

46.2
45.8

45.6
42.8
41.8

41.9
44

20
10
0
2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011
For Math, the national mean score has remained more or less constant over the twelve
years shown with spikes in 2004, 2008 and 2010. The 2011 mean score of 47.16
represents a decrease of more than 5 percentage points over last year.

Graph 4-Social Studies

Mean Performance - Social Studies

80
70
60
50
40
68.8

63.8

63.8
60.9

60.7

60.7
59.9
59.2

30
20
10
0
2004 2005 2006 2007 2008 2009 2010 2011

In Social Studies, the scores have remained more or less steady from 2004 to 2007 and in
2009 but a sharp increase is noted in 2008. In 2010 and 2011, the mean scores of 63.8 and
63.85 respectively are lower than the spike seen in 2008 but it is an increase over all other
years including 2009. Overall, performance in Social Studies achievement appears to be
stable.

Graph 5- Science
 Mean Performance - Science
80

70

60

50

40

69.9
64.6

64.3
67

60.9
59.1
58.9
30

54.3
58

53.3
51.3

52
20

10

0
2000

2001

2002

2008

2010

2011
2003

2004

2005

2006

2007

2009
In Science the mean scores have remained more or less stable over the twelve years with
spikes in 2004, 2008 and 2010. The mean score of 64.38 for 2011, shows a decrease of
over 5 percentage points from 2010. It should be noted that for the past four years the
science mean scores have been greater than 60%.

NOTE:
While the tables of specifications help to ensure that the more or less similar content and skills are tested each year
no two PSE examinations are exactly alike. Therefore, while each year’s examination is similar to the previous in the
content and skills assessed and hence presumed difficulty, caution should be taken in interpreting trends as the
difficulty of the exam may vary from year to year. Procedures for equating the difficulty of the examinations each
year for a more reliable interpretation of trends are not yet in place.
USING THE EXAMINATION RESULTS TO IMPROVE TEACHING AND LEARNING:
WHAT IS TO BE DONE
The results show that national mean performance by subject on PSE has remained more or
less stable over the last eleven years with slight upward trend in each subject. It is
important to note however, that means or averages do not necessarily give the most
complete picture of performance. It is therefore important to note how our students are
distributed across the various grade ranges/bands which appear below in this release.

Overall results on the PSE 2011 show a dip in all areas tested. While there seems to have
been an overall upward trend over the years there have been fluctuations in the results from
year to year. It is difficult to say with certainty that this year’s decline is not due to the normal
variability from year to year. That said, the results this year give cause for concern,
particularly in the areas of English and Mathematics.

It is important to note that the emphasis here is and will not be to blame, point fingers, or
attempt to shame teachers and schools. Pointing fingers or blaming does no good if we are
to improve. Rather the emphasis must be on how we can improve teaching and learning in
our schools. The improvement of teaching and learning in classrooms is not merely a
matter for teachers but for principals and managements as well. All concerned—teachers,
principals, parents, managements and the Ministry of Education and Youth—must take
ownership for the quality of education in our schools. The Ministry of Education is currently
piloting a Quality Schools Framework and accompanying process at which ownership for
the quality of education services delivered is a central principle. Therefore, while the
Ministry of Education will take the lead in this endeavor, it is also the responsibility of the
managements and individual schools to analyze their own school results to determine areas
of strengths and weaknesses and to plan and implement interventions to address the areas
of weakness. This must be done with a sense of collective responsibility.

