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

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

**Cover Sheet**

Name of Principal [Ms. Susan L. Bryant]{.underline}

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

Official School Name [Columbus High School]{.underline}

(As it should appear in the official records)

School Mailing Address [1700 Cherokee Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Columbus Georgia]{.underline}
\_\_\_\_\_\_\_\_\_[31906-1405]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 706 ) 649-0701]{.underline} Fax [(706 ) 649-0915]{.underline}

Website/URL [www.columbushighga.org]{.underline} E-mail
[sbryant@mcsdga.net]{.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\_\_\_\_\_\_\_\_[February 9, 2004]{.underline}\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. John A. Phillips]{.underline}

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

District Name [Muscogee County School District]{.underline} Tel. [( 706
) 649-0685]{.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 it is accurate.

Date\_\_\_\_\_\_\_\_[February 9, 2004]{.underline}\_ \_\_

(Superintendent's Signature)

Name of School Board

President/Chairperson [Dr. Mary Sue Polleys]{.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\_­\_\_\_\_[February 9, 2004]{.underline}\_\_\_\_\_\_\_\_

(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**

**\[Include this page in the school's application as page 2.\]**

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 sate as "persistently dangerous"]{.underline}
    within the last two years. To meet final eligibility, the school
    must meet the state's adequate yearly progress requirement in the
    2003-2004 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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 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.

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: \_[33]{.underline}\_\_Elementary
schools

\_[11]{.underline}\_\_Middle schools

\_\_[0]{.underline}\_\_Junior high schools

\_ [8]{.underline}\_ High schools

\_\_[9]{.underline}\_ Other (Briefly explain)

\_[61]{.underline}\_\_TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$7,204.66]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_[\$7,279.82]{.underline}\_\_\_\_\_\_\_\_\_

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

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

> \[ X\] 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\. [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 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**       122       199         321

  **3**                                                     **10**      134       191         325

  **4**                                                     **11**      117       180         297

  **5**                                                     **12**      135       155         290

  **6**                                                     Other                             

                                    **TOTAL                                                   1233
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [61.80]{.underline} % White

the students in the school: [25.39]{.underline} % Black or African
American

[4.54]{.underline} % Hispanic or Latino

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

[3.00]{.underline} %Multiracial

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_[3.33]{.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 ***to*** the school    5
            after October 1 until the end of the year.                

  **(2)**   Number of students who transferred ***from*** the school  37
            after October 1 until the end of the year.                

  **(3)**   Subtotal of all transferred students \[sum of rows (1)    42
            and (2)\]                                                 

  **(4)**   Total number of students in the school as of October 1    1259

  **(5)**   Subtotal in row (3) divided by total in row (4)           .0333

  **(6)**   Amount in row (5) multiplied by 100                       3.33
  --------- --------------------------------------------------------- -------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_\_%

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_[N/A]{.underline}\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[19]{.underline}\_\_\_\_\_%

\_\_\_[234]{.underline}\_\_\_\_\_Total Number Students Who Qualify

> If this method does not produce 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.

10\. Students receiving special education services:
\_\_\_\_[3.7]{.underline}\_\_\_\_%

\_\_\_\_[46]{.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 \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_[43]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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) \_\_\_\_[3]{.underline}\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[69\_\_]{.underline}
\_\_\_[8]{.underline}\_\_\_\_

Special resource teachers/specialists [\_\_ \_7\_\_]{.underline}
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[6]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[28]{.underline}\_\_\_ \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_[113]{.underline}\_\_ \_\_\_[10]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[24:1]{.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.) 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 rates and only high schools need to supply drop-off rates.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 95.6%       96.1%       96%         96.1%       95.3%

  Daily teacher attendance 93.1%       93.5%       93.1%       92.9%       95.3%

  Teacher turnover rate    3.7%        7.0%        7%          8%          8%

  Student dropout rate     .9%         1.1%        1.5%        1.5%        1.2%

  Student drop-off rate    5.8%        6.8%        10%         7.7%        13.7%
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [25          |
|                                                     | 5]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [91.4        |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [3.5         |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > [3.1         |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [1.6         |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Military service                                    | > [.4          |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [0           |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| Unknown                                             | > [0           |
|                                                     | %]{.underline} |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

[Part III SUMMARY]{.underline}

Located at 1700 Cherokee Avenue in Columbus, Georgia, Columbus High
School was originally established in 1890. One of the first accredited
public high schools in Georgia, CHS sits on sixteen acres in Wildwood
Park. The entire CHS community takes great pride in our history and
long-standing traditions. Even the aesthetics of the campus\--our unique
cupola, courtyards, fanlights, ironwork, and our alumni wall and
plaza\--have come to be identified with an institution known for
academic excellence. The work of faculty, students, parents, and
community has brought into fruition a strong sense of family. All
stakeholders support our mission to provide an academic, social, and
ethical environment which promotes success and leads to the desire for
lifelong learning at our "school on the hill."

