![](media/image1.wmf){width="6.542361111111111in"
height="0.3659722222222222in"}**U.S. Department of Education November
2003**

![](media/image2.wmf){width="0.23958333333333334in"
height="8.333333333333333e-2in"}**2002-2003 *No Child Left Behind-Blue
Ribbon Schools Program* Cover Sheet**

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [11]{.underline} Elementary
schools

[4]{.underline} Middle schools

\_\_\_\_ Junior high schools

[3]{.underline} High schools

[18]{.underline} TOTAL

2\. District Per Pupil Expenditure: [7,137]{.underline}

Average State Per Pupil Expenditure: [7,275]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ √ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       267       229         496

  **3**                                                     **10**      224       221         445

  **4**                                                     **11**      233       192         425

  **5**                                                     **12**      170       198         368

  **6**                                                     Other                             

                                    **TOTAL                                                   1734
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [69]{.underline} % White

the students in the school: [26]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

[3]{.underline} % Asian/Pacific Islander

[1]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[11.83]{.underline} %

> (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.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 79
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 139
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        218
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1842
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .11834
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11.83
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[.009]{.underline} %

[18]{.underline} Total Number Limited English Proficient

Number of languages represented: [10]{.underline}

Specify languages: Spanish, Bulgarian, Vietnamese, Ukranian, Korean,
Indian (2 types), Chinese, Russian, and Mandarin.

9\. Students eligible for free/reduced-priced meals: [14.24]{.underline}
%

[247]{.underline} Total Number Students Who Qualify

> 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 it
> arrived at this estimate.
>
> 10\. Students receiving special education services: [8.6]{.underline}
> %

[158]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

[3]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [6]{.underline} Other Health Impaired

[1]{.underline} Deaf-Blindness [111]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [0]{.underline} Speech or Language
Impairment

[28]{.underline} Mental Retardation [1]{.underline} Traumatic Brain
Injury

[1]{.underline} Multiple Disabilities [1]{.underline} Visual Impairment
Including Blindness

[6]{.underline} Emotionally Disturbed

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [5]{.underline} [2]{.underline}

Classroom teachers [115]{.underline} [2]{.underline}

Special resource teachers/specialists [15]{.underline} [1]{.underline}

Paraprofessionals [15]{.underline} \_\_\_\_\_\_\_\_

> Support staff [52]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [205]{.underline} \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [19/1 .]{.underline}

13\. 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 exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that 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.

  ------------------- ----------- ----------- ----------- ----------- -----------
                      2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student       99%         98%         98%         97%         97%
  attendance                                                          

  Daily teacher       93.8%       93.6%       96.4%                   
  attendance                                                          

  Teacher turnover    10.4%       10.6%       12.6%                   
  rate                                                                

  Student dropout     2.4%        1.1%        1.2%        1.3%        1.3%
  rate                                                                

  Student drop-off    6.5%        26.4%       28.5%       24.31%      26.57%
  rate                                                                
  ------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [39          |
|                                                     | 6]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [70          |
|                                                     | >              |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a community college or                  | > [18          |
|                                                     | >              |
| Enrolled in a vocational training                   | %]{.underline} |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [1           |
|                                                     | 0]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Military service                                    | > [            |
|                                                     | 2]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III -- SUMMARY]{.underline}**

Welcome to Irmo High School, Columbia, South Carolina, an educational
community where excellence is never compromised. As you stroll across
our campus, you'll see a sampling of activities challenging our students
to meet the global demands of the 21^st^ century.

In the media center, a published author in town for the book festival is
giving a group of interested readers and writers some tips on how to
become published authors themselves. Down the hall, the *Stinger* staff
is putting the finishing touches on next month's student newspaper.
Meanwhile, the broadcast journalism class is recording daily
announcements and putting together commercials to advertise Foreign
Language Week. *Lagniappe* staffers pore over submissions of poetry,
prose, and art for this year's literary magazine. Around the corner, the
student council leadership class is hard at work planning the field day
events. Humanities classes, studying literature and culture of the
Middle East, are sampling authentic Middle Eastern dishes prepared by a
local restaurant.