In this regard, the Ministry of Education and Youth, through support from the Inter-American
Development Bank, will be piloting a teacher training module in the teaching of primary
education mathematics and to develop capacity within the Ministry of Education and Youth
in the areas of teaching of mathematics. This is expected to commence in the coming
school year. Additionally, as a short-term measure, the Ministry of Education and Youth is
planning summer school in English and Math in each district for students going into
Standard 6 identified to be in need additional support in these areas.
 Distribution of Scores by Grade Band by Subject
English Science Mathematics Social Studies
Grad Score Description No. of % of No. of % of No. of % of No. of % of
e Range Students Students Students Students Students Students Students Students
A 80-100 Excellent 209 3 1024 15 497 7 973 14
B 70-79 Competent 799 12 1686 25 579 9 1746 26
C 60-69 Satisfactory 1589 24 1813 27 826 12 1754 26
D 50-59 Adequate 1942 29 1238 18 973 14 1189 18
E 0-49 Inadequate 2185 32 982 14 3865 57 1078 16
Totals 6724 100.0% 6724 100.0% 6740 100.0% 6740 100.0%
% Students with Satisfactory
Performance (Grade C) or Better 39% 67% 28% 66%

Percentages highlighted in red indicate the grade band where the greatest proportion of students scored for the given subject and overall.
Note: In the figures above if a student was absent for a part of the exam there score was not included in the calculations for that part.
This accounts for different totals for each subject and overall
 District and Country Performance by Subject by Abilities (Skills Assessed)
Mechanics Letter Writing Composition
SUBJECT District Comprehension (30 items^) (20 items) (20 points) (30 points)
Belize 64.4% 55.0% 51.7% 49.8%
Cayo 64.5% 53.6% 50.5% 50.6%
Corozal 62.0% 54.1% 50.2% 49.4%
Orange
English Walk 63.4% 53.8% 53.5% 50.3%
Stann
Creek 59.2% 49.6% 49.7% 47.3%
Toledo 57.5% 48.7% 45.9% 48.5%
Country 61.8% 52.5% 50.2% 49.3%

Concepts
SUBJECT District Computation (20 items) (30 items) Problem Solving^^ (50 pts)
Belize 50.6% 43.9% 43.9%
Cayo 51.5% 46.5% 45.4%
Corozal 54.2% 49.5% 46.7%
Orange
Math Walk 53.6% 49.7% 51.0%
Stann
Creek 48.3% 42.3% 42.2%
Toledo 47.2% 42.1% 42.8%
Country 50.9% 45.7% 45.3%

^Note: An item is a question (multiple choice in this case) on the test. Each multiple choice is valued 1pt.

^^Note: The Problem Solving Section of the Mathematics is not multiple choice but word problems which require candidates to show their
working.
 District and Country Performance by Subject by Abilities (Skills Assessed) cont.
SUBJECT District Knowledge & Understanding (30) Process Skills (20 items)
Belize 63.8% 61.2%
Cayo 65.0% 62.3%
Corozal 63.2% 62.5%
Science Orange Walk 65.3% 63.8%
Stann Creek 61.7% 57.7%
Toledo 60.1% 56.4%
Country 63.2% 60.7%

SUBJECT District Knowledge (33 items) Process Skills (17 items)

Belize 66.1% 59.8%

Cayo 67.0% 59.6%

Corozal 67.3% 60.1%

Social Studies
Orange Walk 67.3% 60.4%

Stann Creek 60.6% 56.2%

Toledo 59.3% 54.2%

Country 64.6% 58.4%

ANNEXES
Table of Specification For PSE English Multiple Choice
Language Mechanics:
Content
Number of Items Percent of Test

Vocabulary
Students will be able to recognize: the meaning of words in context, generate
5 5
synonyms/antonyms for words in context, identify figures of speech, collective
nouns etc.

Punctuation
Students will be expected to recognize punctuation elements in context – quotation,
question and exclamation marks; colon and semicolon; recognize abbreviated
forms and identify where these may be absent, etc.
5 5

Grammar
Students will be expected to recognize various verb tenses, and functions of words
– prepositions, adverbs, adjectives, pronouns, and nouns (abstract, concrete,
possessive etc.)
10 10
20 20
Total Number of Questions

Percent of Test 50% 50%

ANNEXES cont.
Reading Comprehension:
Content Questions Number of Percent
Informal Narrative Questions of Test
Literal Comprehension

Students should be able to recognize explicit relationships among settings, events,

characters, and ideas presented in reading selections.
3 3 6 20%

Critical Comprehension

Students should be able to analyze the reading selections and recognize the author’s 3 4 7 23%
techniques, determine the author’s purpose, and use text and typographical features to
assist in interpreting the selections.