Accepting a challenge to all schools by our district, CHS developed a
magnet program for the 1991-1992 school year, and that year entering
freshmen included both magnet and traditional students. In 2001-2002,
CHS became a dedicated magnet school. The Liberal Arts Magnet Program
was inspired by the faculty's shared vision of a rigorous college
preparatory program. Our outstanding 88-member faculty includes 26 AP
certified teachers, 25 gifted certified teachers, 4 National Board
certified teachers, 5 Fulbright/Fulbright Memorial Fund Scholars, State
Coaches of the Year, a State Teacher of the Year Finalist, and a state
and nationally awarded administrator.

At CHS, standardized test scores (such as the Otis Lennon or CRCT's) are
not considered for admission to the magnet program. Rather, students who
make the A/B Honor Roll in middle school, who have teacher
recommendations, and who demonstrate both proficiency for high school
level work and a desire to be at CHS are admitted. In fact, 93% of those
who apply are accepted. It is our aim to give a diverse group of
students the opportunity to work hard within the context of high
standards and an accelerated curriculum. Academics are very important at
CHS as we prepare students for college. However, we realize that
academics is only one component of our students' lives, which include
social and moral aspects as well. Thus, the CHS approach toward
education is a holistic one.

To that end, we encourage our students to be involved citizens at
school, in the community, and in the world at large. Our faculty
actively seeks to broaden both their own and their students' horizons,
and this mindset impacts every facet of our program. Students support
their peers with compassion and concern as they share activities with
Special Needs classmates or participation in a Big Brother/Big Sister
program which pairs sophomores with freshmen. They learn and apply
etiquette at functions like the Holiday Social. More than 80% of our
students are engaged in a wide range of extra-curricular activities,
which fill our halls with winning trophies and recognitions. Learning
outside the school building occurs through events like field trips, the
Senior Independent Project, and distance learning. Our students'
footprints and handprints are forged in the community as they perform
the required 20 hours of community service each year, and we promote
forays into far corners of the world with our Dream Trips abroad and
other foreign exchange or study programs.

Our successful efforts are reflected in a myriad of accomplishments and
accolades, including:

-   Georgia School of Excellence - 2004

-   Effective Practices School by the Georgia School Council - 2003-2004

-   SAT scores above the district, state, and national averages

-   A Georgia Graduation Test rate of 100% in Writing, 100 % in English,
    100% in Math,

99% in Social Studies, and 96% in Science for the most recent junior
class - 2003

-   Recognition as the #2 high school by the Georgia Public Policy
    Foundation - 2002

-   First Place Award Winners at State Level in Academics, Athletics and
    Fine Arts

-   Pay for Performance Grants from the Georgia DOE, 2002, 2001 -
    \$324,000

-   Grants -- Environmental - 2001; Innovative Mathematics Project -
    \$360,000

The tradition of excellence is alive and well in the hearts and minds of
CHS students and faculty. While the facts and figures portray the
successes accomplished at CHS, the picture is incomplete without
acknowledging the results reflected in the faces, the laughter, the
demeanor, and the everyday lives of our students.

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

1\. Meaning of the school's assessment results in English and
Mathematics:

With respect to Columbus High's students' performance on the SAT and the
Georgia High School Graduation Test (GHSGT), the general trend has been
continual improvement within all subgroups over the last five years. We
attribute this steady improvement to our active engagement in curriculum
analysis, collective inquiry, collegial dialogue, and the implementation
of changes with respect to our findings.

CHS has had a 100% pass rate on the Language Arts and Mathematics
Georgia High School Graduation Tests for all subgroups for the last 3
years. Columbus High's scores have exceeded the state's averages by a
range of 3% to 24% on all components of the GHSGT. With respect to the
SAT, our mean combined score was 14 points lower than the national
average in the 1998-1999 school year, became the same as the national
average in 1999-2000, and has been above the national average each
succeeding year. The 2002-2003 score was 78 points higher than the
national average. Furthermore, whereas the national increase for the
five-year period was only 1%, Columbus High's increase among all groups
was 9.2%, with African Americans' scores increasing 10.2% and scores of
those receiving free and reduced meals increasing 15.8%. We are
encouraged and inspired by these results to try even harder.

At CHS, we are involved in continuous curriculum renewal, largely
through examining assessments to improve both teaching and learning.
Some consequential changes include SAT Prep classes in both the Math and
English Departments, the development of the Foundations of Mathematics
class, SAT "warm up" exercises for math classes which focus on concepts
appropriate to the particular course, and *Heat Up Your Scores* (a
publication written by a CHS teacher) exercises for SAT vocabulary
building. Other changes are requiring research using the MLA format at
each grade level, initiating writing across the curriculum, initiating a
summer reading program, and creating a summer math review packet.
Various one-on-one intervention strategies have also resulted, including
but not limited to teacher or peer tutoring, student contracts for
mastering topics/skills failed, and computer software programs available
in our labs and Media Center. We have generated events such as
teacher-facilitated off-campus pizza parlor SAT Math review sessions for
students. Faculty-generated professional development occurs through
intradepartmental sharing of effective practices and teaching
strategies, as well as through dialogue during planning retreats,
workshops, etc. Finally, providing necessary resources for teachers and
students enables reform and change to take place.

