Encourage Educational Growth
Southern Association of Colleges and
Schools
Major Herb Ragsdale, Principal
Ms. Donnette Alexander, Assistant Principal
Mr. Zachary Barnes, Assistant Principal
Encourage Educational Growth
School
Improvement Plan
Southern Association of Colleges and Schools
Major Herb Ragsdale, Principal
Ms. Donnette Alexander, Assistant Principal
Mr. Zachary Barnes, Assistant Principal
1715 Martin L. King, Jr. Blvd.
(205) 759-3720
Herb Ragsdale................................................................................................................. Principal
Donnette Alexander........................................................................................... Assistant
Principal
Zachary Barnes.................................................................................................. Assistant Principal
SACS Self
Study
Peer Review:
Tuscaloosa
City Schools System
Dr. Joyce Levey – Superintendent
Dr. Marcia Burke – Assistant Superintendent
Mrs. Dorothy Richardson – Assistant Superintendent
|
Dan Meissner, Board Chair |
Tulane Duke, District Three |
|
Ninette Cannon, Vice Chair, District Seven |
Virginia Powell, District Four |
|
Earnestine Tucker, Secretary, District Two |
Dr. Sandra Dockery, District Five |
|
James Minyard, District One |
Ginnye Capps, District Six |
School Leadership
Team
Major Herb Ragsdale, Principal
Ms. Donnette Alexander, Assistant Principal
Mr. Zachary Barnes, Assistant Principal
|
Part
One: Vision: Beliefs and Russell Hammack, Chairperson Hilda Adams, Bernice Edwards, Kathy Wood, Robert Watson, Roslyn Evans, Harriet Bonham, Jocqueline Richardson, Earnestine Smith |
Part
Three: School Improvement Plan Debbie Zanthos, Chairperson Carol Newton, Susan Hopper, Curtis Graves, James Holland, Charles Harris, Tiffany Marx, David Truhett, Stephanie Reed, Vonda Bailey |
|
Part
Two: School Profile Mary Ezell, Chairperson Jennifer Elebash, Frances Paschall, Andrea Gibbs, Scarlett Tidwell, Matthew Kiser, Jerome Jennings, Richelle Adams |
Part
Four: The Results Mary Ward, Chairperson David Carroll, Linda Robinson, Gregory Swann, Virginia Cole, Amanda Simmons, George Greene, Marvin Turner, Emily Warren |
|
Parental
Involvement Committee Marcia White, Chairperson Ella Ulmer, Pamela Clemonts, Denita Beal |
Professional
Development Committee Linda Robinson, Chairperson Richelle Adams, Charles Harris,
Robert Watson, James Holland |
Table of
Contents
Executive Summary.................................................................................................................................................... 7-8
Part 1
Vision:
Beliefs and
Narrative
Description of the Process of Defining the School’s Beliefs and
Our Beliefs....................................................................................................................................................... 11
Our
Part 2
School Profile.......................................................................................................................................................... 13-29
Introduction....................................................................................................................................................... 14
Student and Community Demographic
Data........................................................................................................ 15
School Characteristics Data........................................................................................................................... 16-17
Comprehensive Needs Assessments.............................................................................................................. 17-18
Stakeholder Perspectives on the
Quality of Education.......................................................................................... 18
Report of the Profile Data....................................................................................................................................... 18-29
Table 1:
Student Performance Data................................................................................................................ 19-22
Table 2:
Student Performance Indicators......................................................................................................... 23-24
Table 3:
Student and Community Demographic Data........................................................................................ 24-25
Table 4: School
Characteristics Data.................................................................................................................... 26
Table 5:
Student, Teacher, Parent, and Community Opinions Inventory.............................................................. 27-29
Part 3
School Improvement Plan....................................................................................................................................... 30-42
Planning Process................................................................................................................................................. 31
I. Comprehensive Needs Assessment............................................................................................................................ 31
II. Highly Qualified Teachers......................................................................................................................................... 31
Staff Training...................................................................................................................................................... 32
Stakeholder
Perspectives on the Quality of Education............................................................................................ 32
................. Drop-out
and Graduation Rates...................................................................................................................... 32
................. Parent
