##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

  --------------------------- ----------- --------------------- ---------- -------- -------- --------- -------- ------------------ ------- ----------- ----------------------- ------ ------ -- ----------- -------------------
  Name of Principal                                                        Mr.                                                                                                                              
                                                                           Wayne                                                                                                                            
                                                                           Folkes                                                                                                                           

  (Specify: Ms., Miss, Mrs.,                                                                                                                                                                                
  Dr., Mr., or Other) (As it                                                                                                                                                                                
  should appear in the                                                                                                                                                                                      
  official records)                                                                                                                                                                                         

  Official School Name                                                              Oak                                                                                                                     
                                                                                    Grove                                                                                                                   
                                                                                    High                                                                                                                    
                                                                                    School                                                                                                                  

  (As it should appear in the                                                                                                                                                                               
  official records)                                                                                                                                                                                         

  School Mailing Address                                                                     5198 Old                                                                                                       
                                                                                             Highway                                                                                                        
                                                                                             11                                                                                                             

  (If address is P.O. Box,                                                                                                                                                                                  
  also include street                                                                                                                                                                                       
  address)                                                                                                                                                                                                  

  Hattiesburg MS 39402-8846                                                                                                                                                                                 

  City State Zip Code +4 (9                                                                                                                                                                                 
  digits total)                                                                                                                                                                                             

  Tel.                        ( 601                                                                                                Fax     ( 601                                                            
                              )264-7232                                                                                                    )264-0160                                                        

  Website/URL                             www.lamar.k12.ms.us                                                                      Email               WFolkes@mde.k12.ms.us                                

                                                                                                                                                                                                            

  I have reviewed the                                                                                                                                                                                       
  information in this                                                                                                                                                                                       
  application, including the                                                                                                                                                                                
  eligibility requirements on                                                                                                                                                                               
  page 2, and certify that to                                                                                                                                                                               
  the best of my knowledge                                                                                                                                                                                  
  all information is                                                                                                                                                                                        
  accurate.                                                                                                                                                                                                 

                                                                                                                                                                               Date                         

  (Principal's Signature)                                                                                                                                                                                   

  *Private Schools: If the                                                                                                                                                                                  
  information requested is                                                                                                                                                                                  
  not applicable, write N/A                                                                                                                                                                                 
  in the space.*                                                                                                                                                                                            

                                                                                                                                                                                                            

  Name of Superintendent                                                                                        Mr. Glenn Swan                                                                              

  (Specify: Ms., Miss, Mrs.,                                                                                                                                                                                
  Dr., Mr., or Other)                                                                                                                                                                                       

  District Name                                                 Lamar                                                                                                                 Tel.      ( 601       
                                                                County                                                                                                                          )794-1030   
                                                                School                                                                                                                                      
                                                                District                                                                                                                                    

                                                                                                                                                                                                            

  I have reviewed the                                                                                                                                                                                       
  information in this                                                                                                                                                                                       
  application, including                                                                                                                                                                                    
  eligibility requirements on                                                                                                                                                                               
  page 2, and certify that to                                                                                                                                                                               
  the best of my knowledge it                                                                                                                                                                               
  is accurate.                                                                                                                                                                                              

                                                                                                                                                                                      Date                  

  (Superintendent's                                                                                                                                                                                         
  Signature)                                                                                                                                                                                                

  Name of School Board                                                                                 Dr. Jim                                                                                              
  President/Chairperson                                                                                Siders                                                                                               

  (Specify: Ms., Miss, Mrs.,                                                                                                                                                                                
  Dr., Mr., or Other)                                                                                                                                                                                       

  I have reviewed the                                                                                                                                                                                       
  information in this                                                                                                                                                                                       
  package, including the                                                                                                                                                                                    
  eligibility requirements on                                                                                                                                                                               
  page 2, and certify that to                                                                                                                                                                               
  the best of my knowledge it                                                                                                                                                                               
  is accurate.                                                                                                                                                                                              

                                                                                                                                                                               Date                         

  (School Board                                                                                                                                                                                             
  President's/Chairperson's                                                                                                                                                                                 
  Signature)                                                                                                                                                                                                
  --------------------------- ----------- --------------------- ---------- -------- -------- --------- -------- ------------------ ------- ----------- ----------------------- ------ ------ -- ----------- -------------------

**PART I -- ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct. \[Include this page in the
application as page 2.\]

1.  The school has some configuration that includes grades K-12.

2.  The school has been in existence for five full years.

3.  The nominated school or district is not refusing OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district-wide compliance review.