Continual assessment on many levels means that teaching and learning
will continue to improve even as we meet or exceed our stated goals. As
our achievements with respect to SAT scores, GHSGT scores, and AP scores
(65% eligible for college credit) bring us accolades, we recognize that
there is always room for improvement. Striving for excellence has
carried us this far and will give us the impetus to do more than
maintain the status quo. At Columbus High, we consider each new
accomplishment a starting point for yet a new challenge.

2\. How the school uses assessment data to understand and improve
student and school performance:

The use of assessment data enables CHS to refine the curriculum, provide
needed remediation, alter teaching methodologies, place students in
classes commensurate with their skill level, and provide
enrichment/nurturing where needed. It is a significant tool for refining
our program and addressing specific needs or concerns.

From our initial and original admissions assessment, the CHS approach
with respect to use of assessment data continues to expand. We conducted
a workshop off-site comprised of various members from each content area
to evaluate the Summary of Answers from the PSAT. This permitted faculty
to analyze test results in depth without interruption, and it gave
respective departmental members a chance to discuss revealed weaknesses
and possible solutions. The PSAT continues to be a valuable assessment
tool for faculty, as does the SAT. This initial foray has become a model
experience in analyzing all assessment data, including results from the
GHSGT, the Georgia Predictor Test in Science and Social Studies, AP
tests, tests administered by teachers and/or departments, report cards
and other unique assessments. For example, even as judges from the
community evaluate Senior Projects and provide feedback, students are
not the only beneficiaries; our humanities teachers use the suggestions
to improve the Senior Project experience. Another response to assessment
data occurs when students score poorly on the Georgia Predictor Test in
Science and Social Studies. In this instance, parents are sent a letter
to let them know their child is in jeopardy and to inform them of
available remediation opportunities. When students have missed too much
school work due to absences, they may attend Academic Saturday School.
Other significant results of assessments are changes in class offerings,
scheduling, teaching strategies, course content, and teaching
assignments, as well as interdisciplinary connections reinforcing
learning.

3\. How the school communicates student performance, including
assessment data, to parents, students,

and the community:

Student performance and assessment data today is a matter of public
record, as it is reported on the state's DOE web site, in the newspaper,
and on the radio and television. This information is available on the
CHS web site, the district's web site, and on various other web sites,
including NASA and Achievers International of Georgia. We publish this
information in our PTSA Newsletter, via electronic mail on our Parents'
ListServ, in our magnet brochure, in the School Profile, in the
Transcript Profile we send to colleges/universities, and even on our
school's marquee. We provide parents such information through the mail,
phone calls, Progress Reports, and Report Cards. Forums for
disseminating and discussing these matters exist through PTSA meetings,
Open House, School Council meetings, School Board meetings,
district-wide administrative and other meetings. Our educational
counterparts are informed through professional organizations. Our
Partner in Education's company publication often contains articles
related to CHS. The Senior Project Night brings members of the community
to CHS to judge and view Senior Projects. As members of the community
frequent our drama, music, and choral performances, our students'
talents and learning are exhibited. The Springer Opera House has asked
that our students do an encore play performance for the community at
large. Parents have placed billboards up in the community more than once
as a result of our achievements. Our many successful academic
competitions and extra-curricular opportunities/achievements communicate
to the larger community our success. These include Academic Decathlon,
Robotics Team competitions, Science Olympiad, International Enterprise
Olympics, Mock Trial, Math Tournaments, Science Fair, foreign language
competitions, literary competitions, musical competitions, chess club
competitions, and athletic competitions. From Freshman Orientation to
Academy Day at the mall, we tell all.

4\. How the school will share its successes with other schools:

We share our success with others as educators from various schools,
districts, or states call and request information and/or arrange visits
to our campus; we also share through workshops, exhibits, publications,
and other presentations by our faculty members, which occur in our city,
across the state, and beyond. We share through the Internet, including
our web site and others; through the Georgia School Council Institute's
publications of Effective Practices; and through district-level
meetings. In print and visual media, we share through our College Bound
Book and our Senior Project Book---both requested by other
institutions---and through flyers and slide shows at our twice-yearly
Open House. Both formally and informally, we share through
collaborations and dialogues in the context of professional
organizations and/or graduate level classes. Lastly, we see our
videoconferencing lab as a unique and invaluable resource for sharing
our endeavors to remote locations; both our administration and faculty
welcome such opportunities.

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

1\. School's curriculum and how all students are engaged with
significant content, based on high

standards:

At CHS, all courses are taught at honors level and organized into a 4x4
block schedule. Generally, students are enrolled in four courses each
term. Classes meet 90 minutes each day, with the exception of AP and
Fine Arts courses, which meet on an A/B schedule for the entire year.
Students earn 8 credits per year for a total of 32 credits in 4 years,
all of which are required for graduation from CHS. The 4 years must
include 4 courses in English, 3 courses in foreign language, 4 courses
in math, 4 courses in science, 4 courses in social studies, 2 courses in
humanities, 1 course in fine arts, and 1 course in health and PE.
Students also choose 9 elective courses, 3 of which must be in academic
areas. All incoming freshmen at CHS take Foundations of Knowledge, an
interdisciplinary course which is an introduction to organization, study
skills, and modes of learning. The freshman and sophomore English genre
classes are compacted into one year. Freshmen take Biology,
Citizenship/Economics, and a math course determined by the entrance
placement test. As sophomores, students choose either Physical Science
or Chemistry based on their math skills, U.S. History, and American
Literature. CHS students take a science course each year, although they
may have taken two in a previous year. World History and British
Literature are taken in the 11th grade, while seniors take Humanities
and World Literature. The rigor and success of our accelerated program
pays huge dividends, as evidenced in the \$6.7 million of merit and HOPE
scholarships earned by members of the last graduation class.