Upstairs, the science labs are humming. A ninth grade pre-chemistry
class is busy measuring the thickness of aluminum foil. In a math class,
co-teachers from the math and learning strategies departments use
manipulatives to teach math concepts to a basic level math class.
Teacher Cadets are sharing their field experiences with their classmates
-- going to the circus with second graders, reading to first graders,
analyzing air quality with sixth graders. Students in the reading lab
are catching up on the news reading daily newspapers, and a government
class is preparing for the voter registration drive they are conducting
with the assistance of a local elementary school.

In the "west wing," the smell of chocolate chip cookies wafts through
the building -- the Sting Deli, with its Grade A restaurant rating, is
preparing lunch for faculty members, giving the students practice in
developing life skills as they prepare and deliver the food. The auto
collision repair class is getting hands-on experience, too. The drama
class is rehearsing "The Importance of Being Earnest" for their upcoming
show, and the foreign language classes plan the fashion show and dance
exhibition for Foreign Language Week activities. Students design web
pages and learn both basic and advanced technology applications in
graphic design and desktop publishing classes.

Our tour concludes in the newest area on campus, our expanded arts
complex and gymnasium. There you'll find art students putting together
portfolios for Advanced Placement, and preparing for a display at the
community library. The award-winning Bands of Irmo, the chorus, and the
strings orchestra fill the air with music. The weight room is buzzing
with activity, as is the basketball court. On the track, the physics
class is putting their catapults to the test, while the Air Force JROTC
cadets drill nearby.

Seventy-five years ago, we dared to dream. Today, our dream embraces
diversity and unity, instills integrity and character, and provides
opportunities for leadership and teamwork for all of our students.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

The South Carolina High School Exit Examination was first administered
in 1986 and became a requirement for a high school diploma in 1990. The
exit exam, which includes subtests in the subject areas of mathematics,
reading, and writing, is first administered to students in the spring of
their tenth-grade year. The reading and math subtests are composed of
multiple choice questions; the writing subtest requires students to
produce a writing sample based on an assigned topic. Students who do not
pass all sections of the examination are given four opportunities to
retake any subtests they do not pass. For comparison, the data in the
attached tables are for tenth grade students who are attempting the exit
exam for the first time. The current state assessment only includes one
criterion (passing or not passing) and is a major component of the state
accountability system.

Since 2001, any student who meets the definition of a tenth grader must
be tested. Before that time, students could be excluded from testing if
an IEP specified that the exit exam was inappropriate for the student.
Accommodations and modifications are available for students with
disabilities, but must be specified in their IEP or 504 plan.

The testing data which follows is given for three areas: math, reading,
and writing, one area per page. The upper portion of each table divides
Irmo High School's population into various subgroups. The lower portion
of each table divides the state's scores into corresponding subgroups.
Scores are reported for the most recent five-year period. Comparing
percentages in each subgroup in each of the three areas makes it clear
that Irmo High School ranks far and above the state in every subgroup
for every year reported.

While we would like to take full credit the job being done with these
students, we must share with our feeder schools. Our entire district,
from grade K to grade 12 is committed to "all children can learn," or as
we say today, "No child left behind." This demand for excellence is
present in all schools throughout this district. Children here learn
because they are expected to learn \-- by teachers, administrators, and
the students' fellow peers.

**IV-2.**

Since there is an abundance of assessment data amassed on our students,
we use the data in a number of ways to help us understand and improve
student and school performance. Exit Exam scores help us identify
students who need additional help, which we provide through reading,
writing, and math labs. These scores are also used in determining the
graduation status of our seniors.

Classroom teachers use PSAT and PLAN scores as one of the factors in
determining course level recommendations during the registration
process, including placement in AP courses. This information is also
helpful in helping students select electives. Departments analyze test
results to determine curriculum strengths and weaknesses so that
modifications may be made to enhance classroom instruction.

Guidance uses the PSAT and PLAN data to help students assess their
preparedness for college and to determine which entrance exam is most
appropriate for individual students. This information is useful as well
in individual conferences helping students evaluate career choices and
related course selection.

