***2004-2005 No Child Left Behind-Blue Ribbon Schools Program***

# U. S. Department of Education

## **Cover Sheet** Type of School: \_\_\_Elementary \_\_\_Middle [X]{.underline} High \_\_\_K-12

Name of Principal [Mr. James R. Vickers]{.underline}

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

Official School Name [George Washington High School]{.underline}

^(As\ it\ should\ appear\ in\ the\ official\ records)^

School Mailing Address [1522 Tennis Club Road]{.underline}

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

###  Charleston, WV 25314-2396 

^City\ State\ Zip\ Code+4\ (9digits\ total)^

County [Kanawha]{.underline} School Code Number\* [490-217]{.underline}

Telephone [(304) 348-7729]{.underline} Fax [(304) 344-4947]{.underline}

Website/URL [http://gwhs.kana.k12.wv.us]{.underline} E-mail
[jvickers@access.k12.wv.us]{.underline}

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)^

Name of Superintendent\* [Dr. Ronald E. Duerring]{.underline}

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

District Name [Kanawha County Schools]{.underline} Tel. [(304)
348-7732]{.underline}

I have received the information in this application, including the
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

President/Chairperson [Mr. Jim Crawford]{.underline}

^(Specify:\ Ms.,\ Miss,\ Mrs.,\ Dr.,\ Mr.,\ 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)^

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

**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.

> 1\. The school has some configuration that includes grades K-12.
> (Schools with one principal, even K-12 schools, must apply as an
> entire school.)
>
> 2\. The school has not been in school improvement status or been
> identified by the state as "persistently dangerous" within the last
> two years. To meet final eligibility, the school must meet the state's
> adequate yearly progress requirement in the 2004-2005 school year.
>
> 3\. If the school includes grades 7 or higher, it has foreign
> languages as part of its core curriculum.
>
> 4\. The school has been in existence for five full years, that is,
> from at least September 1999 and has not received the 2003 or 2004 *No
> Child Left Behind-Blue Ribbon Schools Award.*
>
> 5\. The nominated school or district is not refusing the OCR access to
> information necessary to investigate a civil rights complaint or to
> conduct a district-wide compliance review.
>
> 6\. 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 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 form the district to remedy
> the violation.
>
> 7\. 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.
>
> 8\. 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**

**All data are the most recent year available.**

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

1\. Number of schools in the district: [45]{.underline} Elementary
schools

[13]{.underline} Middle schools

[0]{.underline} Junior high schools

[8]{.underline} High schools

[4]{.underline} Other

[70]{.underline} TOTAL

2\. District Per Pupil Expenditure: [7704.6]{.underline}

Average State Per Pupil Expenditure: [7115.3]{.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

**\[X**\] Suburban

\[ \] Small city or town in a rural area

\[ \] Rural

4\. [5]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **Gr  | **\#  | **#of | **Gr  |   | **Grade** | **\#  | **#of | **Gr  |
| ade** | of    | Fema  | ade** |   |           | of    | Fema  | ade** |
|       | Ma    | les** |       |   |           | Ma    | les** |       |
|       | les** |       | **To  |   |           | les** |       | **To  |
|       |       |       | tal** |   |           |       |       | tal** |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **P   |       |       |       |   | **7**     |       |       |       |
| reK** |       |       |       |   |           |       |       |       |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **K** |       |       |       |   | **8**     |       |       |       |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **1** |       |       |       |   | **9**     | 145   | 139   | 284   |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **2** |       |       |       |   | **10**    | 115   | 121   | 236   |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **3** |       |       |       |   | **11**    | 116   | 125   | 241   |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **4** |       |       |       |   | **12**    | 103   | 106   | 209   |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **5** |       |       |       |   | **Other** |       |       |       |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
| **6** |       |       |       |   |           |       |       |       |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+
|       |       | **    |       |   |           |       |       | **    |
|       |       | TOTAL |       |   |           |       |       | 970** |
|       |       | STU   |       |   |           |       |       |       |
|       |       | DENTS |       |   |           |       |       |       |
|       |       | IN    |       |   |           |       |       |       |
|       |       | THE   |       |   |           |       |       |       |
|       |       | APP   |       |   |           |       |       |       |
|       |       | LYING |       |   |           |       |       |       |
|       |       | SCH   |       |   |           |       |       |       |
|       |       | OOL** |       |   |           |       |       |       |
+-------+-------+-------+-------+---+-----------+-------+-------+-------+