French, German, Japanese, Latin, and Spanish are taught at Columbus
High, where a respect for other cultures is fostered. Students are
encouraged to identify with different points of view and to understand
the thinking that promotes diversity. Furthermore, in the belief that
this is enhanced by travel to foreign countries, CHS teachers sponsor
Dream Trips abroad. We also have had two and three week exchange
programs to Russia and France. Columbus High students have traveled to
Japan through the sister city relationship our city has with Kiryu,
Japan, putting their language skills to task. They have had
opportunities to practice language skills through videoconferences with
France, Germany, and Spain. Our students eagerly participate in local,
state, and national foreign language competitions; with almost 100
Columbus High students competing in the local Foreign Language Fair.
Giving our students a global perspective involves more than the foreign
language courses at CHS and is an aspect of the humanities course and of
social studies courses as well. CHS teachers facilitate recognition and
appreciation for the differences and commonalities of all people and
attempt to extend the students' points of view beyond our own back door
into an avenue of broader thinking.

Columbus High offers 18 different AP classes and a large number and
variety of electives representing both the expertise of our faculty and
students' interests. AP courses are open to all students, and a student
survey helps determine what electives will be offered. Electives may
offer remediation or enrichment and afford students the opportunity to
pursue personal interests and/or further natural abilities. Electives
may also provide interdisciplinary connections. For example, Sociology
and Psychology cross over into the science curriculum with a focus on
the scientific method and biology. Electives range from
A---Africana\--to Z---zoology. Aside from all four AP courses offered in
science, other electives such as Astronomy and Environmental Science
exist. Four social studies AP courses are available, in addition to
electives such as Current Issues and U.S. History in Film. Students'
interests range from a martial arts self defense class to a web design
course. The Fine Arts Department alone offers 29 different elective
courses, including such diverse offerings as Dance Techniques, Jazz
Band, Metal/Jewelry Making, and Printmaking/Photography, as well as AP
Art History. From our "Black Box Theater" classroom to the stage, at CHS
the arts are the rage.

Becoming a social and ethical human being is an aspect of education
which CHS strongly emphasizes. Consequently, we have an Honor Code and a
Standards Committee. Character education is embedded in our program,
with each department incorporating traits most appropriate to their
respective curriculum. Community service, for example, illustrates the
concept of citizenship, and culminates in a response journal and a
research paper in a social studies class. Cleanliness is a fitting
character trait for science classes, where a lack thereof may skew
results of lab experiments. Loyalty is exhibited in works of literature
such as *The Odyssey*, *Antigone, Of Mice and Men, and Romeo and
Juliet*. Respect is an aspect of etiquette, which is not simply taught
in the classroom but applied in our school life and culture. A primary
example is our school-wide Holiday Social, a sit-down formal dinner for
over 1200 students, which School Board members and the superintendent
attend. Students must respond to a formal invitation, go through a
receiving line, and sit at a table with assigned seating (created to
promote diversity and an opportunity to meet new people). This occasion
requires the use of proper table manners and the practice of good
manners in general. Lest it sound too stilted, this event is popular,
well-attended, and an excellent learning experience. We believe it gives
our students poise and confidence which carry over to college interviews
and similar life experiences. Our entire liberal arts curriculum is
designed to transform students into lifelong thinkers who can
participate to the fullest extent in life\--intellectually, socially,
and ethically.

2\. English Language Curriculum:

CHS is committed to offering as many literary experiences as possible to
prepare students to be lifelong learners. The usual 9^th^ and 10th grade
genre courses have been compacted into our freshman Literary Types and
Composition course. We created the required freshman Foundations of
Knowledge class, which includes an intensive study of Latin and Greek
prefixes, bases, and suffixes to increase vocabulary. Within this class,
students use the computer as a tool in research and writing and learn to
produce MLA-style papers. They study classical Greek and Roman mythology
and are introduced to the humanities. American Literature is offered in
the 10th grade and British Literature is taught in the 11th grade. In
addition to World Literature, seniors take a required Humanities course,
the focus of which is to help students think more sharply and more
critically about the human spirit and its creative capacity. The Senior
Independent Project is also a component of this class. Electives include
creative writing, newspaper, yearbook, Shakespeare in Film, and speech.
In addition, due to our diverse student population, we implemented an
elective African American Writers course 3 years ago. We offer 2
Advanced Placement classes -- AP Language in the 10th grade and AP
Literature in the 12th. We offer 5 sections of an SAT preparation
course, and vocabulary is taught each day at every grade level. Research
is also required at each grade level, from an "I Search" paper the
freshman year to an analytical research paper in the senior year.
Reading is a major component of our curriculum. In addition to reading 3
novels for summer reading, students must read a minimum of 3 novels and
a major play each year. Writing analytical essays about these novels
prepares students for college level work. Emphasis is also placed on
listening critically, writing and speaking effectively, and using
higher-level thinking skills in all courses.