4.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

5.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

6.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II -- DEMOGRAPHIC DATA**

**DISTRICT** (Questions 1-2 not applicable to private schools)

<table style="width:100%;">
<colgroup>
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<col style="width: 3%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 2%" />
</colgroup>
<tbody>
<tr class="odd">
<td>1.</td>
<td colspan="11">Number of schools in the district:</td>
<td colspan="9">4</td>
<td colspan="19">Elementary schools</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="11"></td>
<td colspan="9">3</td>
<td colspan="19">Middle schools</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="11"></td>
<td colspan="9">0</td>
<td colspan="19">Junior high schools</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="11"></td>
<td colspan="9">3</td>
<td colspan="19">High schools</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="11"></td>
<td colspan="9"></td>
<td colspan="19"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="11"></td>
<td colspan="9">10</td>
<td colspan="19">TOTAL</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="11"></td>
<td colspan="19"></td>
<td colspan="9"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>2.</td>
<td colspan="11">District Per Pupil Expenditure:</td>
<td colspan="14">$5,886.88</td>
<td colspan="14"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="11">Average State Per Pupil Expenditure:</td>
<td colspan="14">$6,089.83</td>
<td colspan="14"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="40"><h3 id="school-to-be-completed-by-all-schools">SCHOOL
(To be completed by all schools)</h3></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>3.</td>
<td colspan="39">Category that best describes the area where the school
is located:</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3">[ ]</td>
<td colspan="36">Urban or large central school</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3">[ ]</td>
<td colspan="36">Suburban school with characteristics typical of an
urban area</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3">[ X ]</td>
<td colspan="36">Suburban</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3">[ ]</td>
<td colspan="36">Small city or town in a rural area</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3">[ ]</td>
<td colspan="36">Rural</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>4.</td>
<td colspan="4">2</td>
<td colspan="35">Number of years the principal has been in his/her
position at this school.</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4"></td>
<td colspan="35"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">34</td>
<td colspan="35">If fewer than three years, how long was the previous
principal at this school?</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>5.</td>
<td colspan="39">Number of students enrolled at each grade level or its
equivalent in applying school:</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3">Grade</td>
<td colspan="4"># of Males</td>
<td colspan="3"># of Females</td>
<td colspan="5">Grade Total</td>
<td colspan="3"></td>
<td colspan="10">Grade</td>
<td colspan="4"># of Males</td>
<td colspan="4"># of Females</td>
<td colspan="3">Grade Total</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3">K</td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="10">7</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3">1</td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="10">8</td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3">2</td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="10">9</td>
<td colspan="4">176</td>
<td colspan="4">159</td>
<td colspan="3">335</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3">3</td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="10">10</td>
<td colspan="4">134</td>
<td colspan="4">141</td>
<td colspan="3">275</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3">4</td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="10">11</td>
<td colspan="4">131</td>
<td colspan="4">146</td>
<td colspan="3">277</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3">5</td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="10">12</td>
<td colspan="4">111</td>
<td colspan="4">117</td>
<td colspan="3">228</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3">6</td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="3"></td>
<td colspan="10">Other</td>
<td colspan="4">3</td>
<td colspan="4">4</td>
<td colspan="3">7</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="7"></td>
<td colspan="29"><h3 id="total-students-in-the-applying-school">TOTAL
STUDENTS IN THE APPLYING SCHOOL</h3></td>
<td colspan="3">1122</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>6.</td>
<td colspan="8">Racial/ethnic composition of the students in the
school:</td>
<td></td>
<td colspan="7">78</td>
<td colspan="3">%</td>
<td colspan="20">White</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8"></td>
<td></td>
<td colspan="7">19</td>
<td colspan="3">%</td>
<td colspan="20">Black or African American</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8"></td>
<td></td>
<td colspan="7">1</td>
<td colspan="3">%</td>
<td colspan="20">Hispanic or Latino</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8"></td>
<td></td>
<td colspan="7">0</td>
<td colspan="3">%</td>
<td colspan="20">Asian/Pacific Islander</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8"></td>
<td></td>
<td colspan="7">2</td>
<td colspan="3">%</td>
<td colspan="20">American Indian/Alaskan Native</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8"></td>
<td></td>
<td colspan="7"></td>
<td colspan="3"></td>
<td colspan="20"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8"></td>
<td></td>
<td colspan="7"><strong>100</strong></td>
<td colspan="3"><strong>%</strong></td>
<td colspan="20"><strong>Total</strong></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>7.</td>
<td colspan="24">Student turnover, or mobility rate, during the past
year:</td>
<td colspan="9">13.08</td>
<td colspan="6">%</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="39">(This rate includes the total number of students who
transferred to or from different schools between October 1 and the end
of the school year, divided by the total number of students in the
school as of October 1, multiplied by 100.)</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="39"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">(1)</td>
<td colspan="33">Number of students who transferred
<em><strong>to</strong></em> the school after October 1 until the end of
the year.</td>
<td colspan="3">65</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">(2)</td>
<td colspan="33">Number of students who transferred
<em><strong>from</strong></em> the school after October 1 until the end
of the year.</td>
<td colspan="3">89</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">(3)</td>
<td colspan="33">Subtotal of all transferred students [sum of rows (1)
and (2)]</td>
<td colspan="3">154</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">(4)</td>
<td colspan="33">Total number of students in the school as of October
1</td>
<td colspan="3">1120</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">(5)</td>
<td colspan="33">Subtotal in row (3) divided by total in row (4)</td>