**IV-3.**

We're proud to be a part of a community that values education, and we
think it's important to maintain open lines of communication with
students, parents and the community.

Parents receive copies of their students' test results and
interpretations through the mail, and evening sessions explaining test
results are held for all major testing. In addition, students may attend
daytime sessions on test interpretation conducted by guidance
counselors, who have also produced an informative video that may be used
in homeroom sessions. The school website and a marquee in front of the
school publicize academic as well as athletic events and
accomplishments.

We share our success with the community through a number of publications
as well. The student newspaper, *The Stinger*, is distributed to all
students as well as to patrons in the community. Parents receive the
*Jacket Journal*, a monthly newsletter about events taking place at Irmo
High School. Articles about our school frequently appear in the *Irmo
News*, a community newspaper, as well as the *Neighbors* section of *The
State* newspaper.

To take full advantage of electronic media, we are in the process of
developing a parent information system that will allow parents to have
up to the minute access to their students' grades, attendance records,
discipline records, and assignments.

**IV-4.**

Success is meant to be shared, not hoarded. As one of three high schools
in a high-achieving school district, we recognize that sharing
information and good ideas is a way for all of our students to benefit.
Though we're "rivals," we're rivals of the "sibling sort," where we
stand up for, and share with, each other. One way that we share ideas is
through annual summer workshops, where teachers share specific program
ideas with others in the district. One of the ideas shared in a summer
workshop is curriculum mapping, which is now in its third year.
Curriculum mapping gives us a specific vehicle for sharing not only
specific subjects, but even specific classroom lessons as well. Through
mapping, we share our successes throughout the district, as well as
throughout the state.

The successes of our district generate interest from other schools
outside the district. We share information with interested schools
through special reports, such as the annual report published by the
principal through the School Improvement Council. This report covers
student performance on standardized tests compared to other high schools
in the district and the state. We also send to all schools and colleges
a profile which includes the number of students attending two- and
four-year colleges, the number of students going into the workforce or
the military, the amount of scholarship money, the number of Palmetto
Fellows, National Merit finalists and semifinalists, and other honors
received by our graduating class.

Our teachers are our best ambassadors of our success. Many of our
teachers are members of professional organizations, and share
information with colleagues both informally and in formal presentations.
Our teachers have shared with such groups as the South Carolina
Conference on Gifted Education, the Midlands Tech Prep Consortium, the
Midlands Writing Project, the South Carolina Council of Teachers of
English, various reading and journalism conferences on both a state and
national level, to name just a few.

**[PART V -- CURRLICULM AND INSTRUCTION]{.underline}**

A comprehensive high school is like a small city composed of separate
neighborhoods that seem to be distinct and isolated. However, there are
connections, or highways, that link all of the various areas. Through
our Humanities teams in grades nine through eleven, teachers give
students the map to link social studies, English, and fine arts
curricula. Students examine major historical developments, analyze key
works of literature applicable to focus regions/cultures, and gain an
understanding and appreciation of different arts and customs around the
world.

English instruction in grades nine through twelve centers around five
crucial skills: researching, reading, writing, listening, and speaking.
These skills form the foundation of our state language arts standards,
which are based on standards set by the National Council of Teachers of
English. Since we believe that learning is a year-round endeavor, each
student enrolled in core English courses is required to complete a
summer reading assignment for the following year.

Each of the social studies courses has a standards-based curriculum with
emphasis on reading, writing, research, and problem-solving skills. In
history classes, the standards address the themes of time, continuity,
and change, while our geography curriculum creates a picture of the
relationships between people, places and the environment. The issues
surrounding power, authority, and governance are analyzed by the
standards of our government curriculum; the question of how all of these
aspects affect the production, distribution, and consumption of goods is
answered in the economics classes.

In grades nine through twelve, students extend their understanding and
proficiency in all areas of mathematics. Our curriculum is organized
under six standards: number and numeration systems; numerical and
algebraic concepts/operations; patterns, relationships, and functions;
geometry and spatial sense; measurement; probability and statistics.
These concepts unify our math sequences at every level, from Math Tech I
to AP Calculus.