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [89 %]{.underline} White

the students in the school: [6 %]{.underline} Black or African American

[%]{.underline} Hispanic or Latino

[5 %]{.underline} Asian/Pacific Islander

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[9%]{.underline}

(This rate should be calculated using the grid below. The answer to (6)
is the mobility rate.)

  ----------------------- ------------------------ -----------------------
  \(1\)                   Number of students who   **82**
                          transferred **to** the   
                          school after October 1   
                          until the end of the     
                          year.                    

  \(2\)                   Number of students who   **6**
                          transferred **from** the 
                          school after October 1   
                          until the end of the     
                          year.                    

  \(3\)                   Subtotal of all          **88**
                          transferred students     
                          \[sum of rows (1) and    
                          (2)\]                    

  \(4\)                   Total number of students **970**
                          in the school as of      
                          October 1                

  \(5\)                   Subtotal in row (3)      **.09**
                          divided by total in row  
                          (4)                      

  \(6\)                   Amount in row (5)        **9%**
                          multiplied by 100        
  ----------------------- ------------------------ -----------------------

8\. Limited English Proficient students in the school:
[2.5%]{.underline}

> [24]{.underline} Total Number Limited English Proficient

Number of languages represented: [20]{.underline}

Specify languages: Arabic, Bangla, Chinese Mandarin, Croatian, Farsi,
French, Gujarati, Hindi, Hungarian, Japanese, Kanada, Korean, Malayalam,
Russian, Spanish, Swahali, Tagalog, Tamil, Telugu, Urdu

9\. Students eligible for free/reduced-priced meals: [16%]{.underline}

Total number students who qualify: [153]{.underline}

> If this method does not produce an 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.
>
> 10\. Students receiving special education services: [11%]{.underline}
>
> [108]{.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.
>
> [2]{.underline} Autism Orthopedic Impairment
>
> Deafness [19]{.underline} Other Health Impaired
>
> Deaf-Blindness [53]{.underline} Specific Learning Disability
>
> [2]{.underline} Hearing Impaired Speech or Language Impairment
>
> [11]{.underline} Mental Retardation [1]{.underline} Traumatic Brain
> Injury
>
> Multiple Disabilities [1]{.underline} Visual Impairment Including
> Blindness
>
> [3]{.underline} Behavior Disorder [1]{.underline} Gifted
>
> [15]{.underline} Exceptional Gifted

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**

Administrator(s)/Counselors [7]{.underline}

Classroom teachers [48]{.underline}

Special resource teachers/specialists [6]{.underline}

Paraprofessionals [0]{.underline}

Support staff [19]{.underline}

Total number [79]{.underline}

12\. Average school student-"classroom teacher" ratio:
[19.3]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. 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. (Only
middle and high schools need to supply dropout rates and only high
schools need to supply drop-off rates.)

  ------------------------ --------------- --------------- --------------- --------------- ---------------
                           **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  Daily student attendance 93.7%           93.3%           94.1%           93.5%           93.9%

  Daily teacher attendance 95.5%           94.4%           95%             95.5%           95.3%

  Teacher turnover rate    11.1%           11.6%           7.5%            7.5%            5%

  Student dropout rate     3.3%            3.8%            3.5%            3.8%            3.2%
  (middle/high)                                                                            

  Student drop-off rate    88.8%           86.6%           92.2%           N/A%            N/A%
  (high school)                                                                            
  ------------------------ --------------- --------------- --------------- --------------- ---------------

14\. ***(High Schools Only)*** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