<td colspan="3">.1375</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2">(6)</td>
<td colspan="33">Amount in row (5) multiplied by 100</td>
<td colspan="3">13.08</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="18"></td>
<td colspan="15"></td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td>8.</td>
<td colspan="17">Limited English Proficient students in the school:</td>
<td colspan="8">.002</td>
<td colspan="16">%</td>
</tr>
<tr class="even">
<td></td>
<td colspan="17"></td>
<td colspan="8">2</td>
<td colspan="16">Total Number Limited English Proficient</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="17"></td>
<td colspan="8"></td>
<td colspan="16"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="10">Number of languages represented:</td>
<td colspan="6">1</td>
<td colspan="25"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="6">Specify Languages:</td>
<td colspan="35">Spanish</td>
</tr>
<tr class="even">
<td></td>
<td colspan="6"></td>
<td colspan="35"></td>
</tr>
<tr class="odd">
<td>9.</td>
<td colspan="17">Students eligible for free/reduced-priced meals</td>
<td colspan="12">14</td>
<td colspan="12">%</td>
</tr>
<tr class="even">
<td></td>
<td colspan="17"></td>
<td colspan="12"></td>
<td colspan="12"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="17"></td>
<td colspan="12">203</td>
<td colspan="12">Total Number Students Who Qualify</td>
</tr>
<tr class="even">
<td></td>
<td colspan="17"></td>
<td colspan="12"></td>
<td colspan="12"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="41">If this method is not a reasonably accurate estimate of
the percentage of students from low-income families or the school does
not participate in the federally-supported lunch program, specify a more
accurate estimate, tell why the school chose it, and explain how it
arrived at this estimate.</td>
</tr>
<tr class="even">
<td>10.</td>
<td colspan="15">Students receiving special education services:</td>
<td colspan="12">8.66</td>
<td colspan="14">%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="15"></td>
<td colspan="12">97</td>
<td colspan="14">Total Number of Students Served</td>
</tr>
<tr class="even">
<td></td>
<td colspan="15"></td>
<td colspan="12"></td>
<td colspan="14"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="41">Indicate below the number of students with disabilities
according to conditions designated in the Individuals with Disabilities
Education Act.</td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="4"></td>
<td colspan="9"></td>
<td colspan="8"></td>
<td colspan="18"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="4">1</td>
<td colspan="9">Autism</td>
<td colspan="8">0</td>
<td colspan="18">Orthopedic Impairment</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="4">0</td>
<td colspan="9">Deafness</td>
<td colspan="8">11</td>
<td colspan="18">Other Health Impaired</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="4">0</td>
<td colspan="9">Deaf-Blindness</td>
<td colspan="8">76</td>
<td colspan="18">Specific Learning Disability</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="4">2</td>
<td colspan="9">Hearing Impairment</td>
<td colspan="8">11</td>
<td colspan="18">Speech or Language Impairment</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="4">2</td>
<td colspan="9">Mental Retardation</td>
<td colspan="8">1</td>
<td colspan="18">Traumatic Brain Injury</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="4">1</td>
<td colspan="9">Multiple Disabilities</td>
<td colspan="8">0</td>
<td colspan="18">Visual Impairment Including Blindness</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8"></td>
<td colspan="13"></td>
<td colspan="5"></td>
<td colspan="11"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td>11.</td>
<td colspan="37">Indicate number of full-time and part-time staff
members in each of the categories below:</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="21"><h4 id="number-of-staff">Number of Staff</h4></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12"></td>
<td colspan="10"><h3 id="full-time">Full-Time</h3></td>
<td colspan="4"></td>
<td colspan="7"><strong>Part-Time</strong></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12">Administrator(s)</td>
<td colspan="10">3</td>
<td colspan="4"></td>
<td colspan="7">0</td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12">Classroom teachers</td>
<td colspan="10">67</td>
<td colspan="4"></td>
<td colspan="7">9</td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12">Special resource teachers/specialists</td>
<td colspan="10">14</td>
<td colspan="4"></td>
<td colspan="7">0</td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12">Paraprofessionals</td>
<td colspan="10">5</td>
<td colspan="4"></td>
<td colspan="7">0</td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12">Support staff</td>
<td colspan="10">62</td>
<td colspan="4"></td>
<td colspan="7">4</td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12">Total number</td>
<td colspan="10">151</td>
<td colspan="4"></td>
<td colspan="7">13</td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="4"></td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td>12.</td>
<td colspan="12">Student-“classroom teacher” ratio:</td>
<td colspan="10">16.74</td>
<td colspan="4"></td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="4"></td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td>13.</td>
<td colspan="37">Show the attendance patterns of teachers and students.
The student drop-off rate is the difference between the number of
entering students and the number of existing students from the same
cohort. (From the same cohort, subtract the number of exiting students
from the number of entering students; divide the number by the number of
entering students; multiply by 100 to get the percentage drop-off rate.)
Briefly explain in 100 words or fewer any major discrepancy between the
dropout rate and the drop-off rate. Only middle and high schools need to
supply dropout and drop-off rates.</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="4"></td>
<td colspan="7"></td>
<td colspan="4"></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8"></td>
<td colspan="5">2002-2003</td>
<td colspan="10">2001-2002</td>
<td colspan="8">2000-2001</td>
<td colspan="3">1999-2000</td>
<td colspan="3">1998-1999</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8">Daily student attendance</td>
<td colspan="5">94</td>
<td colspan="10">94.8</td>
<td colspan="8">94.5</td>
<td colspan="3">97.3</td>
<td colspan="3">94.9</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8">Daily teacher attendance</td>
<td colspan="5">*96.4</td>
<td colspan="10">88.7</td>
<td colspan="8">88.5</td>
<td colspan="3">89.8</td>
<td colspan="3">89.9</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8">Teacher turnover rate</td>
<td colspan="5">8.0</td>
<td colspan="10">15.0</td>
<td colspan="8">3.2</td>
<td colspan="3">4.8</td>
<td colspan="3">4.6</td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8">Student dropout rate</td>
<td colspan="5">2.88</td>
<td colspan="10">2.28</td>
<td colspan="8">4.25</td>
<td colspan="3">2.97</td>
<td colspan="3">3.3</td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8">Student drop-off rate</td>
<td colspan="5">14.0</td>
<td colspan="10">10.77</td>
<td colspan="8">12.6</td>
<td colspan="3">22.7</td>
<td colspan="3">17.39</td>
<td colspan="4"></td>
</tr>
</tbody>
</table>