While the state of South Carolina does not require students to take four
science courses, at Irmo we recommend that all students take one course
in each of the three core science areas (biology, chemistry, and
physics) after taking physical science. The curricula of our core and
elective science courses are based on state science standards that
emphasize logical and mathematical ability as well as scientific
ability. These standards stress patterns, relationships, propositions,
complex processes, and related abstractions. Teachers also use
integrated thematic instruction to allow students to make analytical
connections between disciplines.

All of the core content areas offer courses at three levels of
instruction: grade level, advanced, and honors/AP. During the junior and
senior years, grade level classes for math, science and English follow
the tech prep guidelines for our state. In these courses, students focus
on workplace problem-solving strategies and meet state standards through
applied, hands-on, and traditional instructional methods. Currently our
school is implementing a career cluster system that allows students to
choose an avenue of study based on future career goals. Selecting a
career path helps guide a student's participation in internships,
activities, and part-time employment.

Since we are preparing our students for success in an increasingly
global society, we have designed our curriculum to include foreign
language instruction at all levels. Latin students build English
vocabulary through study of Latin roots. Upper level French and Spanish
students teach mini-lessons to elementary students and special ed
students at Irmo. German students travel to the BMW plant to see the
economic relevance of language study.

Every department offers electives that encourage students to take
advantage of the less-traveled roads. One of the greatest strengths of a
curriculum is that every student at Irmo High School can be challenged
in a wide range of courses. From AP Chemistry to Computer Engineering,
from Human Anatomy to Automobile Technology, from Law Education to
Southern Culture, our curriculum is constructed to take a student
anywhere he wants to go.

**V-2.**

Our Language Arts program is flexible in making decisions and providing
resources adequate for students to succeed in reading and to ensure
proper academic placement of all students. Our core curriculum supports
the struggling reader and provides enrichment for all students through
learning experiences in reading, writing, speaking, and listening.
Courses incorporate a variety of approaches to instruction in
composition, grammar, vocabulary, and literary analysis. The literature
includes a variety of genres, with a focus on world literature. A major
emphasis is placed on improving students' analytical, creative, and
critical thinking skills. Both research and evidence of best practice
affirm that one factor which improves students' overall academic is the
quality and volume of reading. Irmo embraces this finding and supports
requiring all students in grades 9-12 to participate in a summer reading
program.

We have implemented academic assistance to reduce the number of students
failing to achieve the state standard, reading below grade level, and
failing in the various content areas. Teachers are available three days
a week after school to tutor students and to reteach and reinforce
reading skills. We provide a reading lab to address skill deficiencies
for students who have been identified as being significantly behind
their peers in reading. This reading lab, structured as an independent
self-study program, identifies and builds on individual learning styles,
allowing the student to work on individually designed assignments of
self-selected reading, guided reading, word building, and writing. The
lab instructors collaborate with the English teacher and the parent
regarding assignments, progress, and student needs.

Co-teaching is another approach to assisting the below-grade-level
students. Content and learning strategies teachers jointly design, plan,
and implement lessons for every student in the classroom, allowing for
small group and individualized instruction. Content mastery classes are
also provided for students with reading disabilities who need additional
support.

**V-3**.

Our mission statement begins, "Irmo High School, where excellence is
never compromised." We have incorporated that statement into our
curricula as a whole, but one area that we are most proud of is our
Visual and Performing Arts curricula. This program supports the
diversity of talent, experience, culture and achievement each student
brings to the classroom. Courses in the Visual Arts range from Ceramics
and Sculpture to Photography and Stained Glass to Drawing and Painting.
Combined with Landscape Architecture, these various courses allow
students different avenues for expression according to their need, level
of experience, and prior knowledge, all of which vary widely.

In Performing Arts, we offer courses from Music Theory to Gospel Choir,
from Television Production to Chamber Ensembles, and from Critical
Analysis to Drama V-Honors. All of our Arts programs hold students to
the highest of standards, proof of which is the number of awards each
group receives at the local, state, and national levels and their warm
reception when they perform for the community. Whether the students
achieve the Marching Band Championship for the eighth consecutive year,
the coveted Sudler Flag of Honor, or National Scholastic Art recognition
for the second consecutive year, all program participants are challenged
to meet standards of excellence beyond state and national standards.
Regardless of their level of academic achievement or their personal
knowledge and experience, all students can find challenge and success in
the variety of Visual and Performing Arts programs offered at Irmo High
School.