Graduating class size [238]{.underline}

Enrolled in a 4-year college or university [95%]{.underline}

Enrolled in a community college [1%]{.underline}

Enrolled in vocational training [1%]{.underline}

Found employment [1%]{.underline}

Military service [1%]{.underline}

Other (travel, staying home, etc.) [1%]{.underline}

Unknown [%]{.underline}

**Total** [**100%**]{.underline}

**PART III-- SUMMARY**

George Washington High School, a four-year comprehensive secondary high
school, is located in Charleston, WV, serving a diverse student body in
a suburban setting. College prep as well as life experience and general
classes are offered to prepare students for higher education, vocational
training or entering the work force. We are a school steeped in rich
tradition, unique opportunities, and high expectations. What has
historically shaped our culture and our success is the modular schedule,
which demands self-direction and discipline from students.

The atmosphere at GW is collegiate. The decision-making processes,
integral to this system, are designed to assist the student in his or
her quest to become a productive, self-directed person. A pilot school
for the modular schedule, today we are the only Kanawha County school
still following this pattern. The GW modular schedule incorporates three
components: seminar, small group (l5-l8) instruction with emphasis on
discussion; quest, medium group (25-30) instruction, with emphasis on
discussion, writing, individual and small group projects; lecture, large
group (60+) instruction, with emphasis on note taking and listening
skills and test taking.

Over the last 40 years, GW has adapted the modular schedule several
times to accommodate increasing curriculum mandates and decreasing
school population and staffing. Both the curriculum and the physical
plant were recently renovated to serve all four years of high school
students.

Throughout this process, we have maintained the philosophy of
self-direction. The variety and pace of the schedule benefits those who
have not found much success in traditional classroom settings. The three
types of class experiences in our modular program form the basis of the
strongest college prep program in the state.

GW's diverse faculty has a common mission: adherence to excellence. Each
department not only meets the minimum standards required by the state
and county but also encourages creativity through a variety of
strategies both traditional and innovative. Our vision is that graduates
will exhibit self-confidence and self-respect, will be considerate and
tolerant of those around them, and will be productive and active
citizens in the communities in which they live and in the world.

That our students rise to the high level of academic expectation is best
shown through their individual awards for excellence and collective
awards won by our school. The number of National Merit Scholars at GW is
almost always the highest in West Virginia. GW is an AP Magnet School
and our students consistently perform well on state and national
standardized tests and in both academic and performance-based
competitions.

Returning students tell us how well GW's flexible schedule and rigorous
academic standards have prepared them to meet the challenges of college
and the workplace as well as instilling in them the social skills needed
as independent adults.

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

l\. For 2003-04 student assessment in West Virginia and George
Washington High School has consisted of (1) West Virginia Educational
Standards Tests (WESTEST) and (2) West Virginia Writing Assessment.

The WESTEST Measures student achievement of skills identified within the
West Virginia Content Standards and Objectives. The subtests given were
Reading/Language Arts (Reading and Writing) and Mathematics (Number and
Operations, Algebra, Geometry, Measurement and Data Analysis and
Probability). The WESTEST distributes scores in the following
performance levels: NOVICE, PARTIAL MASTERY, MASTERY, ABOVE MASTERY AND
DISTINGUISHED. These levels are divided into Proficient (Mastery, Above
Mastery and Distinguished and Nonproficient (Novice and Partial Mastery)
performance areas.

The goal for achievement is that all students will reach mastery level
or above by the school year 2013-14. To reach this goal, adequate yearly
progress is evaluated using established intermediate goals and
measurable objectives after a baseline is established using test results
for 2003-04 and 2004-05 tests scores. Special Education and Limited
English Proficient students are included in all testing results. At GWHS
three students were evaluated using the West Virginia Alternative
Assessment (a Portfolio) consistent with their disabilities.

A review of these test scores for the 2003-04 school year shows that
GWHS students' scores were at 87% Mastery and above in Mathematics and
95% Mastery and above in Reading/Language Arts. These scores rank us
1^st^ in Math and 2^nd^ in Reading/Language Arts on the state level. The
only testing disparity was among the 15 students in the Disabilities
subgroup. At this time our goal is to improve student achievement in
this area. Methods being used include the SRA reading program, a math
skills improvement program, and extensive staff development for Special
Education teachers focusing on improving student achievement.