\*The disparity in the daily teacher attendance rate in 2002-2003 led us
to review teacher attendance in the previous four yeas. The prior years
showed a number of maternity leaves and several long-term illnesses
which did not occur in the 2002-2003 school year.

  ------ --------------------- -------- -------- -------- -------- --------
  14\.   ***(High Schools                                          
         Only)*** Show what                                        
         the students who                                          
         graduated in Spring                                       
         2003 are doing as of                                      
         September 2003.                                           

                                                                   

         Graduating class size                   259               

         Enrolled in a 4-year                    47       \%       
         college or university                                     

         Enrolled in a                           40       \%       
         community college                                         
  ------ --------------------- -------- -------- -------- -------- --------

+---+--------------------------------------+--------+--------+--------+
|   | Enrolled in vocational training      | 0      | \%     |        |
+---+--------------------------------------+--------+--------+--------+
|   | Found employment                     | 10     | \%     |        |
+---+--------------------------------------+--------+--------+--------+
|   | Military service                     | 2      | \%     |        |
+---+--------------------------------------+--------+--------+--------+
|   | Other (travel, staying home, etc.)   | 1      | \%     |        |
+---+--------------------------------------+--------+--------+--------+
|   | Unknown                              | 0      | \%     |        |
+---+--------------------------------------+--------+--------+--------+
|   | ### Total                            | *      | **%**  |        |
|   |                                      | *100** |        |        |
+---+--------------------------------------+--------+--------+--------+

**PART III -- SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Oak Grove High School, a school zone in Lamar County School District, is
located in a beautiful new building just outside Hattiesburg,
Mississippi. A once small, rural, farming area has become a densely
populated bedroom community still growing daily. That growth has had a
major impact on the school, causing it to almost triple in size in less
than twenty years.

Even though Oak Grove High School has struggled with its continuous
growth, a solid academic program has emerged. As the demographics of the
school changed with the growth, so have the needs and aspirations of its
population. The school staff has been proactive in anticipating these
changes and providing for those needs even though funding has been
limited. Oak Grove has earned a respect for its academic focus
throughout the state. Given our growth experience, Oak Grove is proud
that a high level of student achievement continues to be maintained. It
is one thing to stretch to move forward to achieve your potential; it is
another to sustain that intensity over the years.

Oak Grove High School received the coveted Blue Ribbon Schools
Recognition in 1986 and then again in 1993. Our students were attending
classes in inappropriate areas, classes were large and funding for
technology and materials was almost non-existent. Yet, teachers,
administrators, students and parents believed that the school was good
and so it was. There is now a 150,000 square foot building designed to
accommodate the programs offered but which has now again been outgrown.
When we moved into the new building in summer of 2000, the
Parent/Teacher Organization turned out to physically move teachers'
equipment, materials, and furniture. They also raised funds to equip
science labs and a state of the art computer lab. Oak Grove has always
enjoyed tremendous parent support.

Simply put, Oak Grove High School's vision and mission is "student
success for all students in all endeavors." In the summer of 2001, our
school district developed a mission statement for the entire district:
"to empower all students with the knowledge and skills to create their
own futures, to become passionate, lifelong learners; and to contribute
cooperatively to a diverse and changing world." The faculty and staff of
Oak Grove High School firmly endorsed this statement and evaluated
individual programs and classroom instruction to validate actual
practice based on the mission. Every program added or deleted is done so
on its merit toward achieving the mission. School level goals,
department goals, and individual teacher personal learning plans are
developed using the mission as a guide. Professional development is also
planned around what is needed to achieve those goals. While this new
mission statement verbalizes, expands and explains our beliefs, the
bottom line is still "student success for all students in all
endeavors." From this point we will not waver.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  The Mississippi Subject Area Testing Program (SATP) consists of four
    academic end-of-course tests. Beginning in the 2001-2002 school
    year, students were required to pass the tests for graduation.
    Students are assessed on the content at the completion of the course
    in Algebra I, Biology I, English II with a writing component, and US
    History from 1877. As part of the No Child Left Behind (NCLB) all
    students must be tested who are enrolled in Algebra I and English II
    (Multiple Choice only) for the first time. Scores for the Algebra I
    and English II (Multiple Choice) form the heart of the assessment
    measurement in the annual State of Mississippi Report Card and in
    the Adequate Yearly Progress (AYP) calculations. Our goal at Oak
    Grove High School is to move students out of basic into proficient
    and above.

The Algebra I test consists of 63 multiple-choice items and two
open-ended items. Assessment strands tested include patterns, relations,
functions, equations, inequalities, polynomials, and formulas in problem
solving, slope and probability. The open-ended items require the student
to analyze a question and respond in writing. The English II measures
knowledge of language conventions, reading comprehension and effective
writing skills. The multiple-choice test contains 85 passage-based
items.

Our data reflects the first three years of state testing in Algebra I
and English II (Multiple Choice), 2000-2001, 2001-2002 and 2002-2003. In
the years 2000-01 and 2002-03 all students, grades nine through eleven,
enrolled in Algebra I were tested. However, in the school year 2001-02
only ninth grade students in Algebra I participated. Therefore, the best
indicator of true growth in Algebra I is attained by comparing the
school years 2000-01 and 2002-03. In English II all students in each
year were tested so that the measurement over the three-year period is
comparable. In both tests three subgroups were highlighted: whites;
blacks; and economically disadvantaged.

Results in both tests show a significant increase in every subgroup. The
largest growth was noted in English II and in fact, Oak Grove High
School's performance on the English II test in 2002-03 ranked first in
the state. Among the three subgroups, blacks showed the greatest growth
in the at or above proficient category with an increase from 7% to
43.2%. The economically disadvantaged also made great strides with a
movement from13.5% to 45.5%. All subgroups showed marked improvement in
every category as reflected in the chart (Information for State
Criterion-Referenced English Tests, page 12). The overall effect was a
33% improvement in the at or above proficient, 8% improvement in the
advanced level, and the school mean moved upward from 323 to 357.2.

Significant improvement on the Algebra I test was realized also.
Comparing the students in Algebra I, grades nine through eleven, 2000-01
to 2002-2003, an overall growth of 39% (50-80.6) in the at or above
proficient range, a 70.9% (23-39.3) growth in the advanced level with a
21.3%(80-97) growth in the basic noted. The strongest growth in
proficiency, however, was in the economically disadvantaged subgroup
(71.4%). Again, every level indicated positive growth with the black and
economically disadvantaged showing the most positive movement with an
8.8%(325.4-354.4) and 8.3%(336.8-364.7) increase in their mean. The mean
among whites shows a difference of 4%(363.8-378.3). Compared to the
overall state scores, the economically disadvantaged subgroup at Oak
Grove out-gained the overall state scores in every category by a
difference of 23.8% in proficient and 21.6% in advanced. (Information
for State Criterion-Referenced Mathematics Tests, page 13)

This significant increase in both the Algebra I and English II State
Subject Area Testing Program in the overall and in each and every
subgroup performance reflects the dedication that Oak Grove High School
has in challenging each student to reach his or her potential. In each
year of the comparative study, Oak Grove scores were among the top ten
in the state. This marked growth, measured in each subgroup as well as
in the overall scores, demonstrates the efforts and commitment of the
faculty and staff to meet the needs of every student at Oak Grove, to
leave no child behind.