**V-4**.

As students have changed over Irmo's 75-year history, so have
instructional methods used to engage students in learning. There is
still a place for the traditional lecture and classroom discussion, but
in our 90-minute class periods, we have learned that we need to use a
number of strategies to keep students actively engaged.

Discovery learning is a vital part of our curriculum. For example, in AP
Biology, 12-13 teachers throughout the school volunteer to participate
in a food poisoning simulation; students determine which teachers have
food poisoning and what agent has caused the illness. Physics students
participate in the annual Physics Day activities at the State Fair,
observing the principles they have studied in action.

Research is used in a number of different ways, in individual classroom
settings and in cross-curricular projects. The statistics class designs
surveys that are completed by randomly chosen classes; the statistics
students then analyze the data collected. Economics students select
stocks to "purchase" and, after careful research of the company's
performance, compile their stock portfolios.

All departments promote higher order thinking skills, particularly
through the use of Socratic seminars. Humanities students seek to answer
the question of whether the founding fathers preferred liberty or order
based on a careful reading of revolutionary period documents.
Cooperative learning is promoted in a variety of ways throughout our
school. The fine arts department has invited guest artists to mentor
groups of students as they produce large public art sculptures for our
campus, and students have worked together to paint murals promoting
teamwork.

**V-5.**

Staff development is carefully planned at both the school and the
district levels to better prepare our faculty and staff to meet the
unique needs of our students. Under the direction of the Assistant
Principal for Instruction, building level staff development is crafted
to help faculty members meet professional goals that directly relate to
students. Department chairs meet weekly with the Assistant Principal and
maintain open lines of communication with all teachers through regular
department meetings to relay concerns that may be addressed through
staff development. Programs with specific purposes are conducted on a
regular basis; for example, teachers attending professional seminars and
workshops share information with their entire department.

Some staff development is conducted in conjunction with other schools in
the district, "clustered" by grade level or by geography, or arranged to
meet a specific need. Recent sessions have addressed Understanding
Poverty, Active Literacy, Exit Exam Preparation, Senior Projects,
Discipline Issues, AGP Certification, and ADEPT Training, to name a few.
We have done extensive in-service training in the IB Program; by March,
2003, 51 teachers and administrators will have received training in
either the MYP or DP programs, with 18 teachers receiving more in-depth
training by the end of the summer. Since we recognize that parental
involvement is key to student achievement, one of our newest initiatives
is a new parent information system that allows parents to access student
grades and other records. Teachers are currently receiving training on
how the system is connected to their electronic gradebooks. Recognizing
the teaching potential of rapidly advancing technology, training at all
levels is available through summer institutes as well as throughout the
year as needed. A major focus of professional development over the past
3 years has been curriculum mapping. Developing individual curriculum
maps, and then working cooperatively to develop core maps for each
subject, has helped us eliminate gaps and overlaps to maximize the
effectiveness of our classroom teachers.

BSAP Exit Exam: 10^th^ Grade, First Attempt Math

Percentage Passing

  -------------------------- ------------ --------- ----------- --------- ---------
                             2001-02      2000-01   1999-2000   1998-99   1997-98

  Testing Month              April        April     April       April     April

  Irmo High School SCORES                                                 

  Total                                                                   

  At or Above Basic          90.6         92.4      90.6        90.7      88.9

  At or Above Proficient     Not                                          
                             Applicable                                   
                             until 2004                                   

  At Advanced                Not                                          
                             Applicable                                   
                             until 2004                                   

  Number of Students Tested  438          408       513         430       431

  Percent of Total Students  97%          97.2%     97.3%                 
  Tested\*                                                                

  Percent of Students        3%           2.8%      2.7%                  
  Excluded                                                                