Perception.......................................................................................................................................... 32
Priority Needs Addressed by the Target Assistant/School Improvement Plan.......................................................... 32
................. Performance
Goal One............................................................................................................................. 33-35
................. Academics
Learning Culture
Professional Development
................. Performance
Goal Two............................................................................................................................. 36-38
................. Academics
Learning Culture
Professional Development
III. Recruiting High-Quality
and Highly Qualified Teachers.............................................................................................. 39
IV. Strategies to Increase
Parental Involvement......................................................................................................... 39-40
V. Transition................................................................................................................................................................ 41
Eight Grade
High School
College, Armed
Forces, and Workforce
VI. Academic Assessment............................................................................................................................................. 42
VII. Students Experiencing
Difficulty............................................................................................................................... 42
VIII. Coordination and Integration of Services and Programs............................................................................................. 42
Part 4
The Results............................................................................................................................................................. 43-48
........... Staff Development 2003-2004.......................................................................................................................... 44-45
Staff Development 2004-2005.......................................................................................................................... 45-47
Curriculum 2004-2005..................................................................................................................................... 47-48
Projections 2005-2006.......................................................................................................................................... 48
Appendix A
Professional Development Plan.............................................................................................................................. 49-77
I. Professional Learning Team
II. Closing the Achievement Gap
III. Reading Specialist
IV. Reading Comprehension
V. ASCD Institute
VI. Education
VII. Anger Management
VIII.
Bulling Workshop
IX. Personal Safety/Rape Prevention
X. Book Study
XI. Motivation Workshop
XII. AHAGE Data Workshop
XIII. Summer Conference
XIV. Test Workshop
XV. PDP Budget
XVI. AETC Technology Conference
XVII. Music/Band Conference
XVIII.
Professional Learning Communities
XIX. 21st Century Learning Team
Appendix B
Parental Involvement Plan..................................................................................................................................... 78-84
Objective
Annual Meetings
Flexible Schedule of Meetings
Timely Information about the
Title I Program, the Curriculum, and Academic Assessment Used
Submission of Parent Concerns
of the School-wide Plan
School Parent Compact
Building Teachers and Parents
Capacity for Strong Parental Involvement
Participation of LEP Parents,
Parents with Disabilities, and Parents of Migratory Children
Appendix C
Compliance with SACS Standards.......................................................................................................................... 85-87
Beliefs and
Governance and Leadership
Curriculum
Instructions
Assessment
Resources
Support Services for Student
Learning
Stakeholder Communications
and Relationships
Citizenship
Continuous Process of School
Improvement
Appendix D
Quality Assurance................................................................................................................................................... 88-92
Executive Summary
Since
the restructuring of the Tuscaloosa City High Schools from one mega high school
to three smaller high schools,
To
promote overall student achievement over the past two years,
To
better equip our faculty for teaching in the 21st century, faculty preparedness
training is concentrated on four main areas. Central to our faculty training
has been providing our faculty with beneficial instructional techniques and
strategies for successfully teaching classes within the block scheduling
concept. Preparing teachers to incorporate technology in the classroom as an instructional
tool has also been a top priority. Extensive attention has been dedicated to
incorporating reading strategies in the classroom and utilizing writing as a
primary instructional tool across the curriculum. In addition to the training
provided for our faculty and staff, we have focused on seeking and hiring
teachers with advanced degrees while encouraging the current teaching staff to
obtain advanced training. Likewise, we have teachers on staff who are trying to
obtain National Board Certification.
To
increase the school's technological capabilities, additional computers have
been purchased to supply two computer labs established strictly for
classroom/student use. These are in addition to computers available in the
library and those for computer classes. Data projectors and smart boards have
been added to our available technological hardware. We continue to purchase
instructional software each year.