All 10^th^ grade students at GWHS participate in a West Virginia Writing
Assessment Test. Within a two-hour block of time, students are required
to complete an essay in response to a sealed writing prompt. These
scores are not reported in percentiles, but on a scale from N to 4,
where N equals not enough to evaluate, and 4 equals the highest score.
This test is administered to all 10^th^ grade students in the county on
the same day. During the 2003-04 school year, 98% of the 10^th^ grade
students at GW participated in the Writing Assessment, and 99% of those
students (221 out of 224) scored a 2.0 and above. Students scoring a 3.0
and above represented 66% (150 students) of those tested and 12% (26
students) tested at the 4.0 mark.

These outstanding assessment results are reflected in the students'
performance on the ACT, SAT and AP Exams. During the 2004 school year
180 students took the ACT. GWHS's average Composite score was 23.5, WV's
was 20.5 and the National average was 20.9. The SAT was taken by 97
students and the average Verbal score was 584 (National average was
508), and the average Math score was 582 (National average was 518). The
number of students taking AP exams was 146 and they participated in 269
exams. The scores at 3 and above were 75%, (the number of WV scores at 3
and above was 50% and National number was 61%). These high scores are
indicative of the outstanding achievement at George Washington High
School. (http://wvde.state.wv.us. Go to WV Achieves).

2\. Assessment data routinely is used to make decisions about programs
and students and is part of the conversations of counselors, teachers,
and administrators regarding student and school performance. WESTEST
results are studied to find areas of student weaknesses so that teachers
can reteach and students can be assigned to support classes such as
basic skills for language arts and math. Kanawha County Schools is
evaluating students quarterly with benchmark assessments. Combined with
Best Teaching Strategies identified from educational research, GWHS uses
prioritized curriculum, pacing guides, and benchmark assessment results
to evaluate students' progress through the curriculum. Areas of
deficiencies, as well as proficiencies, are identified, which helps our
teachers to focus instruction so that students will achieve adequate
yearly progress toward meeting the educational goals of No Child Left
Behind. ACT Prep is also offered to help students become more proficient
in needed skills. School-wide goals with emphasis on spelling,
vocabulary development and reading and writing across the curriculum
have also been implemented.

3\. Students and parents receive all pertinent data following
standardized testing. Each student receives individual results of such
tests as the PSAT, West Virginia Writing Assessment, ACT, AP tests,
WESTEST and PLAN. Counselors then meet with students individually and in
small groups to explain the results and the significance of the scores
to the student's overall plan for success. School scores are published
in the school newsletter and website, the city newspaper and the Kanawha
County Schools newsletter so that parents and community members can be
informed.

4\. George Washington High School teachers have been recognized at the
county, state and national levels and serve on many local and state
committees steering the future of education in West Virginia. During the
summers, teachers and administrators participate in teachers' academies
and other seminars and courses as a part of professional development.
Our AP teachers, as well as those interested in incorporating AP
strategies in their classes, attend 2-day AP training seminars in the
fall. Several of our teachers, because of their expertise, are trainers
at these academies and Advanced Placement seminars. Each year all our
teachers participate in county-wide curricular area staff development
training either as attendees or presenters.

**PART V-- CURRICULUM AND INSTRUCTION**

l\. All areas of the GW curriculum provide students with significant
content based on high standards. Interested students may also enroll in
dual credit and virtual classes.

a\. **English**: Four years of English are required for graduation. An
integrated curriculum is provided at 3 levels: honors, regular college
prep and special education. Ninth and tenth grade English courses are
based on vertical teaming so that students who wish to do so can choose
AP at grades 11 or l2. The levels of complexity and difficulty in works
of literature, length and nature of writing assignments grow at each
level. The English Department integrates technology throughout all
units. In addition to the required credits, students may elect classes
in creative writing, forensics and classic film.

