# Archived Information

# 

# Slide Show Title: SHAW SCHOOL DISTRICT. 

\[ Slide 1 \]

Slide Title: SHAW SCHOOL DISTRICT

The Shaw School District's mission is to provide a quality education for
the youths of the community.

# 

\[ Slide 2 \]

CHANGES IN POPULATION

\[ Slide 3 \]

Slide Title: Shaw, Mississippi

# 

It would be a grievous oversight to talk about Shaw, Mississippi,
without defining the context of its existence. The town of Shaw sits
just off Route 61 in the heart of the Mississippi Delta. "Historically,
the region has seen its share of ups and downs, justice and injustice,
progress and setbacks. As an agricultural sweet spot, Delta planners
brought large numbers of enslaved Africans to work the fertile land,
transforming the region into a viable economy. The arduous work of
clearing land, planting, and harvesting was accompanied by the slaves'
field hollers and shouts. The expressions became the musical foundation
of the blues. And like the blues, the Mississippi Delta's rich beauty is
filled with contradictions, double entendres, and a painful legacy of
oppression." ( King, 2003 ).

Even today, miles and miles of cotton fields and plantation-style homes
encircle the small town. Some of the homes are in reasonably good
condition; others are in ruins. A canal bisects the town's one point one
( 1.1 ) square miles and the main street is mostly boarded up. An
estimated two thousand, three hundred and twelve ( 2,312 ) people call
Shaw home. More than ninety two percent ( 92% ) of them are African
American ( compared to sixty five point one percent ( 65.1% ) in the
county and fifty three percent ( 53% ) in the state ( in Mississippi ));
seven point one percent (7.1% ) are non-Hispanic White ( thirty three
point two percent ( 33.2% ) in the county and forty five percent ( 45% )
in the state ( in Mississippi )); and one point zero ( 1.0% ) are
Hispanic, ( 1.2% in the county and less than one percent ( \< 1% ) in
the state ( in Mississippi )). See Figure 1.

Figure 1. Title: Population by Race, Shaw, Bolivar County, and
Mississippi, Year Two Thousand ( 2000 )

There are three raised pie charts from left to right, each with a three
dimensional appearance, as though the pie is on a table and one is
looking at the edge of the table toward the pies, and each with its own
separate title, box, and legend.

Pie Graph 1 ( left ): Title: Shaw Population by Race -- Year two
thousand ( 2000 ). Clockwise from the noon or top position on the pie
and from top to bottom on the legend to the right of the pie, of all
year two thousand (2000) Shaw residents, a blue slice indicates the
proportion of African American residents in Shaw ( over ninety two
percent: 92% ). A magenta slice indicates the proportion of non-Hispanic
White residents in Shaw ( seven point one percent: 7.1% ). A yellow
slice indicates the proportion of Hispanic residents in Shaw ( one point
zero percent: 1.0% ). A white slice would indicate the proportion of
Shaw residents from other ethnic groups, but that proportion is too
small to make that slice visible to the slide show audience.

End of Pie Graph 1.

Pie Graph 2 ( middle ): Title: Bolivar County Population by Race -- Year
two thousand ( 2000 ). Clockwise from the noon or top position on the
pie and from top to bottom on the legend to the right of the pie, of all
year two thousand (2000) Bolivar County residents, a blue slice
indicates the proportion of African American residents in Bolivar County

( sixty five point one percent: 65.1% ). A magenta slice indicates the
proportion of non-Hispanic White residents in Bolivar County ( thirty
three point two percent: 33.2% ). A yellow slice indicates the
proportion of Hispanic residents in Bolivar County ( one point two
percent: 1.2% ). A white slice would indicate the proportion of Bolivar
County residents from other ethnic groups, but that proportion is too
small to make that slice visible to the slide show audience.

End of Pie Graph 2.