2.  A primary goal at Oak Grove High School is to utilize the data that
    assessment presents and to apply the information gained to improve
    our teaching, our programs of study, our schedule and to properly
    plan for the future. At the beginning of each school year during the
    pre-school opening staff development days, the school counselor
    presents an overview of the previous year testing results. Results
    are compared from year to year so that strengths and weaknesses in
    the tested areas can be tracked. As test results arrive during the
    school year, the results are given to each respective department to
    analyze and explore possibilities for strengthening skills. Each
    department develops plans for improvement noting specific practices
    that target weaknesses and enhance growth in all areas. Departments
    meet after school twice each month to discuss progress in meeting
    the goals laid out in the plans for improvement. "Best practices"
    are highlighted and shared with other teachers in the department for
    implementation. An example of this collaboration that has
    contributed to stronger scores in Algebra was to set up a math
    recommendation program for incoming ninth graders. As a result, the
    high school has provided three different options for ninth graders
    in math. This year we have applied the same approach to English and
    science, offering two different routes in those areas. Students
    needing more time are better served. When individual test results
    are returned to students, teachers have been trained by the school
    counselors to be able to discuss results with the students. Student
    copies of their tests are returned through advisors in small groups
    that allows for discussion if necessary. Teachers have access to all
    records and use testing information in working with students.

3.  All schools in the state of Mississippi are required to communicate
    student assessment performance to parents and the community through
    the school report card. This report card is a snapshot of school
    progress which is posted on the state web site. Each parent at Oak
    Grove High School is mailed a copy of the report and it is also
    included on our local web site. In addition, it is posted throughout
    the community in public areas. Our school district sent a newsletter
    highlighting student achievement both throughout the district and
    among the schools. Parents of students who need remediation are
    contacted by certified mail and a conference is requested to explain
    the plan for remediation. Counselors also meet with students to
    explain results and to work with them on their particular plan of
    remediation. Last year a "Freshman Academy" was implemented to help
    ninth graders with the transition from middle school but most
    significantly to identify early, students who may need extra support
    in the core academic courses. Freshmen were assigned to advisors in
    small groups of ten students and these teachers meet twice weekly to
    discuss progress and means of assistance for freshmen who may be at
    risk. If students are determined to be high risk, parents are
    contacted so that school and home can work together on interventions
    to help the student become successful. Upper classmen are identified
    through teacher or parent referral to the teacher support team which
    meets as needed to make recommendations or referrals for those
    students. The team provides follow-up on these students including
    working with the parents, teachers and other staff members to assist
    the student in reaching success.

4.  Our school shares it successes with other schools in several
    different ways. We are most fortunate to have an excellent staff to
    share our successes and as a consequence many are asked to serve on
    both district and state committees. Many of our staff have
    participated as presenters at national and state meetings to share
    information in regard to our four by four schedule, our utilization
    of brain research in learning and teaching, our program and teaching
    strategies. In addition, staff members have served frequently on
    visiting teams to share strategies with our colleagues within the
    district as well as throughout the state. Other schools have also
    visited our school to observe and to meet with our teachers. Many of
    our teachers are linked with other teachers both in the state and
    nationwide citing successful practices and providing model lesson
    plans. Our former principal served on the National Board of
    Directors for the National Association of Secondary School
    Principals and has also presented many of our successful programs
    and strategies at numerous conferences and meetings. Through her
    move to the central office, our paths to high test scores are being
    studied for implementation throughout the district. We often have
    student teachers and our local university requests that the bulk of
    its students be placed at Oak Grove to allow them the opportunity to
    work with our teachers because of their successful teaching methods.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  The curriculum at Oak Grove High School is organized into four basic
    programs of study that mirror the mission of the district, "to
    empower all students with the knowledge and skills to create their
    own futures, . . .". The programs of study are Distinguished
    Scholar, Advanced, Technical and Standard. Each program is planned
    to allow students to build the foundation they need for their after
    high school goals. Although students declare their choice for their
    program of study prior to the sophomore year, because the core for
    each program is closely aligned, students can change among the
    programs prior to the junior year. All programs require four years
    of English, a senior math, a minimum of three years of science, four
    credits in social studies, public speaking, employability skills,
    health, technology courses, fine arts credit and service learning,
    grades nine through twelve. Beginning with the 2004-05 juniors,
    students will be required to present a senior project. Electives are
    arranged in career clusters including engineering and technical,
    agriculture and natural resources, business and marketing, fine arts
    and humanities, and health and human services. This provides
    students with the opportunity to choose electives that meet their
    interest and career direction. With each subject or elective area, a
    club or extra curricular activity is available to students to
    provide further involvement and opportunity for growth.

Students in special education who are working toward a diploma choose on
of the programs of study while students who are certificate bound have a
program of study designed for them based on their individual education
plan. Mississippi has instituted a new diploma route for special
education called an occupational diploma. This allows some latitude in
the core classes and includes a work experience. Both certificate and
occupational diploma students must however, include a senior math,
service learning, and a senior project.