Inferential Comprehension

Students should be able to recognize inferred or implicit relationships among settings,

events, characters, and ideas presented in the reading selections.
5 5 10 33%

Insightful Comprehension

Students should be able to draw conclusions, make generalizations, and/or predict 3 4 7 23%
plausible outcomes by synthesizing information from the entire reading selection.

Total Number of Questions 14 16 30 100%

Percent of Test 47% 53% 100%

ANNEXES cont.
Mathematics
Revised Specification Grid
Paper 1 - Multiple Choice
Knowledge and Understanding Process Skills Total
Content Recall Understand and use Communicate Obtain Simple Problem
Basic symbols, concepts, information Information, Solving
Facts, routing computation, make inferences,
Definitions, etc etc.
Formulas,
etc.
Number Concepts 2 4 1 1 8
Number Operations 2 3 5
Rate/Ratio/Proportio 2 3 5
n
Algebra 2 2 4
Graphs and Statistics 2 1 1 4
Sets 2 1 1 1 5
Measurement 1 3 1 2 4 11
Business Math 1 3 4
Geometry 1 1 1 1 4
Note: The content area ‘Algebra’ has been increased by 2 items
ANNEXES cont.
Mathematics
Revised Specification Grid
Paper 2 – Problem Solving
Content Number of items Percent of test
Number Operations 1 5
Graphs and Statistics 1 5
Measurement 3 15
Business Math 3 15
Rate/Ratio/Proportion 2 10
Total 10 50
Note: The content area ‘Number Operations’ has been added to this paper replacing Rational Numbers in paper 1.
ANNEXES cont.
Specification Grid for PSE Science
The following is a Blueprint Summary Table displaying the reporting categories, Number of test items in each category, learning outcomes
included in each category and the ability levels at which items are distributed. It is designed to show links between the PSE Science
Table of Specifications and the outcome areas in the national comprehensive curriculum.

Item Distribution
Reporting Categories Reporting Categories Curriculum Outcomes Knowledge and Process Total
National Syllabus PSE Table of Specifications Understanding Skills
Living Things ST7.a; 10 5 15
Health lifestyles Ourselves H1.a; H1.b; H1.c; H1.d
Healthy Environment H2.a
Spread of Disease H3.a