  SUBROUP SCORES                                                          

  1\. Gender: Male                                                        

  At or Above Basic          92.9         93.1      90.0        90.5      90.2

  1\. Gender: Female                                                      

  At or Above Basic          88.0         91.7      91.6        90.9      87.6

  2\. Ethnicity: White                                                    

  At or Above Basic          93.4         96.1      94.7        94.1      91.4

  2\. Ethnicity: African                                                  
  American                                                                

  At or Above Basic          81.0         82.4      76.4        77.4      73.9

  3\. Socioeconomic status:                                               
  High                                                                    

  At or Above Basic          91.7         94.1      92.4        92.3      89.3

  3\. Socioeconomic status:                                               
  Low                                                                     

  At or Above Basic          82.6         83.7      74.0        75.0      84.0

  4\. Disability: No IEP                                                  

  At or Above Basic          92.5         93.0      92.6        92.0      90.2

  4\. Disability: With IEP                                                

  At or Above Basic          63.0         81.8      55.6        72.4      72.7

  South Carolina SCORES                                                   

  At or Above Basic          80.2         80.5      77.3        76.1      75.1

  STATE SUBROUP SCORES                                                    

  1\. Gender: Male                                                        

  At or Above Basic          82.5         81.9      79.1        77.7      77.0

  1\. Gender: Female                                                      

  At or Above Basic          78.4         79.2      75.7        74.7      73.3

  2\. Ethnicity: White                                                    

  At or Above Basic          89.5         89.1      87.8        86.1      85.3

  2\. Ethnicity: African                                                  
  American                                                                

  At or Above Basic          66.0         66.5      60.4        60.4      59.1

  3\. Socioeconomic status:                                               
  High                                                                    

  At or Above Basic          86.2         86.0      83.8        82.6      81.5

  3\. Socioeconomic status:                                               
  Low                                                                     

  At or Above Basic          68.2         68.1      NA          NA        60.7

  4\. Disability: No IEP                                                  

  At or Above Basic          82.2         81.4      78.2        77.9      77.0

  4\. Disability: With IEP                                                

  At or Above Basic          54.4         51.4      46.9        42.6      40.7
  -------------------------- ------------ --------- ----------- --------- ---------

BSAP Exit Exam: 10^th^ Grade, First Attempt Reading

Percentage Passing

  -------------------------- ------------ --------- ----------- --------- ---------
                             2001-02      2000-01   1999-2000   1998-99   1997-98

  Testing Month              April        April     April       April     April

  Irmo High School SCORES                                                 

  Total                                                                   

  At or Above Basic          94.1         92.9      94.7        94.0      94.9

  At or Above Proficient     Not                                          
                             Applicable                                   
                             until 2004                                   

  At Advanced                Not                                          
                             Applicable                                   
                             until 2004                                   

  Number of Students Tested  438          409       513         430       435

  Percent of Total Students  97%          97.2%     97.3%                 
  Tested                                                                  

  Percent of Students        3%           2.8%      2.7%                  
  Excluded                                                                

  SUBROUP SCORES                                                          

  1\. Gender: Male                                                        

  At or Above Basic          92.9         91.6      93.6        92.3      93.1

  1\. Gender: Female                                                      

  At or Above Basic          95.5         94.2      95.8        95.7      96.8

  2\. Ethnicity: White                                                    

  At or Above Basic          96.7         95.5      97.4        96.0      96.6

  2\. Ethnicity: African                                                  
  American                                                                

  At or Above Basic          86.7         87.1      84.5        85.7      85.5

  3\. Socioeconomic status:                                               
  High                                                                    

  At or Above Basic          95.6         95.3      95.7        95.4      96.0

  3\. Socioeconomic status:                                               
  Low                                                                     

  At or Above Basic          80.4         76.7      85.7        80.0      84.0

  4\. Disability: No IEP                                                  

  At or Above Basic          95.6         94.6      96.1        95.8      96.3

  4\. Disability: With IEP                                                

  At or Above Basic          70.4         63.6      70.4        69.0      79.4

  South Carolina SCORES                                                   

  At or Above Basic          82.0         85.0      82.7        81.9      81.5

  STATE SUBROUP SCORES                                                    

  1\. Gender: Male                                                        

  At or Above Basic          81.9         83.8      81.3        80.2      80.2

  1\. Gender: Female                                                      

  At or Above Basic          82.2         86.2      84.1        83.5      82.7

  2\. Ethnicity: White                                                    

  At or Above Basic          90.4         92.1      90.9        89.9      89.9

  2\. Ethnicity: African                                                  
  American                                                                