Pie Graph 3 ( right ): Title: Mississippi Population by Race -- Year two
thousand ( 2000 ). The African American (blue) and non-Hispanic White
(magenta) slices of this pie chart are in error. Clockwise from the noon
or top position on the pie and from top to bottom on the legend to the
right of the pie, of all year two thousand (2000) Mississippi residents,
a yellow slice indicates the proportion of Hispanic residents of
Mississippi

( less than one percent: \< 1% ). A blue slice indicates the proportion
of African American residents of Mississippi ( fifty three percent:
53.0%, but the slice represents only forty to forty five percent: 40% -
45% of the pie ). A magenta slice indicates the proportion of
non-Hispanic White residents of Mississippi ( forty five percent: 45%,
but the slice looks considerably more than fifty percent of the pie ). A
white slice indicates the proportion of Mississippi residents from other
ethnic groups ( one percent: 1%, because the sum of the three other
categories is ninety nine percent: 99% ).

End of Pie Graph 3.

Source: U.S. Census Bureau, year two thousand ( 2000 ) Census.

End of Figure 1.

# 

#  

# \[ Slide 4 \]

This slide has no title.

# 

# Shaw is located in Bolivar County, population forty thousand, six hundred 

# and thirty-three ( 40,633 ). Bolivar was formed in 1836 from the Choctaw Cession and named for South American patriot General Simon Bolivar. It is bounded on the north by Coahoma County, on the south by Washington County, on the east by Sunflower County, and on the west by the Mississippi River. Covering an area of eight hundred and seventy nine ( 879 ) square miles, Bolivar County is divided into two judicial districts, each with its own county seat. Rosedale is the county seat of the western district, and Cleveland is the county seat of the eastern district. Shaw is in the east, ten ( 10 ) miles from Cleveland.

# 

# The U.S. Census 2000 reported an unemployment rate of sixteen point five percent ( 16.5% ) for Shaw, doubling the county rate of eight point three percent ( 8.3% ) and nearly quadrupling the state rate of four point three percent ( 4.3% ). Median household income, eighteen thousand, eight hundred and seventy eight dollars ( \$18,878 ), was eighty percent ( 80% ) of the county median ( twenty three thousand, four hundred and twenty eight dollars: \$23,428 ) and only sixty percent ( 60% ) of the state ( Mississippi ) median ( thirty one thousand, three hundred and thirty dollars: \$31,330 ). See Figure 2.

Figure 2. Title: "Employment and Household Income, Shaw, Bolivar County,
and Mississippi, Year Two Thousand (2000) "

# 

Source: U.S. Census Bureau, year two thousand ( 2000 ) Census.

# Two simple vertical bar graphs.

Graph 1 ( left ). Title: Unemployment Rate of Population 16 Years and
Over -- Year Two Thousand ( 2000 )

This is a simple bar graph comparing the unemployment rates ( Y axis,
from zero percent to eighteen percent in increments of two percent, 0% -
18% in increments of 2%, corresponds to data in last paragraph before
Figure 2 ) of (X axis, from left to right) Shaw residents ( blue bar ),
Bolivar County residents ( magenta bar ), and Mississippi residents (
white bar ) for the year two thousand ( 2000 ).

Results: In the year two thousand ( 2000 ), Shaw had a sixteen point
five percent

( 16.5% ) unemployment rate, Bolivar County had an eight point three
percent

( 8.3% ), and Mississippi had a four point three percent ( 4.3% )
unemployment rate.

End of Graph 1.

Graph 2 ( right ). Title: Median Household Income -- Year Two Thousand (
2000 )

# 

# This is a simple bar graph comparing the median household income ( Y axis, from zero dollars per year to thirty five thousand dollars per year in increments of five thousand dollars, \$0 - \$35,000 per year in increments of \$5,000, corresponds to data in last paragraph before Figure 2 ) of (X axis, from left to right) Shaw residents ( blue bar ), Bolivar County residents ( magenta bar ), and Mississippi residents ( white bar ) for the year two thousand ( 2000 ).

# 

# Results: In the year two thousand ( 2000 ), Shaw had a median household income of eighteen thousand eight hundred and seventy eight dollars ( \$18,878 ) per year, Bolivar County had a median household income of twenty three thousand four hundred and twenty eight dollars ( \$23,428 ) per year, and Mississippi had a median household income of thirty one thousand three hundred and thirty dollars ( \$31,330 ) per year.

End of Graph 2.

End of Figure 2.