Great
strides have been made to improve the overall appearance of Central. In the
2006-2007 school-year,
Over
the course of the next five years, other additional areas will be focused upon
to continue our ongoing improvement process. First, collaborative planning time
with feeder school faculty must be allotted to ensure that our instruction
meets students needs. We also plan to focus some of the current curriculum and
additional course offerings on vocational preparation. Next, as funds become
available, additional custodial staff will be hired.
Although
we have made many improvements, we will strive to continue to have
Part 1
Vision: Beliefs and Mission
Overview: Narrative Description of the Process of
Defining the School’s Beliefs and Mission
A study
group was responsible for analyzing and assessing the opinions and beliefs of
our students, teachers, parents, and community leaders concerning the quality
of our school compared to the national sample. The examination and developmental analysis of this data helped us
to clearly identify the immediate needs of the students and community that we
serve in our school.
In
addition to this developmental analysis, we also engaged in a study of
educational research about the teaching and learning process, and how our
students will meet the expectations of a global society. Summaries and initial
educational reports served as a tool to help the planning team, as we developed
our beliefs and defined our mission. This process also allowed the planning
team to address issues and challenges that our students will face in the
future.
Initial
drafts of the belief and mission statement were distributed to all of the staff
and a representative sample of students, parents, and community members for
review and comment. Feedback was collected by the planning team and alterations
were made after assessment and recommendations.
On the
following two pages we have included our beliefs statements and mission
statement.
Our Beliefs:
·
Students need to
not only demonstrate their understanding of essential knowledge and skills, but
also need to be actively involved in solving problems and producing quality
work.
·
Students need to
apply their learning in meaningful contexts.
·
Each student is a
valued individual with unique physical, social, emotional and intellectual
needs.
·
Assessments of
student learning should provide students with a variety of opportunities to
demonstrate their achievement of the expectations for their learning.
·
Exceptional
students (e.g. special education, limited English proficiency, talented and
gifted, etc.) require special services and resources.
·
A student’s self
esteem is enhanced by positive relationships and mutual respect among and
between students and staff.
· Teachers, administrators, parents, and the community share the responsibility for advancing the school’s mission.
Our Mission
Our mission is to encourage educational growth, career development, and personal-social learning for all students, to enable them to lead productive lives, and meet high expectations in a global society.
PART 2
SCHOOL PROFILE
Introduction:
Our school profile provides a purposeful collection of
student performance data, school characteristics, student and community
characteristics, and a stakeholder' perspectives on the quality of education at
Table 1 presents the student performance data collected for the profile. It provides a summary of students’ performance on national and state assessments. Table 2 reflects the number and percent of 2004 and 2005 graduates, the type of diploma earned, post graduation, the number and percent who did not graduate, enrollment in the core curriculum, and the drop-out rate.
Most students planning to attend college take at least one
of several college entrance exams. One
of the best known is the ACT. The
average score information that was obtained from the ACT Research Division
reflects those higher order thinking skills required to do successful work
during the freshman year of college. The
average composite score of seniors at
High school students enrolled in a public school in the
state of
Students in grades nine through twelve at Central are administered the AHSGE in July, September, December, and March of each year as a measure of academic achievement. Data in Table 1 expresses the number of ninth, tenth, eleventh, and twelfth grade students who took the spring 2004, summer 2004, mid-year 2004, and spring 2005 exam and the percentage of those who passed. Also, the data indicates the number of 2005 seniors who passed each section. As of the March, 2005 testing date, of the (133) 2005 seniors at Central High School the following percentages had passed the various portions: 91% reading, 94% math, 88% language, 86% science, and 90% social studies.