b\. **Math**: Three credits are required for graduation. Our Math
Department particularly addresses the differing skill levels and
interests of entering students. Most 9^th^ graders take Algebra I or
Geometry; however, support level classes such as Applied Math and
Pre-Algebra are offered for those who need them. All students need a
math credit beyond Algebra I, usually Algebra II. Most students at GW
opt to take more than the required number of credits through such
options as Pre-Calculus/Trigonometry or AP Calculus. These students take
the AP test at the end of the year. The Math Department integrates
technology through the use of calculators, graphing calculators and
Geometry Sketchpad.

c\. **Science**: Three credits are required for graduation. Coordinated
and Thematic Science is offered at ninth and tenth grades, with at least
50% of the learning based on hands-on activities and laboratory work.
Upperclassmen then take Chemistry, Tech Chemistry, Physics or Tech
Physics for their third credit. Human Anatomy and Physiology, AP courses
in Biology, Chemistry and Physics are popular electives, along with a
new Astronomy class through the distance learning lab. For the fourth
year, GW is offering students a chance to participate in The Infinity
Project, a program that promotes interest in careers in engineering and
technology.

d\. **Social Studies**: Four credits are required for graduation. Ninth
graders take US Studies, tenth graders take World History, juniors take
20/2l Century History. Seniors may take Honors or AP US Government or
Economics. Students may also elect Psychology or Sociology. Discussion,
listening, writing and decision making are emphasized at all grades and
levels.

e\. **Foreign Language**: GW offers students a choice of 5 levels of
Spanish and French and 4 levels of Latin. At all levels, speaking,
grammar and literature skills are stressed. The disciplines of
memorizing, relating to English and translating are developed. Students
may attend an AP lab in preparation for AP testing in the spring.
Annually GW has state winners among those taking the National French,
Spanish or Latin Exams.

f\. **Fine Arts**: One unit of credit is required for graduation in
visual arts, chorus or band. Classes offer students opportunities to
explore their interests, tap their imagination and creativity and
support their academic development. GW offers 2 levels of General Art,
an honors level Studio Art III and Crafts I and II, general chorus, show
choir, band and jazz band, strings and music theory.

2b. English classes are the primary places where students learn and
practice reading and writing skills. At each grade level, students are
asked to read several novels that enhance the material in the textbook
and increase their understanding and appreciation for great works of
literature. Literary elements and devices are stressed as a means of
increasing comprehension. Vocabulary development is an integral part of
units. Reluctant or struggling readers are presented with active reading
strategies and techniques to help them understand and connect with the
material.

The multiple-draft writing process practiced in the computer lab allows
students to continually improve their writing skills because it teaches
them that no paper is complete at the end of the first draft. Students
learn to develop their paper in stages, improving the paper in each lab
session. This enables teachers to closely monitor the writing process
and offer feedback and encouragement to struggling writers.

3\. Science classes at all levels offer students opportunities to
develop knowledge of essential scientific principles and to learn the
practical application of science in everyday life. Science labs provide
students with hands-on learning. Students learn problem-solving skills
as well as the use of technology at all levels. At least once a year,
visiting professors from West Virginia University and/or Marshall
University come to GW to lecture and demonstrate scientific concepts.
Although all students must take three science courses, many GW students
routinely take four or five. Approximately l00 students take up to eight
science courses in their four years!

4.A comprehensive curriculum, based on student needs and interests as
well as mandated courses, is provided at GWHS. The modular schedule
provides opportunities for students to participate in seminars, small
groups focused on discussion with students teaching other students.
Thoughtful questioning and inquiry give them a feeling of ownership in
each lesson. Seminars result in a more open and affirmative classroom
with few discipline problems. This method of delivery stresses the links
between thinking, speaking and listening. In addition, many classes
offer students the opportunity to participate in group presentations and
projects.

Students are required to take classes in speech and career exploration,
which includes job shadowing. Computer classes instruct students in
navigating through Word, Excel, Access, and Power Point. Use of the
internet and cooperative learning pedagogy is integrated throughout.
Underachievers are scheduled for support classes such as grammar prep
and algebra support. All students are encouraged to use unscheduled time
to work independently and explore areas of strength. Special education
students are provided the least restrictive educational environment
possible.