Oak Grove High school uses the four by four block schedule that allows
students to earn eight credits each year. The curriculum has a full
range of courses from advanced placement in each course area including
statistics, calculus, chemistry, biology, social studies and English to
basic courses such as compensatory writing and math as well as science
skills and reasoning. An extensive fine arts program includes four-year
sequences in drama, art, choral music and a band program that offers all
superior marching, concert and jazz bands. Students in art may
participate in advanced placement studio drawing and portfolio in their
junior and senior years. Students may choose between Spanish and French
and earn up to four credits in Spanish I-IV and three in language and
have demonstrated high success consistently on both national and state
tests in both French and Spanish. An extensive debate and forensics
program is being developed with the goal of adding broadcast journalism.
Current journalism classes produce the school annual and newspaper.

Oak Grove High School is committed to offering technical courses that
provide the skills for every day living and classes for those who wish
to pursue a more in depth program. Courses range from basic technology
discovery and keyboarding to advanced placement computer science,
advanced networking I-IV and computer engineering I-II. Students may
also choose a two-year program at the district Tech Center located
fifteen minutes from Oak Grove High School. Allied health, electronics,
business copter technology, automobile mechanics, building trades and
metal trades are their choices. Clothing production I-II is offered on
campus. Business courses are popular among Oak Grove students and in
response, courses in accounting, marketing and resource management are
presented. For personal growth, a large span of classes including
psychology and personal finance to nutrition and weightlifting are
available.

2.  The English curriculum at Oak Grove High School consists of the
    following components: designated periods of literature at specific
    grade levels, the incorporation of grammar in both writing and
    speaking, writing skills, the learning and practicing of research
    through both print and technology and oral presentation skills.

English courses are designed to meet the needs of all our students. A
full range of courses from compensatory, regular, accelerated, through
AP courses are all available. Public speaking is a requirement for all
students. Debate and journalism also provide avenues of special
interests and competition.

Oak Grove offers a variety of opportunities and resources for students
who read below grade level. Compensatory reading and writing classes are
available for ninth and tenth grade students who are determined to be in
need of remediation before/after the English II test, the state subject
area exit examination. The class size is smaller to allow for one-on-one
instruction with the students. Students concentrate on spelling and
vocabulary-building skills as well as speed reading techniques that
allow the students to identify the reading topics and to predetermine
information the reading passages might contain.

Teachers often give their planning periods to work with students who
need special help to prepare for the English II test, and some teachers
offer extra tutorial sessions in these areas before and after school, as
well. There is an ongoing after school tutoring program for all grade
levels called "Links to Learning." A certified English and a certified
math teacher with advanced students provide the free tutorial service.
Students with special needs are provided intensive reading tutoring by
an outstanding special services staff. Many learning-disabled students
are scheduled into inclusion classrooms where special services teachers
assist them.

Tenth, eleventh, and twelfth grade students often take advantage of
special courses in reading comprehension to prepare for the ACT. These
courses are offered before every ACT testing date, and students are
encouraged to take advantage of them as often as they feel necessary.

3.  The mathematics program at Oak Grove High School has been developed
    to provide the best possible foundation for students to meet today's
    and the future requirements of our post secondary schools and our
    global economy. Our mission to enable our students to be life-long
    learners and contributors to our diverse and changing world is
    strongly tied to a mathematics curriculum that allows each student
    an opportunity to develop math skills to be successful in reaching
    his or her goals. The mathematics department has developed a math
    sequence that offers not only the required coursework but also
    courses that provide remediation and support between the required
    courses. A senior math course is required. All courses follow the
    state math framework and adhere to the guidelines of the National
    Council of Mathematics Standards. Students entering the ninth grade
    are placed in their math course based on scores from the Explore
    (first of a three part ACT testing program), teacher recommendation
    and eighth grade performance in math. With the four by four block
    schedule students can be placed in two consecutive courses resulting
    in a combination math class that continues all year in a ninety-five
    minute class. Three options are available to freshmen: Compensatory
    math in the fall with Pre-Algebra in the spring; Transition to
    Algebra I in the fall with Algebra I in the spring; and Geometry for
    freshmen who successfully completed Algebra I in the eighth grade.
    The offerings continue with geometry, Survey of Mathematical Topics,
    Algebra II, Pre-Calculus, Trigonometry, Advanced Placement Calculus
    and Advanced Placement Statistics. The Survey course can be designed
    to meet the needs of the school and three versions are offered:
    Survey A, revisits Algebra I and geometry skills with an
    introduction to Algebra II; Survey B, strengthens skills for
    pre-calculus, trigonometry and college algebra; and Survey C,
    focuses on consumer and workplace math skills. One other option
    available to seniors is to dual enroll at local colleges for college
    math courses. Within the classroom, with the block period, teachers
    can involve students with individualized instruction and cooperative
    learning. Questioning, discourse, research and experimentation are
    strategies used to develop critical and analytical thinking skills.
    Integrated activities are stressed to provide every opportunity to
    connect math to real world settings as well as other disciplines.
    Incorporation of technology in the math classroom includes the use
    of graphing calculators, Smart Boards and computers with interactive
    software. Our district provides and encourages ongoing opportunities
    for the infusion of technology and professional development for our
    teachers in mathematics. Several of our teachers sit on local, state
    and national committees and have won honors recognizing their
    expertise in their area. The majority of our math teachers have
    advanced degrees and/or have National Board Certification. The
    results of these efforts are evidenced in our students' scores on
    the state Algebra I test with our standing in the top ten each year
    and in the school year 2002-03 92% of the students in advanced
    placement Calculus scored 3 or better. And, most importantly, our
    students find success in their math experience when they leave us to
    pursue their future.