  At or Above Basic          69.3         73.6      69.8        69.7      68.6

  3\. Socioeconomic status:                                               
  High                                                                    

  At or Above Basic          88.5         90.0      88.5        87.7      87.5

  3\. Socioeconomic status:                                               
  Low                                                                     

  At or Above Basic          69.0         73.7      NA          NA        68.1

  4\. Disability: No IEP                                                  

  At or Above Basic          84.4         86.1      83.9        84.1      83.7

  4\. Disability: With IEP                                                

  At or Above Basic          45.9         48.5      45.0        42.7      42.6
  -------------------------- ------------ --------- ----------- --------- ---------

BSAP Exit Exam: 10^th^ Grade, First Attempt Writing

Percentage Passing

  -------------------------- ------------ --------- ----------- --------- ---------
                             2001-02      2000-01   1999-2000   1998-99   1997-98

  Testing Month              April        April     April       April     April

  Irmo High School SCORES                                                 

  Total                                                                   

  At or Above Basic          91.5         94.6      97.1        89.8      92.8

  At or Above Proficient     Not                                          
                             Applicable                                   
                             until 2004                                   

  At Advanced                Not                                          
                             Applicable                                   
                             until 2004                                   

  Number of Students Tested  438          407       513         430       428

  Percent of Total Students  97%          97.2%     97.3%       97.2%     95.6%
  Tested                                                                  

  Percent of Students        3%           2.8%      2.7%        3.8%      4.4%
  Excluded                                                                

  SUBROUP SCORES                                                          

  1\. Gender: Male                                                        

  At or Above Basic          90.1         92.5      94.8        86.9      90.7

  1\. Gender: Female                                                      

  At or Above Basic          93.0         96.6      99.2        92.8      94.9

  2\. Ethnicity: White                                                    

  At or Above Basic          95.3         97.1      99.2        92.6      95.7

  2\. Ethnicity: African                                                  
  American                                                                

  At or Above Basic          82.7         89.3      89.8        78.6      77.9

  3\. Socioeconomic status:                                               
  High                                                                    

  At or Above Basic          92.9         96.1      97.8        91.5      94.4

  3\. Socioeconomic status:                                               
  Low                                                                     

  At or Above Basic          77.8         83.7      90.0        73.0      76.0

  4\. Disability: No IEP                                                  

  At or Above Basic          93.8         95.6      97.9        92.0      94.4

  4\. Disability: With IEP                                                

  At or Above Basic          55.6         77.3      81.5        58.6      71.9

  South Carolina SCORES                                                   

  At or Above Basic          84.2         85.9      86.6        82.8      83.8

  STATE SUBROUP SCORES                                                    

  1\. Gender: Male                                                        

  At or Above Basic          80.6         82.3      83.0        78.2      79.2

  1\. Gender: Female                                                      

  At or Above Basic          87.6         89.3      90.0        87.1      88.1

  2\. Ethnicity: White                                                    

  At or Above Basic          91.7         93.9      94.5        91.3      92.5

  2\. Ethnicity: African                                                  
  American                                                                

  At or Above Basic          73.2         73.4      74.3        69.7      70.8

  3\. Socioeconomic status:                                               
  High                                                                    

  At or Above Basic          89.5         91.2      91.8        88.6      89.4

  3\. Socioeconomic status:                                               
  Low                                                                     

  At or Above Basic          73.5         73.6      NA          NA        71.0

  4\. Disability: No IEP                                                  

  At or Above Basic          86.4         86.8      87.5        84.7      85.7

  4\. Disability: With IEP                                                

  At or Above Basic          55.5         57.1      57.5        48.1      51.0
  -------------------------- ------------ --------- ----------- --------- ---------