5\. Eighteen hours of professional growth and development is required
for teachers each year, both during preschool days and as part of each
Instructional Support and Enhancement Day. In addition to topics such as
cultural diversity, sexual harassment and bullying, county-wide
curriculum area meetings are held to address such concerns as curriculum
mapping and benchmark assessments. Training is also regularly updated in
all areas of technology, including Homeroom.com, Skills Tutor,
SASinSchool, Grade Quick and Turnitin.com. At the school level, money is
provided in the budget so that teachers can take professional leave to
participate in meetings of national professional organizations to which
they belong. Planning for professional development is also part of the
individual teacher evaluation process each year. Because our students
are immersed in technology, we are able to meet them at an interest and
skill level where learning can best occur.

**PART VII-- ASSESSMENT RESULTS**

Subject\_[Reading/Math]{.underline} \_\_\_\_\_\_Grade(s) [10^th^ (only
grade tested)]{.underline} Test: [WESTEST\_\_\_\_]{.underline}

Edition/Publication Year [2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

  ---------------------------------- ------------------ ------------------
  **Testing Month: April 2004**      **READING**        **MATH**

  **SCHOOL SCORES**                                     

  \% at mastery                      93                 86

  \% above mastery                   76                 46

  \% distinguished                   42                 29

                                                        

  Number of students tested          227                227

  Percent of total students tested   99                 99

  Number of students alternatively   1                  1
  assessed                                              

  Percent of students alternatively  .4                 .4
  assessed                                              

  **SUBGROUP SCORES**                                   

  1\. Economically Disadvantaged                        

  \% at mastery                      67                 46

  \% above mastery                   40                 27

  \% distinguished                   10                 7

  Number of students tested          30                 30

  2\. Black                                             

  \% at mastery                      67                 58

  \% above mastery                   41                 33

  \% distinguished                   8                  8

  Number of students tested          12                 12

  3\. White                                             

  \% at mastery                      95                 87

  \% above mastery                   77                 56

  \% distinguished                   43                 28

  Number of students tested          199                199

  4\. Asian                                             

  \% at mastery                      93                 93

  \% above mastery                   86                 78

  \% distinguished                   43                 57

  Number of students tested          14                 14

  **STATE SCORES**                                      

  \% at mastery                      77                 64

  \% above mastery                   39                 20

  \% distinguished                   12                 6
  ---------------------------------- ------------------ ------------------

Subject\_[Total Basic Skills\*]{.underline}\_\_\_\_\_\_Grade(s)
[9^th^-10^th^-11^th^]{.underline} Test: [Stanford Achievement
Test-9]{.underline}

Edition/Publication Year: [9^th^ Edition]{.underline} Publisher
[Harcourt, Brace & Company]{.underline}

  ------------------------------------ ------------ ------------ -----------
  **Testing Month: April 2003**        **GWHS**     **COUNTY**   **STATE**

                                                                 

  **SCHOOL SCORES**                                              

  Total Score\*                        83           55           57

  Number of Students tested            421          19,330       193, 131

  Percent of total students tested     96           N/A          N/A

  Number of students alternatively     2            N/A          N/A
  assessed                                                       

  Percent of students alternatively    .4           N/A          N/A
  assessed                                                       

  **SUBGROUP SCORES**                                            

  1\. White                            83           58           58

  Number tested                        388          16,918       182,663

  \% of number tested                  97           98           96

  2\. Black                            55           35           39

  Number tested                        20           286          2,082

  \% of number tested                  100          93           92

  3\. Other races                      93           70           68

  Number tested                        29           286          2,082

  \% of number tested                  93           94           88

  4\. Economically Disadvantaged       52           40           44

  Number tested                        49           8,254        82,789

  \% of number tested                  92           95           95
  ------------------------------------ ------------ ------------ -----------

\**Scores are reported as a percent with 3^rd^ and 4^th^ quartiles added
together.*

*Scores are presented as Total Basic Skills for all students taking the
test (9^th^, 10^th^, & 11^th^ grades)*

Subject\_[Total Basic Skills\*]{.underline}\_\_\_\_\_\_Grade(s)
[9^th^-10^th^-11^th^]{.underline} Test: [Stanford Achievement
Test-9]{.underline}