Living Things ST7.a; ST7.b 5 5 10

The Environment Plants, Rocks and Soil ST8.a; ST8.b
Time and Motion, ST6.b 2 2 4
Forces and Simple Pushes and Pulls Machines
Machines ST3.a; ST4.a; ST6.a 3 2 5
Gravity and All That
ST6.a; ST6.b 3 1 4
Making things move
Matter and Energy Light ST5.a; ST5.b 3 1 4
Heat ST5.a; ST5.b 2 2 4
Sound ST5.a; ST5.b 2 2 4
Total 30 20 50
ANNEXES cont.
Social Studies Specification Grid
Abilities
Knowledge and Analysis and Evaluation Social Attitudes Investigating Skills
Understanding Total
A1 A2, A3 A4, A5 B1 B2 B3 C1 C2, C3, C4 D1, D2, D3 D4
Reca Explain, Sequencin Analyse: Draw Make Self- Citizenship, Data Commu
ll & Interpre g Events & a. Cause- Conclusio Judgment Concept & Patriotism, Collection -
State t, Estimate Effect n s Self- Respect & and Use nication
Facts Extract Trends b. Similarity/ Reliance Social
Differences Responsibilit
y
Resources 1 2 2 1 1 1 8
Society and
Culture
2 1 1 2 1 1 1 2 1 12
Transportation
and
Communicatio
1 1 1 1 5
n
The World 2 2 1 2 1 1 1 1 11
Government 3 3 1 2 1 10
Organisations 1 1 1 1 4
Total 10 10 5 5 5 2 3 5 2 3 50
PSE 2011 – NATIONAL TOP PERFORMERS
RANK NAME SCHOOL TOTAL LETTER DESCRIPTION
1 MARIN ALIYAH L HOLY REEDEMER BZ 385 A Excellent
2 MCGANN JOSETTE A UNITED EVRGREEN CY 376 A Excellent
3 MURILLO JORDAN A BZE ELEMENTARY BZ 369 A Excellent
4 GUTIERREZ ALESSANDRA SAN PEDRO RC BZ 368 A Excellent
5 RAMIREZ KATE BERNICE YORKE BZ 368 A Excellent
6 ARMSTRONG ADRIAN A LOUISIANA GOV OW 368 A Excellent
7 HUNG EMILE LADY OF GUAD RC CY 367 A Excellent
8 CAN JOSHUA ST JOSEPH RC BZ 365 A Excellent
9 FABRO LUANI M HOLY REEDEMER BZ 364 A Excellent
10 WU GIN YUAN BZE ELEMENTARY BZ 364 A Excellent
11 CRAIG ALYSSA A HORIZON ACADEMY BZ 364 A Excellent
12 MYVETTE JASMINE U PANCOTTO PRI BZ 363 A Excellent
13 CHANG ERIC S BZE ELEMENTARY BZ 362 A Excellent
14 CASTILLO AMERIE A HOLY REEDEMER BZ 361 A Excellent
15 MAGANA ALEJANDRO O UNITED EVRGREEN CY 361 A Excellent
16 HERNANDEZ GISELLIE LOUISIANA GOV OW 360 A Excellent
17 OCHAETA ELODIA BERNICE YORKE BZ 360 A Excellent
18 CHAVEZ JUAN J UNITED EVRGREEN CY 360 A Excellent
19 VASQUEZ KENSIE J ST IGNATIUS RC BZ 360 A Excellent
20 CASTILLO ILENE I LADY OF GUAD RC CY 359 A Excellent
21 ALAMINA ALEYDA M HOLY REEDEMER BZ 359 A Excellent
22 XIAO JIA YI BZE ELEMENTARY BZ 359 A Excellent
23 VALLE ISAIAS SHEPHERDS ACAD CY 358 A Excellent
24 RODRIGUEZ GISELLE LOUISIANA GOV OW 358 A Excellent
25 BURROWES KAYLA A HUMMINGBIRD ELE BZ 358 A Excellent
PSE 2011 –TOP PERFORMERS BY DISTRICT
BELIZE DISTRICT
N
O NAME SCHOOL SCORE
1 MARIN ALIYAH L HOLY REEDEMER BZ 385 A Excellent
2 MURILLO JORDAN A BZE ELEMENTARY BZ 369 A Excellent
3 GUTIERREZ ALESSANDRA SAN PEDRO RC BZ 368 A Excellent
4 RAMIREZ KATE BERNICE YORKE BZ 368 A Excellent
5 CAN JOSHUA ST JOSEPH RC BZ 365 A Excellent
6 WU GIN YUAN BZE ELEMENTARY BZ 364 A Excellent