Students in the tenth grade are administered the ADAW in February. A level three or four meets standard for this assessment. Data of the 2004, 140 students tested indicates that 57% exceeded or meet the standard of the assessment. 33% partially met the standard, and 10% did not meet the standard. .05% of the students were blank, insufficient, out of mode or off topic, and or refusal, incomprehensible, foreign, or illegible. Data of the 2005, 161 students tested indicates that 44% exceeded or met the standard, 43% partially met the standard, 12% did not meet the standard, and .04% of the students were blank, insufficient, out of mode or off topic, and or refusal, incomprehensible, foreign, or illegible. These data are presented in Table 1, page 19.
Student and Community
Demographic Data:
Student and community demographic data is presented in Table
3. The data indicates that the students of
Presently, there are 607 students enrolled at
Approximately 31% of our students are transported to and
from school by buses provided by the local school system. Private vehicles or students walking
transport 69% of the students. The majority of the students are from low-income
families, and 69% qualify for the free lunch program. This factor is the greatest
risk to student performance at
The population of
As of May, 2005, the county has a civilian labor force of
85,350 people with an unemployment rate of 3.7%, as compared to the state of
The religious orientation of the community includes: A M E, African Methodist Episcopal, Church of God, Apostolic, Assemblies of God, Baptist, Catholic, Charismatic, Christian Science, Church of Christ, Church of God, Church of Jesus, Church of Jesus Christ of Latter Day Saints, Episcopal, Full Gospel, Holiness, Independent, Interdenominational, Jehovah’s Witness, Jewish, Lutheran, Methodist, Nazarene, Non-Denominational, Orthodox, Pentecostal, Presbyterian, Seventh-Day Adventist, Universalist, Wesleyan, and Zionists
School
Characteristics Data:
Table 4 depicts the school characteristics data for
A school has been located at this site since 1954. In 1979,
Central employs 47 instructional staff members including 3 administrators. The racial composition of the instructional staff is 52% African American and 48% Caucasian with the gender composition of 65% female and 35% male. 95% of the certified personnel are highly qualified. The support staff workers consist of one administrative assistant, one bookkeeper, 5 CNP assistants, one CNP manager, 5 custodians, 1 dean of students, 1 in-school suspension monitor, 1 job coach, 1 nurse, 1 registrar, 1 school maintenance, 1 security monitor, 1 media center aide, and 1 alternative aide. Two counselors are on staff at Central to assist the student body. During the 2004-2005 school year, there were 1476 guidance conferences. The student/instructional staff ratio is 607/47 = 13/1. The teacher/administrator ratio is 47/3 = 16/1. Employment incentives, advertising, and a mentoring program for novice/new teachers are current strategies used to attract high quality, highly qualified teachers.
When Limited English Proficient students/parents are involved, an interpreter is available if needed and written forms may be translated into the needed native language. An important component of the planning process is identifying the needs of our student body and making reasonable accommodations in order to serve the needs of homeless students, minority students, economically disadvantaged, special needs students, neglected, and delinquent students to meet state proficient and advanced levels of student academic achievement on state content standards.
The
racial composition of Central faculty is 65%
African American and 45 % Caucasian, with a gender composition of 60% female
and 40% male. There are two counselors on staff with a student ratio of 313
students to one counselor. The support staff workers consist of: six
maintenance personnel, six Cafeteria food service workers, one secretary, one
book keeper and one registrar. Four elementary and one middle school feed into
Students
at Central High are residents of the
Approximately
20% of the students are transported to and from school by buses provided by the
Tuscaloosa City Schools system. Private
transport/walk accounts for the remaining 80 %.
Seventy-eight percent of our students qualify for the free or reduced
lunch program.
Comprehensive Needs Assessments:
Results of the state assessments were distributed and discussed at faculty meetings and teachers received copies for their use. Counselors and teachers are responsible for placing results in students’ cumulative folders, notifying parents that results have been received, and conferencing with parents. Results were released by the Central Office to the local media for community awareness. Assessment results are examined by each grade level, subject area, and sub-group. Grade distribution will be examined and addressed by the principal during each nine weeks. Each faculty member is given copies of the State Courses of Study, local curriculum guides, Pathways document (AHSGE), and objectives. Teachers are responsible for teaching all objectives from the above-mentioned documents.