4.  The Oak Grove High School faculty has a wide repertoire of
    instructional methods all designed to meet the different learning
    styles and needs of students. When the "4 x 4" schedule was
    introduced, teachers were required to employ more variety in their
    classroom practice. Training was provided and brain research theory
    was studied specifically for how the brain works and how that
    impacts everyday classroom instruction. Teachers are seen using
    several mini lessons optimizing the learning time cycles and using
    set and closure as a matter of routine. Activities that personally
    involve students abound, i.e. group work, cooperative learning, role
    playing, pair-share, readers theatre, demonstrations, peer editing,
    peer tutoring, job shadowing, field trips, current events, games,
    projects, labs, and discussions. Teachers use reflective techniques
    such as journal writing, reflective writing research, portfolio
    development and free writing. Technology is embedded with the use of
    videos, computers (power point) smart boards, calculators and PDAs.
    Two integration units in each subject area are required, one of
    which must be a vocational integration with an academic class.
    Teachers who have delved deeper into strategies that facilitate
    learning and retention incorporate using music and movement, and
    drinking water in varying degrees.

5.  Over the past three years Oak Grove High School has focused on the
    following three areas for professional development: (1) brain
    research theory and its implications for classroom practice; (2)
    technology use for classroom instruction; and (3) strengthening the
    content area knowledge base. All have the single focus of improving
    student achievement. We believe that these three areas are broad and
    must be thoroughly embedded within the curriculum and presentation
    in the classroom.

Faculty and administrators analyze the previous years' student test data
as well as strengths and weaknesses in other student performance areas.
Research in pedagogical practice is then examined to determine if there
are practices more relevant to student achievement than currently being
used. Teacher content knowledge is also evaluated. These specifics are
then used to develop the plan within the three focus areas.

Monthly block meetings are held during the 95-minute planning time.
Small groups (those off each block) examine topics through internal
study groups or are led by a consultant. Teachers also attend off-campus
sessions that are germane to their personal learning plans. A district
in-house cadre of trainers delivers practical, more individualized
professional development and follow-up for staff and faculty. This
program will be expanded for the 2004-05 school year with more cadre
members trained to facilitate school based professional development
sessions.

The impact of this plan is very apparent. Oak Grove scores on the state
subject area tests are consistently in the top ten and ACT scores in
both core and non-core continue to show improvement despite our growth
and increase in the student mobility rate. Teachers realize that they
are the single most important variable in student achievement and
therefore see their involvement in relevant professional development as
vital.

##### INFORMATION FOR STATE CRITERION-REFERENCED ENGLISH TESTS

  --------------------- ------- ---- -- -------- -- ---- ----------- ---------- ------------- ------------- ------
  Grade                 10                               Test                   State of                    
                                                                                Mississippi                 
                                                                                English II                  
                                                                                Test                        

                                                                                                            

  Edition/publication                   Yearly           Publisher              Harcourt                    
  year                                                                          Educational                 
                                                                                Measurement                 

                                                                                                            

  What groups were                                                                                          
  excluded from                                                                                             
  testing? Why, and how                                                                                     
  were they assessed?                                                                                       
  Severely                                                                                                  
  learning-disabled                                                                                         
  students were                                                                                             
  excluded. They are                                                                                        
  given an alternate                                                                                        
  assessment determined                                                                                     
  by their IEP.                                                                                             

  Number excluded               6,                                   Percent                  2%, 2.3%,     
                                6, 8                                 excluded                 2.9%          
  --------------------- ------- ---- -- -------- -- ---- ----------- ---------- ------------- ------------- ------

###### INFORMATION FOR STATE CRITERION-REFERENCED ENGLISH TESTS

+-------------------------------+-----------+------------+------------+
|                               | 2002-2003 | 2001-2002  | 2000-2001  |
+-------------------------------+-----------+------------+------------+
| Testing month                 | Decem     | Dece       | Dece       |
|                               | ber/April | mber/April | mber/April |
+-------------------------------+-----------+------------+------------+
| SCHOOL SCORES                 |           |            |            |
+-------------------------------+-----------+------------+------------+
| TOTAL (School Mean)           | 357.2     | 34605      | 323        |
+-------------------------------+-----------+------------+------------+
| At or Above Basic             | 89%       | 80%        | 68%        |
+-------------------------------+-----------+------------+------------+
| At or Above Proficient        | 66%       | 56%        | 33%        |
+-------------------------------+-----------+------------+------------+
| At Advanced                   | 12%       | 7%         | 4%         |
+-------------------------------+-----------+------------+------------+
| Number of students tested     | 268       | 250        | 265        |
+-------------------------------+-----------+------------+------------+
| Percent of total students     | 97%       | 97.7%      | 97.1%      |
| tested                        |           |            |            |
+-------------------------------+-----------+------------+------------+
| Number of students excluded   | 6         | 6          | 8          |
+-------------------------------+-----------+------------+------------+
| Percent of students excluded  | 2%        | 2.3%       | 2.9%       |
+-------------------------------+-----------+------------+------------+
| SUBGROUP SCORES               |           |            |            |
+-------------------------------+-----------+------------+------------+
| 1.  Black                     | 342.4     | 323.6      | 293        |
+-------------------------------+-----------+------------+------------+
| At or Above Basic             | 77.3%     | 57.6%      | 28%        |
+-------------------------------+-----------+------------+------------+
| At or Above Proficient        | 43.2%     | 21.2%      | 7%         |
+-------------------------------+-----------+------------+------------+
| At Advanced                   | 9.1%      | .3%        | 0%         |
+-------------------------------+-----------+------------+------------+
| 2.  White                     | 361.8     | 350.0      | 328        |
+-------------------------------+-----------+------------+------------+
| At or Above Basic             | 99.3%     | 84.5%      | 68%        |
+-------------------------------+-----------+------------+------------+
| At or Above Proficient        | 78.9%     | 61%        | 30%        |
+-------------------------------+-----------+------------+------------+
| At Advanced                   | 13.9%     | .7%        | 4%         |
+-------------------------------+-----------+------------+------------+
| 3.  Economically              | 343.5     | 325.9      | 303.5      |
|     Disadvantaged             |           |            |            |
+-------------------------------+-----------+------------+------------+
| At or Above Basic             | 80%       | 57.6%      | 43.2%      |
+-------------------------------+-----------+------------+------------+
| At or Above Proficient        | 45.5%     | 33.3%      | 13.5%      |
+-------------------------------+-----------+------------+------------+
| At Advanced                   | 7%        | 3%         | 0%         |
+-------------------------------+-----------+------------+------------+
| STATE SCORES                  |           |            |            |
+-------------------------------+-----------+------------+------------+
| TOTAL (State Mean)            | 329.2     | 321.5      | 304.7      |
+-------------------------------+-----------+------------+------------+
| At or Above Basic             | 66.5%     | 57%        | 44%        |
+-------------------------------+-----------+------------+------------+
| At or Above Proficient        | 34.1%     | 28%        | 18%        |
+-------------------------------+-----------+------------+------------+
| At Advanced                   | 5.9%      | 4%         | 2%         |
+-------------------------------+-----------+------------+------------+