English teachers meet monthly and share effective practices as well as
concerns. When the school's Curriculum Council recommended Writing
Across the Curriculum, the English Department provided each faculty
member with a generic writing rubric as a standard for assessing
students' writing through an In-Service. The English Department also
recommended MLA Handbooks be purchased for each teacher. Teachers modify
their plans to accommodate students who are reading or writing below
grade level, such as one-on-one instruction or differentiated
assignments. English teachers use a variety of teaching strategies, and
students exhibit learning in a variety of forms. These strategies have
paid huge dividends as evidenced by Columbus High School's 100% pass
rate on the writing and language arts components of the Georgia High
School Graduation Test this past year.

3\. Mathematics Curriculum:

Students in the CHS Liberal Arts Magnet are expected to a take a minimum
of 4 math courses at or above the Algebra I level. Each incoming
freshman is given a placement test to determine the best course sequence
to ensure success. Three levels of Algebra exist; one for those who did
not take Algebra in Middle School, and two of different depths and paces
for those who did pass Algebra. Some incoming freshmen need extra help
in mathematics to be successful. Students who score poorly on the
placement test are placed in the Foundations of Mathematics course. In
this course, individualized attention can be given to students who show
specific skill gaps in mathematics. Allowing students to take 2
different math classes their first year in the magnet gives them the
tools they need to be successful in later classes.

To help ensure that students begin each class ready for new material,
teachers developed the "summer packet" program. These guides were
developed for Algebra I, Geometry, and Algebra II students as a
self-review of skills needed for the upcoming school year. Students are
given the opportunity to receive help during or after school on skills
in which they struggle. Students are then tested and given appropriate
remediation.

Those students who are proficient in math can choose an accelerated
course sequence. Advanced courses offered include Accelerated Algebra
II, Trigonometry, Analysis/Pre-Calculus, Calculus, AP Calculus, AP
Statistics, and a coordinated Calculus II at our local college.

The math department has articulated a list of essential concepts,
established common midterm and final exams, integrated related content
areas, eliminated redundancies, and changed teaching assignments so that
each teacher teaches courses at both beginning and advanced levels.
Effective teaching strategies are indicated by the 100% pass rate of the
GHSGT over the last 3 years, by students' excellent performance on AHSME
and AIME, by students' winning performances in local and state
competitions such as Georgia Mathematics League (region winners 6 of
last 7 years), and by students competing at national and international
levels. Not only does our CHS Math Team participate in numerous math
tournaments, they host an elementary and middle school math tournament
perpetuating good math students for tomorrow.

4\. Different instructional methods the school uses to improve student
learning:

Columbus High's instructional methods vary, just as the faculty and
students vary. However, CHS is committed to student-centered, active
learning environments. Research in learning styles, in technology-based
teaching, and in constructivist approaches influences our instructional
techniques. Teachers integrate into their teaching Socratic seminars,
peer assessments, small group activities, project-based assignments, and
the use of technology for research and presentations into their
teaching. They utilize tools such as PowerPoints in mini-lectures,
listservs for classes, e-mails to and from parents, videos of group
presentations to share with other classes, and digital pictures
instantly turned into slide shows. Students regularly do group research
projects online, such as scavenger hunts. At CHS, freshmen are
introduced to the Time-Management Assignment (TMA), which is a long-term
assignment in which students have to self-monitor time and plan ahead.
Students often become partners in teaching, teaching a brief unit near
the end of the semester or year. All students participate in 3
grade-level field trips each year and have a focus activity for each.
The trips are an integral part of the curriculum, are tied to
educational standards, and encompass all academic areas. Some examples
of constructivist (hands-on, real life problem solving) approaches to
learning at CHS include a math class performing computations for paving
the school parking lot; students learning about the global economy by
importing and exporting products from and to a partner school abroad;
and fine arts students applying learning by creating and performing a
Black History production incorporating dance, choral, instrumental,
dramatic and literary elements for CHS students and middle school
students each February. Recently, students taking U.S. History and
American Literature worked on an interdisciplinary project in which they
read autobiographies by Jimmy and Rosalyn Carter, researched the time
period, and interviewed parents and/or grandparents about historical
events in the 1930s and 1960s. This culminated in students writing a
400-page book of letters incorporating their research interviews with
original artwork and photography. The book was presented by the students
to Jimmy Carter on October 22, 2003, and the book became a part of the
Plains High School Museum.

5\. The School's professional development program and its impact on
improving student achievement:

The school's professional development program focuses on improvement of
curriculum content and instructional pedagogy. In addressing curriculum
content, teachers are encouraged to get advanced degrees in their
content area. By understanding their subject at a higher level, they lay
the foundation in their classroom and challenge the student, whether
gifted or not, to achieve at a higher level. These standards are
reflected in the high pass rates on the Georgia High School Graduation
Tests and high SAT scores.