Stakeholder
Perspectives on the Quality of Education:
Opinion Inventories developed by the
Of the 45 (student and parents/community) and 50 (faculty) questions inventoried, the percentages were computed for each question for each category surveyed. There were fifteen questions where the percentages deviated at least 50 percent among the students, teachers, parents, and community. The results of these assessments are offered in Table 5.
Report of the Profile Data:
The data collected for the profile is summarized in the following tables and figures:
Table 1 Student Performance Data
Table 2 Student Performance Indicators
Table 3 Student and Community Demographic Data
Table 4 School Characteristics Data
Table 5 Comparisons of Student,
Teacher, Parent, and Community Opinions Based on the
TABLE 1
Student Performance Data
This chart shows the average ACT score for
|
|
Number |
English |
Mathematics |
|
Science Reasoning |
Composite |
|
Local 2004 2005 |
95 58 |
20.5 18.2 |
19.7 17.4 |
19.9 17.8 |
20 18 |
20.1 18 |
|
State 2004 2005 |
31548 32122 |
20.3 20.3 |
19.5 19.4 |
20.5 20.5 |
20.1 20.1 |
20.2 20.2 |
|
National 2004 2005 |
1171460 1186251 |
20.4 20.4 |
20.7 20.7 |
21.3 21.3 |
20.9 20.9 |
20.9 20.9 |
The charts below display the number of students taking the AHSGE during spring 2004, summer 2004, mid-year 2004, and spring 2005 testing, and the percentages of those passing in the five areas.
|
Testing Date |
9th
Grade # Attempted/ % Passed |
10th
Grade # Attempted/ % Passed |
11th
Grade # Attempted/ % Passed |
12th
Grade # Attempted/ % Passed |
|
Spring, 2004 |
0 |
104 54% |
57 56% |
37 30% |
|
Summer, 2004 |
0 |
0 |
0 |
20 10% |
|
Mid-Year, 2004 |
0 |
0 |
6 34% |
57 65% |
|
Spring, 2005 |
0 |
146 48% |
68 34% |
24 30% |
|
Testing Date |
9th
Grade # Attempted/ % Passed |
10th
Grade # Attempted/ % Passed |
11th
Grade # Attempted/ % Passed |
12th
Grade # Attempted/ % Passed |
|
Spring, 2004 |
0 |
103 47% |
53 47% |
37 19% |
|
Summer, 2004 |
0 |
0 |
0 |
23 22% |
|
Mid-Year, 2004 |
0 |
0 |
6 50% |
57 64% |
|
Spring, 2005 |
0 |
148 41% |
65 30% |
23 26% |
Language
|
Testing Date |
9th
Grade # Attempted/ % Passed |
10th
Grade # Attempted/ % Passed |
11th
Grade # Attempted/ % Passed |
12th
Grade # Attempted/ % Passed |
|
Spring, 2004 |
15 67% |
94 14% |
59 24% |
26 8% |
|
Summer, 2004 |
0 |
0 |
0 |
31 42% |
|
Mid-Year, 2004 |
0 |
0 |
6 50% |
57 76% |
|
Spring, 2005 |
7 43% |
132 28% |
79 41% |
18 12% |
Math
|
Testing Date |
9th
Grade # Attempted/ % Passed |
10th
Grade # Attempted/ % Passed |
11th
Grade # Attempted/ % Passed |
12th
Grade # Attempted/ % Passed |
|
Spring, 2004 |
52 12% |
81 14% |
57 23% |
48 24% |
|
Summer, 2004 |
0 |
0 |
0 |
32 16% |
|
Mid-Year, 2004 |
0 |
0 |
5 40% |
56 58% |
|
Spring, 2005 |
23 35% |
123 17% |
68 22% |
23 18% |
Science
|
Testing Date |
9th
Grade # Attempted/ % Passed |
10th
Grade # Attempted/ % Passed |
11th
Grade # Attempted/ % Passed |
12th
Grade # Attempted/ % Passed |
|
Spring, 2004 |
0 |
99 35% |
65 38% |
46 39% |
|
Summer, 2004 |
0 |
0 |
0 |
28 0% |
|
Mid-Year, 2004 |
0 |
0 |
6 17% |
58 50% |
|
Spring, 2005 |
0 |
152 26% |
78 15% |
27 49% |
Social Studies
AHSGE Senior
2005 Results
The chart below indicates the number of 2005 senior students and the percentage of those who passed each of the five components.