\* Block schedule test twice yearly

##### INFORMATION FOR STATE CRITERION-REFERENCED MATHEMATICS TESTS

  --------------------- ------- ---- -- -------- -- ---- ----------- ---------- ------------- --------------- ----
  Grade                 9                                Test                   State of                      
                                                                                Mississippi                   
                                                                                Algebra I                     
                                                                                Test                          

                                                                                                              

  Edition/publication                   Yearly           Publisher              Harcourt                      
  year                                                                          Educational                   
                                                                                Measurement                   

                                                                                                              

  What groups were                                                                                            
  excluded from                                                                                               
  testing? Why, and how                                                                                       
  were they assessed?                                                                                         
  Severely                                                                                                    
  learning-disabled                                                                                           
  students were                                                                                               
  excluded. They are                                                                                          
  given an alternate                                                                                          
  assessment determined                                                                                       
  by their IEP.                                                                                               

  Number excluded               4,                                   Percent                  0.02%, 0.8%,    
                                1, 7                                 excluded                 2.5%            
  --------------------- ------- ---- -- -------- -- ---- ----------- ---------- ------------- --------------- ----

###### INFORMATION FOR STATE CRITERION-REFERENCED MATHEMATICS TESTS

+-------------------------------+------------+------------+------------+
|                               | 2002-2003  | \          | 2000-2001  |
|                               |            | *2001-2002 |            |
+-------------------------------+------------+------------+------------+
| Testing month                 | Dece       | April      | Dece       |
|                               | mber/April |            | mber/April |
+-------------------------------+------------+------------+------------+
| SCHOOL SCORES                 |            |            |            |
+-------------------------------+------------+------------+------------+
| TOTAL (School Mean)           | 374.9      | 387        | 358        |
+-------------------------------+------------+------------+------------+
| At or Above Basic             | 97%        | 99%        | 80%        |
+-------------------------------+------------+------------+------------+
| At or Above Proficient        | 80.6%      | 90%        | 58%        |
+-------------------------------+------------+------------+------------+
| At Advanced                   | 39.3%      | 43%        | 23%        |
+-------------------------------+------------+------------+------------+
| Number of students tested     | 201        | 129        | 280        |
+-------------------------------+------------+------------+------------+
| Percent of total students     | 98%        | 99.2%      | 97.5%      |
| tested                        |            |            |            |
+-------------------------------+------------+------------+------------+
| Number of students excluded   | 4          | 1          | 7          |
+-------------------------------+------------+------------+------------+
| Percent of students excluded  | 0.02%      | 0.8%       | 2.5%       |
+-------------------------------+------------+------------+------------+
| SUBGROUP SCORES               |            |            |            |
+-------------------------------+------------+------------+------------+
| 1.  Black                     | 354.4      | 370.4      | 325.6      |
+-------------------------------+------------+------------+------------+
| At or Above Basic             | 93.7%      | 100%       | 58%        |
+-------------------------------+------------+------------+------------+
| At or Above Proficient        | 43.1%      | 78.6%      | 31%        |
+-------------------------------+------------+------------+------------+
| At Advanced                   | 18.8%      | 35.7%      | 8%         |
+-------------------------------+------------+------------+------------+
| 2.  White                     | 378.3      | 388.6      | 363.8      |
+-------------------------------+------------+------------+------------+
| At or Above Basic             | 97.5%      | 98%        | 84%        |
+-------------------------------+------------+------------+------------+
| At or Above Proficient        | 85.6%      | 91%        | 59%        |
+-------------------------------+------------+------------+------------+
| At Advanced                   | 41.9%      | 44%        | 16%        |
+-------------------------------+------------+------------+------------+
| 3.  Economically              | 364.7      | 359.7      | 336.8      |
|     Disadvantaged             |            |            |            |
+-------------------------------+------------+------------+------------+
| At or Above Basic             | 90.5%      | 100%       | 60.5       |
+-------------------------------+------------+------------+------------+
| At or Above Proficient        | 67.7%      | 70%        | 39.5%      |
+-------------------------------+------------+------------+------------+
| At Advanced                   | 35.5%      | 10%        | 18.5%      |
+-------------------------------+------------+------------+------------+
| STATE SCORES                  |            |            |            |
+-------------------------------+------------+------------+------------+
| TOTAL                         | 339.1      | 335.9      | 323.9      |
+-------------------------------+------------+------------+------------+
| At or Above Basic             | 81.5%      | 69%        | 57%        |
+-------------------------------+------------+------------+------------+
| At or Above Proficient        | 43.9%      | 4%         | 30%        |
+-------------------------------+------------+------------+------------+
| At Advanced                   | 13.9%      | 11%        | 9%         |
+-------------------------------+------------+------------+------------+

\*Ninth grade Algebra I students only