7 FABRO LUANI M HOLY REEDEMER BZ 364 A Excellent
8 CRAIG ALYSSA A HORIZON ACADEMY BZ 364 A Excellent
9 MYVETTE JASMINE U PANCOTTO PRI BZ 363 A Excellent
10 CHANG ERIC S BZE ELEMENTARY BZ 362 A Excellent
CAYO DISTRICT
1 MCGANN JOSETTE A UNITED EVRGREEN CY 376 A Excellent
2 HUNG EMILE LADY OF GUAD RC CY 367 A Excellent
3 MAGANA ALEJANDRO O UNITED EVRGREEN CY 361 A Excellent
4 CHAVEZ JUAN J UNITED EVRGREEN CY 360 A Excellent
5 CASTILLO ILENE I LADY OF GUAD RC CY 359 A Excellent
6 VALLE ISAIAS SHEPHERDS ACAD CY 358 A Excellent
7 WADE ANWAR JAMAAL BISHOP MARTIN CY 355 A Excellent
8 MURPHY KUANYEE K LADY OF GUAD RC CY 355 A Excellent
9 HULSE GABRIELLE M LADY OF GUAD RC CY 354 A Excellent
10 COYE ALEXANDER LADY OF GUAD RC CY 354 A Excellent
COROZAL DISTRICT
1 CHANG SAMUEL COROZAL METH CZ 357 A Excellent
2 MAGANA GEOVAHN A CALCUTTA SDA CZ 352 A Excellent
3 SMART GIA CALCUTTA SDA CZ 348 A Excellent
4 SALAZAR DANIECE J MARY HILL RC CZ 347 A Excellent
5 LOPEZ ERICK JR ST FRANCIS XR CZ 346 A Excellent
6 SWASO KIMANI K COROZAL METH CZ 346 A Excellent
7 SU XIAOHUA ST FRANCIS XR CZ 344 A Excellent
8 VARGAS JOSHUA E MARY HILL RC CZ 344 A Excellent
9 CASTANEDA JAHDIEL SANTA CLA ROMAN CZ 344 A Excellent
10 LEONARDO VANNIA L MARY HILL RC CZ 343 A Excellent
 ORANGE WALK DISTRICT
N
O NAME SCHOOL SCORE
1 ARMSTRONG ADRIAN A LOUISIANA GOV OW 368 A Excellent
2 HERNANDEZ GISELLIE LOUISIANA GOV OW 360 A Excellent
3 RODRIGUEZ GISELLE LOUISIANA GOV OW 358 A Excellent
4 BAEZA VLADIMIR LOUISIANA GOV OW 356 A Excellent
5 DOMINGUEZ RUAN M LA INMACULADA OW 354 A Excellent
6 TUN DANISHA M LA INMACULADA OW 354 A Excellent
7 FIGUEROA AMILCAR N COMPASSION OW 353 A Excellent
8 MOLINA CHRISTIAN TRIAL FARM GOV OW 352 A Excellent
9 OSORIO PAOLA LA INMACULADA OW 348 A Excellent
10 PEREZ MARIA V LOUISIANA GOV OW 345 A Excellent
STANN CREEK DISTRICT
1 MIRANDA CHRISTIAN SACRED HEART RC SC 351 A Excellent
2 MOLINA WUILSON SACRED HEART RC SC 348 A Excellent
3 BAILEY ISAIAH SOLID ROCK CRST SC 345 A Excellent
4 MOREIRA NKACEY M HOLY GHOST RC SC 344 A Excellent
5 MELGAR YENI O HOLY GHOST RC SC 341 A Excellent
6 YSAGUIRRE AALIYAH SACRED HEART RC SC 340 A Excellent
7 OJEDA ABIMAEL S HOLY FAMILY RC SC 338 A Excellent
8 PAAU JOSE M BELLA VISTA RC SC 338 A Excellent
9 MANZANERO JOSHUA D HOLY ANGELS RC SC 333 A Excellent
10 FERGUSON GLENROY M SOLID ROCK CRST SC 331 A Excellent
TOLEDO DISTRICT
1 MAHEIA BIANCA R LITTLE FLOWER TL 348 A Excellent
2 CO EFRAIN SAN PEDRO RC TL 347 A Excellent
3 CUS MICHAEL A SAN MIGUEL RC TL 340 A Excellent
4 SULLIVAN BYRON BLUE CREEK MENN TL 340 A Excellent
 5 MORGAN MARCYLIN S ST PETER CLAVER TL 335 A Excellent
6 YONG PAUL A LITTLE FLOWER TL 335 A Excellent
7 TEUL ANTONIO BETHEL SDA TL 335 A Excellent
8 REQUENA JULIO C TOLEDO CHRISTIAN 333 A Excellent
9 CHO JENNIFER SAN LUIS REY TL 329 A Excellent
10 PALMA DANICA C SAN PEDRO RC TL 326 A Excellent