|
Grade |
Reading Number Reported/ % Passed |
Language Number Reported/ % Passed |
Math Number Reported/ % Passed |
Science Number Reported/ % Reported |
Social Studies Number Reported/ % Passed |
|
12th Grade |
133 91% |
133 88% |
133 94% |
133 86% |
133 90% |
The chart below shows the number and percentages of
|
Achievement Levels |
Persuasive N=47 Mean=5.02 |
Narrative N=48 Mean=4.94 |
Expository N=45 Mean=4.42 |
Total N=140 Mean=4.80 |
|
Level IV Exceeds Standard 2004 2005 |
4 9% 5 9% |
8 17% 33 63% |
4 9% 10 19% |
16 11% 7 4% |
|
Level III Meets Standard 2004 2005 |
27 57% 22 39% |
19 40% 33 63% |
18 40% 10 19% |
64 46% 65 40% |
|
Level II Partially Meets Standard 2004 2005 |
13 28% 22 39% |
18 38% 13 25% |
15 33% 34 65% |
46 33% 69 43% |
|
Level I Does Not Meet Standard 2004 2005 |
3 6% 8 14%
|
3 6% 4 8%
|
8 18% 8 15%
|
14 10% 20 12% |
Table 2
Student Performance
Indicators
Graduation
Percentages for the Classes of 2004 and 2005:
The chart below indicates the number and percentages of students who graduated in 2004 and 2005 and received a diploma or certificate, the classification of diploma, and the number and percentage of those not graduating.
|
Year |
Number of Students |
Advanced Academic
Degree |
Standard Degree |
AOD |
Certificate Of Attendance |
AAHSD |
Did Not Graduate |
|
2004 2005 |
168 132 |
16 10% 15 12% |
78 47% 67 51% |
2 .01% 1 .01% |
32 20% 19 15% |
2 .01 % 1 .01% |
38 23% 28 22% |
Enrollment in the
Core Curriculum:
Mathematics............................................................................................................................................................. 100%
Science..................................................................................................................................................................... 100%
English...................................................................................................................................................................... 100%
Social Studies.............................................................................................................................................................. 100%
Post-Graduation
Results for the Class of 2004 and 2005:
The chart below indicates the total number of 2004 and 2005 seniors, and their post-graduation status.