In concert with the content courses, teachers have taken gifted
education courses. Twenty-five percent of the teachers have gifted
certification. This has led to greater sensitivity to issues of
providing gifted education and challenging the gifted student. At the
same time, this knowledge has carry-over beneficial to every student,
especially with respect to means of differentiating curriculum.

Offering a variety of Advanced Placement courses has also been a goal
for our school. All CHS teachers who teach AP courses have attended AP
workshops and are AP certified. Emphasis on adequate preparation for
instructors in these classes has paid off, as 65% of students scored a 3
or better on the exams in 2003, which is higher than the state average.

In the area of pedagogy, the administration has placed a value on
integrating technology into classroom instruction. Ninety-five percent
of our teachers have been InTech certified and use computer software as
a means to differentiate instruction, insuring that the needs of
students with different learning styles can be met. For example,
students are engaged in data acquisition and analysis in science
classes; PowerPoint presentations in social studies; video development
in drama; on-line research in English; and technology-based
manipulatives, such as the graphing calculator, in mathematics.

Each year teachers spend 2-3 days in curriculum evaluation. Through
curriculum mapping workshops, SAT score evaluation, and faculty planning
retreats, coursework in classes is aligned both vertically and
horizontally to maximize the time for successful preparation for college
entrance. With vertical alignment, the students benefit by building on
previous assignments rather than repeating them, while horizontal
planning permits increased cross-curriculum activities to occur.
Columbus High recognizes that what we teach and how we teach it is
critical to school and student success.

**Language Arts Georgia Criterion-Reference Graduation Test**

Grade 11: Annual test given in March. Published by Georgia Department of
Education.

Excluded students have special needs and are given an alternative
assessment.

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **SCHOOL SCORES**-Total percent                                                   
  of students                                                                       

  \% At or above Minimum Passing    100%        100%        100%        100%        100%
  Score                                                                             

  \% At or above Pass Plus          94%         91%         92%         75%         74%
  (Advanced) Score                                                                  

  School Mean Score                 562         565         562         555         552

  Number of Students Tested         296         253         213         310         317

  Percent of Total Students Tested  97%         96%         99%         98%         99%

  Number of Students Excluded       9           5           3           2           3

  Percent of Students Excluded      3%          2%          1%          1%          1%

  Number of Students in the Grade   305         263         216         318         320

                                                                                    

  **SUBGROUP SCORES**                                                               

  1\. **Gender - Male**                                                             

  \% At or above Minimum Passing    100%        100%        100%        99%         99%
  Score                                                                             

  \% At or above Pass Plus          95%         90%         95%         70%         71%
  (Advanced) Score                                                                  

  Number of Male Students Tested    135         108         83          130         133

  **Gender - Female**                                                               

  \% At or above Minimum Passing    100%        100%        100%        100%        100%
  Score                                                                             

  \% At or above Pass Plus          93%         92%         89%         76%         77%
  (Advanced) Score                                                                  

  Number of Female Students Tested  161         145         130         180         184

  2\. **Ethnicity -- African                                                        
  American**                                                                        

  \% At or above Minimum Passing    100%        100%        100%        99%         100%
  Score                                                                             

  \% At or above Pass Plus          92%         89%         87%         56%         61%
  (Advanced) Score                                                                  

  Number of African American        73          45          47          89          113
  Students Tested                                                                   

  **Ethnicity -- Non-African                                                        
  American**                                                                        

  \% At or above Minimum Passing    100%        100%        100%        100%        100%
  Score                                                                             

  \% At or above Pass Plus          94%         91%         93%         81%         82%
  (Advanced) Score                                                                  

  Number of White Students Tested   185         182         141         190         184

  Number of Non-Black/Non-White     38          26          25          31          20
  Students                                                                          

  3\. **Socioeconomic**--**Eligible                                                 
  Free / Reduced**                                                                  

  \% At or above Minimum Passing    100%        100%        100%        98%         98%
  Score                                                                             

  \% At or above Pass Plus          90%         90%         96%         52%         53%
  (Advanced) Score                                                                  

  Number of Eligible Students       42          52          45          56          60
  Tested                                                                            

  **Socioeconomic**--**Not                                                          
  Eligible**                                                                        

  \% At or above Minimum Passing    100%        100%        100%        100%        100%
  Score                                                                             

  \% At or above Pass Plus          94%         91%         90%         79%         79%
  (Advanced) Score                                                                  

  Number of Not Eligible Students   254         201         168         254         257
  Tested                                                                            

                                                                                    

  **STATE SCORES** - Total percent                                                  
  of students                                                                       

  \% At or above Minimum Passing    97%         97%         96%         95%         94%
  Score                                                                             

  \% At or above Pass Plus          66%         60%         56%         57%         57%
  (Advanced) Score                                                                  

  State Mean Score                  545         545         543         544         541
  --------------------------------- ----------- ----------- ----------- ----------- -----------

**Math Georgia Criterion-Reference Graduation Test**

Grade 11: Annual test given in March. Published by Georgia State
Department of Education.