Edition/Publication Year [9^th^ Edition]{.underline} Publisher
[Harcourt, Brace & Company]{.underline}

  ------------------------------------ ------------ ------------ -----------
  **Testing Month: April 2002**        **GWHS**     **COUNTY**   **STATE**

  **TOTAL SCORES\***                                             

  Total Score                          82           57           58

  Number of students tested            692          18,986       181,478

  Percent of total students tested     97           97           98

  Number of students alternatively     2            N/A          N/A
  assessed                                                       

  Percent of students alternatively    .2           N/A          N/A
  assessed                                                       

  **SUBGROUP SCORES**                                            

  1\. White                            83           60           59

  Number tested                        496          16,589       179,627

  \% of number tested                  97           98           98

  2\. Black                            55           36           41

  Number tested                        17           2,106        8,418

  \% of number tested                  96           96           97

  3\. Other races                      93           73           68

  Number tested                        29           211          2,174

  \% of number tested                  100          98           98

  4\. Economically Disadvantaged       55           43           45

  Number tested                        101          8,582        92,504

  \% of number tested                  91           97           98
  ------------------------------------ ------------ ------------ -----------

*\*Scores are reported as a percent with 3^rd^ and 4^th^ quartiles added
together.*

*Scores are presented as Total Basic Skills for all students taking the
test (9^th^, 10^th^, & 11^th^ grades)*

**Subject**\_\_[Reading, Math]{.underline},
[Language]{.underline}\_**Grade**(s)
[9^th^-10^th^-11^th\ ^]{.underline}**Test**: [Stanford Achievement
Test-9]{.underline}

**Edition/Publication Year** [9^th^ Edition,]{.underline} **Publisher**
[Harcourt, Brace & Company]{.underline}

  ------------------------------------------------- --------------- ---------------
  **Testing Month: April**                          **2000-2001**   **1999-2000**

  **Total Mean Percentile Composite Score**         81              80

  At or Above Mastery (percent scoring above 50^th^ 90.0            91.9
  percentile)                                                       

  At or Above Distinguished (percent scoring above  65.4            56.1
  75^th^ percentile)                                                

  **Number tested**                                 192             212

  **SUBTEST SCORES**                                                

  1\. Reading                                       84              83

  At or Above Mastery                               87.0            87.3

  At or Above Distinguished                         69.8            65.1

  2\. Mathematics                                   81              80

  At or Above Mastery                               83.4            82.0

  At or Above Distinguished                         59.4            52.8

  3\. Language                                      82              82

  At or Above Mastery                               85.4            85.9

  At or Above Distinguished                         55.2            58.5

  **DISTRICT SCORES/COUNTY**                                        

  **TOTAL OR COMPOSITE SCORE**                      63              61

  At or Above Mastery                               65.3            63.6

  At or Above Distinguished                         31.4            27.8

  **SUBTEST SCORES**                                                

  1\. Reading                                       64              62

  At or Above Mastery                               62.6            61.0

  At or Above Distinguished                         36.8            33.8

  2\. Mathematics                                   59              57

  At or Above Mastery                               58.2            56.1

  At or Above Distinguished                         27.3            26.4

  3\. Language                                      66              65

  At or Above Mastery                               65.8            64.0

  At or Above Distinguished                         35.0            32.8

  **STATE SCORES**                                                  

  **TOTAL OR COMPOSITE SCORE**                      62              61

  At or Above Mastery                               64.7            62.9

  At or Above Distinguished                         28.9            27.3

  **SUBTEST SCORES**                                                

  1\. Reading                                       63              61

  At or Above Mastery                               62.2            60.6

  At or Above Distinguished                         34.6            33.0

  2\. Mathematics                                   61              59

  At or Above Mastery                               61.2            59.0

  At or Above Distinguished                         29.3            28.0

  3\. Language                                      64              63

  At or Above Mastery                               64.0            62.5

  At or Above Distinguished                         31.9            30.8
  ------------------------------------------------- --------------- ---------------