|
Year |
Enrollment in a 4 Year College/ University |
Enrollment in a 2 Year Community college |
Enrollment in a Technical Trade |
Enlistment in the Armed Forces |
Work Full-time/ Part-time |
Other |
Total Number |
|
2004 2005 |
92 75 |
25 20 |
1 1 |
2 1 |
17 13 |
31 22 |
168 132 |
Table 3
Student/Community Demographic Data
|
|
SCHOOL
YEAR |
||
|
Students Enrollment |
2002-2003 |
2003-2004 |
2004-2005 |
|
Total Number of Students |
634 |
615 |
607 |
|
Students Racial Background |
|
|
|
|
African-American |
97% |
97.4% |
98.7% |
|
Asian |
.5% |
.5% |
0% |
|
Caucasian |
2.2% |
1.7% |
1.2% |
|
Hispanic |
.3% |
.4% |
.2% |
|
Students Gender |
|
|
|
|
Female |
50% |
51.7% |
52.7% |
|
Male |
50% |
47.3% |
48.3% |
|
Student/Family Characteristics |
|
|
|
|
Low Income |
|
78% |
69% |
|
Limited English |
|
0% |
.2% |
|
Attendance Rate |
|
91% |
91% |
|
Number Transported by Bus |
|
27% |
31% |
|
|
2002-2003 |
2003-2004 |
2004-2005 |
|
County and Community Statistics |
|
|
|
|
Population |
|
|
|
|
|
|
|
164,875 |
|
City of |
|
|
77,906 |
|
Racial Background |
|
|
|
|
African American |
|
|
42.9% |
|
Asian |
|
|
1.5% |
|
Caucasian |
|
|
54.1% |
|
Hispanic |
|
|
1.4% |
|
Other |
|
|
.3% |
|
Households |
|
|
|
|
|
|
|
64,517 |
|
City of |
|
|
41,689 |
|
Average Person per Household |
|
|
2.42 |
|
Average per Capita Income |
|
|
25,041 |
|
|
|
|
94.3% |
|
Unemployment Rate |
|
|
|
|
City of |
|
|
3.7% |
|
State of |
|
|
5.9% |
|
National |
|
|
5.6% |
Table 4
School
Characteristics Data
|
|
2003-2004 |
2004-2005 |
2005-2006 |
|
School Characteristic |
|
|
|
|
Class Size By Grade |
|
|
|
|
9th |
216 |
183 |
203 |
|
10th |
142 |
170 |
163 |
|
11th |
114 |
129 |
137 |
|
12th |
162 |
133 |
104 |
|
Total |
634 |
615 |
607 |
|
|
|
|
|
|
School Year/Day |
2002-2003 |
2003-2004 |
2004-2005 |
|
Length of School Year |
180 Days |
|
|
|
Length of School Day |
8:00 a.m. to 3:20 p.m. |
|
|
|
|
|
|
|
|
Racial Background/Gender of Instructional Staff |
|
|
|
|
Racial Background |
|
2004-2005 |
2005-2006 |
|
African American |
|
54% |
52% |
|
Caucasian |
|
46% |
48% |
|
Other |
|
.4% |
.2% |
|
Gender |
|
|
|
|
Female |
|
69% |
65% |
|
Male |
|
31% |
35% |
|
Highly Qualified Teachers |
|
|
|
|
Number/Percent |
|
|
95% |
|
Ratio of Instructional Staff to Students and Ratio
of Instructional Staff to Administration |
|
|
|
|
Student/Instructional Staff |
|
615/42=15/1 |
607/47=13/1 |
|
Instructional Staff/Administrators |
|
42/3 =14/1 |
47/3=16/1 |
|
Operating Expenditures per Pupil |
|
|
|
|
|
|
|
$5,594.28 |
|
|
|
|
4,923.43 |
|
State Average |
|
|
5,168.77 |
Table 5
Students, Teachers,
and Parents/Community Opinions Inventory
|
Participants |
Strongly Agree |
Agree |
Disagree |
Strongly Disagree |
Question |
|
Students |
50% |
50% |
|
|
#1 Satisfied with students’ average level of reading. |
|
Teachers |
4% |
4% |
66% |
26% |
|
|
Parents/Community |
60% |
40% |
|
|
|
|
|
|
|
|
|
|
|
Students |
30% |
70% |
|
|
#4 Students like school. |
|
Teachers |
|
10% |
45% |
45% |
|
|
Parents/Community |
20% |
60% |
20% |
|
|
|
|
|
|
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|
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|
Students |
45% |
55% |
|
|
#7 Satisfied with students’ average level of writing. |
|
Teachers |
|
20% |
60% |
20% |
|
|
Parents/Community |
60% |
40% |
|
|
|
|
|
|
|
|
|
|
|
Students |
10% |
10% |
20% |
60% |
#8 Most students do not cheat. |
|
Teachers |
8% |
48% |
32% |
12% |
|
|
Parents/Community |
60% |
40% |
|
|
|
|
|
|
|
|
|
|
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Students |
|
25% |
60% |
15% |
#16 Most stud |