Excluded students have special needs and are given an alternative
assessment.

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **SCHOOL SCORES--**Total percent                                                  
  of students                                                                       

  \% At or above Minimum Passing    100%        100%        100%        98%         95%
  Score                                                                             

  \% At or above Pass Plus          91%         89%         82%         68%         55%
  (Advanced) Score                                                                  

  School Mean Score                 559         558         554         547         541

  Number of Students Tested         296         255         213         311         317

  Percent of Total Students Tested  97%         99%         99%         98%         99%

  Number of Students Excluded       9           0           3           2           3

  Percent of Students Excluded      3%          0%          1%          1%          1%

  Number of Students in the Grade   305         263         216         318         320

                                                                                    

  **SUBGROUP SCORES**                                                               

  **1. Gender - Male**                                                              

  \% At or above Minimum Passing    100%        100%        100%        98%         93%
  Score                                                                             

  \% At or above Pass Plus          94%         95%         87%         69%         59%
  (Advanced) Score                                                                  

  Number of Male Students Tested    135         110         83          131         133

  **Gender - Female**                                                               

  \% At or above Minimum Passing    100%        100%        100%        98%         96%
  Score                                                                             

  \% At or above Pass Plus          89%         84%         78%         67%         52%
  (Advanced) Score                                                                  

  Number of Female Students Tested  158         145         130         180         184

  **2. Ethnicity -- African                                                         
  American**                                                                        

  \% At or above Minimum Passing    100%        100%        100%        94%         89%
  Score                                                                             

  \% At or above Pass Plus          84%         76%         66%         45%         33%
  (Advanced) Score                                                                  

  Number of African American        73          45          47          89          113
  Students Tested                                                                   

  **Ethnicity -- Non-African                                                        
  American**                                                                        

  \% At or above Minimum Passing    100%        100%        100%        99%         98%
  Score                                                                             

  \% At or above Pass Plus          91%         91%         86%         77%         68%
  (Advanced) Score                                                                  

  Number of White Students Tested   189         183         141         191         184

  Number of Non-Black/Non-White     38          27          25          31          20
  Students                                                                          

  3\. **Socioeconomic-Eligible Free                                                 
  / Reduced**                                                                       

  \% At or above Minimum Passing    100%        100%        100%        91%         90%
  Score                                                                             

  \% At or above Pass Plus          83%         81%         84%         32%         35%
  (Advanced) Score                                                                  

  Number of Eligible Students       42          52          45          56          60
  Tested                                                                            

  **Socioeconomic-Not eligible**                                                    

  \% At or above Minimum Passing    100%        100%        100%        99%         96%
  Score                                                                             

  \% At or above Pass Plus          89%         91%         81%         75%         60%
  (Advanced) Score                                                                  

  Number of Not Eligible Students   263         203         168         255         257
  Tested                                                                            

                                                                                    

  **STATE SCORES --** Total percent                                                 
  of students                                                                       

  \% At or above Minimum Passing    94%         93%         93%         92%         86%
  Score                                                                             

  \% At Pass Plus (Advanced) Score  52%         53%         47%         50%         41%

  State Mean Score                  536         536         534         536         531
  --------------------------------- ----------- ----------- ----------- ----------- -----------

**Assessment Referenced Against National Norms**

**Scholastic Assessment Test (SAT) ^®^**

Verbal Scores

Grade [12 (graduating seniors)]{.underline} Test [Scholastic Assessment
Test (SAT) ^®^]{.underline}

Edition/publication year [Annual version]{.underline} Publisher [College
Board Entrance Examination]{.underline}

No students were excluded from testing. The SAT is a self-selected test.

Scores are reported here as NCEs \_\_\_\_\_ Scaled scores \_\_X\_\_\_
Percentiles \_\_\_\_\_

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **SCHOOL SCORES**                                                                

  Mean Verbal Score                563         551         528         519         515

  Number of Students Tested        252         211         272         264         225

  Number of Students in the grade  252         211         293         309         266

  Percent of Total Students Tested 100%        100%        93%         85%         85%

  Number of Students Excluded      0           0           0           0           0

  Percent of Students Excluded     0%          0%          0%          0%          0%

                                                                                   

  **SUBGROUP SCORES**                                                              

  1\. **Gender**                                                                   

  Male Verbal Mean Score           578         558         530         531         523

  Number of Male Students Tested   104         85          112         103         88

  Female Verbal Mean Score         553         546         527         512         509

  Number of Female Students Tested 148         126         160         161         137

                                                                                   

  2\. **Ethnicity**                                                                

  African American Verbal Mean     506         531         488         469         460
  Score                                                                            

  Number of African America        41          44          63          89          80
  Students Tested                                                                  

  Asian Verbal Mean Score          561         554         539         494         530

  Number of Asian Students Tested  17          16          22          10          13

  White Verbal Mean Score          576         558         554         544         565

  Number of White Students Tested  140         112         144         135         95

  Number of Other Students Tested  54          39          43          30          37

                                                                                   

  3\. **Socioeconomic** (Free and                                                  
  Reduced Meals)                                                                   

  Eligible Verbal Mean Score       540         561         470         468         458

  Number of Eligible Students      55          40          41          44          39
  Tested                                                                           

  Not Eligible Verbal Mean Score   569         549         542         529         527

  Number of Not Eligible Students  197         171         231         220         186
  Tested                                                                           

                                                                                   

  **National Scores**                                                              

  National Verbal Mean Score       507         504         506         505         505

  Verbal Standard Deviation        111         111         111         111         111
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**Assessment Referenced Against National Norms**

**Scholastic Assessment Test (SAT) ^®^**

Math Scores

Grade [12 (graduating seniors)]{.underline} Test [Scholastic Assessment
Test (SAT) ^®^]{.underline}

Edition/publication year [Annual version]{.underline} Publisher [College
Board Entrance Examination]{.underline}

No students were excluded from testing. The SAT is a self-selected test.

Scores are reported here as NCEs \_\_\_\_\_ Scaled scores \_\_X\_\_\_
Percentiles \_\_\_\_\_

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **SCHOOL SCORES**                                                                

  Mean Math Score                  541         538         514         500         487

  Number of Students Tested        252         211         272         264         225

  Number of Students in the grade  252         211         293         309         266

  Percent of Total Students Tested 100%        100%        93%         85%         85%

  Number of Students Excluded      0           0           0           0           0

  Percent of Students Excluded     0%          0%          0%          0%          0%

                                                                                   

  **SUBGROUP SCORES**                                                              

  1\. **Gender**                                                                   

  Male Math Mean Score             573         571         534         520         524

  Number of Male Students Tested   104         85          112         103         88

  Female Math Mean Score           518         515         501         487         463

  Number of Female Students Tested 148         126         160         161         137

                                                                                   

  2\. **Ethnicity**                                                                

  African American Math Mean Score 480         497         459         448         425

  Number of African America        41          44          63          89          80
  Students Tested                                                                  

  Asian Math Mean Score            540         557         584         529         542

  Number of Asian Students Tested  17          16          22          10          13

  White Math Mean Score            556         546         534         524         531

  Number of White Students Tested  140         112         144         135         95

  Number of Other Students Tested  54          39          43          30          37

                                                                                   

  3\. **Socioeconomic** (Free and                                                  
  Reduced Meals)                                                                   

  Eligible Math Mean Score         512         545         447         463         428

  Number of Eligible Students      55          40          41          44          39
  Tested                                                                           

  Not Eligible Math Mean Score     549         536         529         507         499

  Number of Not Eligible Students  197         171         231         220         186
  Tested                                                                           

                                                                                   

  **National Scores**                                                              

  National Math Mean Score         519         516         514         514         511

  Math Standard Deviation          115         114         113         113         114
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**Assessment Referenced Against National Norms**

**Scholastic Assessment Test (SAT) ^®^**

Verbal and Math Combined Scores

Grade [12 (graduating seniors)]{.underline} Test [Scholastic Assessment
Test (SAT) ^®^]{.underline}

Edition/publication year [Annual version]{.underline} Publisher [College
Board Entrance Examination]{.underline}

No students were excluded from testing. The SAT is a self-selected test.

Scores are reported here as NCEs \_\_\_\_\_ Scaled scores \_\_X\_\_\_
Percentiles \_\_\_\_\_

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  **SCHOOL SCORES**                                                                

  Mean Combined Score              1104        1089        1042        1019        1002

  Number of Students Tested        252         211         272         264         225

  Number of Students in the grade  252         211         293         309         266

  Percent of Total Students Tested 100%        100%        93%         85%         85%

  Number of Students Excluded      0           0           0           0           0

  Percent of Students Excluded     0%          0%          0%          0%          0%

                                                                                   

  **SUBGROUP SCORES**                                                              

  1\. **Gender**                                                                   

  Male Combined Mean Score         1151        1129        1064        1051        1047

  Number of Male Students Tested   104         85          112         103         88

  Female Combined Mean Score       1071        1061        1028        999         972

  Number of Female Students Tested 148         126         160         161         137

                                                                                   

  2\. **Ethnicity**                                                                

  African American Combined Mean   986         1028        947         917         885
  Score                                                                            

  Number of African America        41          44          63          89          80
  Students Tested                                                                  

  Asian Combined Mean Score        1101        1111        1123        1023        1072

  Number of Asian Students Tested  17          16          22          10          13

  White Combined Mean Score        1132        1104        1088        1068        1096

  Number of White Students Tested  140         112         144         135         95

  Number of Other Students Tested  54          39          43          30          37

                                                                                   

  3\. **Socioeconomic** (Free and                                                  
  Reduced Meals)                                                                   

  Eligible Combined Mean Score     1052        1106        917         931         886

  Number of Eligible Students      55          40          41          44          39
  Tested                                                                           

  Not Eligible Combined Mean Score 1118        1085        1071        1036        1026

  Number of Not Eligible Students  197         171         231         220         186
  Tested                                                                           

                                                                                   

  **National Scores**                                                              

  National Combined Mean Score     1026        1020        1020        1019        1016

  Combined Standard Deviation      226         225         224         224         225
  -------------------------------- ----------- ----------- ----------- ----------- -----------