From the years nineteen ninety nine to two thousand and three ( 1999 to
2003 ), officials issued only fifteen ( 15 ) single family new home
construction permits for Shaw, an average of three ( 3 ) per year.
Average cost of these homes ranged from seventeen thousand nine hundred
dollars ( \$17,900 ) in the year two thousand and one ( 2001 ) to
seventy three thousand two hundred dollars ( \$73,200 ) in the year two
thousand and two ( 2002 ). No permits were issued in the year two
thousand and three ( 2003 ) ( according to the City-Data.Com Web site (
w w w dot c i t y hyphen d a t a dot c o m ) ). The median value of
homes in Shaw was thirty nine thousand eight hundred dollars

( \$39,800 ) in the year two thousand ( 2000 ), compared to fifty seven
thousand two hundred dollars ( \$57,200 ) in Bolivar County and seventy
one thousand four hundred dollars ( \$71,400 ) in Mississippi ( Figure 3
). \[ Fragment of a sentence \]

\[ Slide 5 \]

\[ Full sentence reads: \] Low home value, coupled with small size,
severely limits Shaw's ability to raise local funds to support its
schools.

Figure 3. Title: Value of Owner-Occupied Houses: Shaw, Bolivar County,
and Mississippi, year two thousand ( 2000 )

This is a simple vertical bar graph comparing the average value of owner
occupied housing units as of the year two thousand ( 2000 ) Census ( Y
axis: from zero dollars to eighty thousand dollars in increments of
twenty thousand dollars; \$0 - \$80,000 in increments of \$20,000;
corresponds to data in the last paragraph before Figure 3 ) in Shaw (
blue bar ), Bolivar County ( magenta bar ), and Mississippi ( white bar
).

Results: As of the year two thousand ( 2000 ) Census, the average value
of owner-occupied housing units in Shaw was thirty nine thousand eight
hundred dollars

# ( \$39,800 ), the average value of owner occupied housing units in Bolivar County was fifty seven thousand two hundred dollars ( \$57,200 ), and the average value of owner occupied housing units in Mississippi was seventy one thousand four hundred dollars ( \$71,400 )

Source: U.S. Census Bureau, year two thousand ( 2000 ) Census

End of Figure 3.

Fewer than half ( 49.8% or forty nine point eight percent ) of Shaw
adults aged twenty-five years old ( 25 ) or older have earned a high
school diploma. This compares with sixty five point three percent (
65.3% ) for Bolivar County and seventy two point nine percent ( 72.9% )
for the state of Mississippi ( Figure 4 ).

Figure 4. Title: Percent High School Graduate or Higher Ages 25
(twenty-five years old) and over: Shaw, Bolivar County, and Mississippi,
Year Two Thousand ( 2000 )

This is a simple vertical bar graph comparing the percentages of adults
aged twenty five ( 25 ) years old or older who are high school graduates
with and without subsequent education as of the year two thousand ( 2000
) Census ( Y axis: from zero percent to eighty percent in increments of
twenty percent; 0% - 80% in increments of 20%; corresponds to data in
the last paragraph before Figure 4 ) in Shaw ( blue bar ), Bolivar
County ( magenta bar ), and Mississippi ( white bar ).

Results: Forty nine point eight percent ( 49.8% ) of Shaw adults aged
twenty-five ( 25 ) years old or older have graduated from high school
with and without subsequent education. Sixty five point three percent (
65.3% ) of Bolivar County adults aged twenty-five ( 25 ) years old or
older have graduated from high school with and without subsequent
education. Seventy two point nine percent ( 72.9% ) of Mississippi
adults aged twenty-five ( 25 ) years old or older have graduated from
high school with and without subsequent education.

# 

Source: U.S. Census Bureau, year two thousand ( 2000 ) Census

# End of Figure 4.

# 

The median age of Shaw residents, according to the year two thousand (
2000 ) Census, was twenty seven point eight years ( 27.8) years,
significantly lower than the state

( Mississippi ) median age of thirty three point eight ( 33.8 ) years
and lower than the county's median of twenty nine point eight ( 29.8 )
years.

# 

\[ Slide 6 \]

Shaw High School: Home of the Mighty Hawks

\[ picture of two story brick school with a parking lot and two school
buses in front, a tree behind each school bus, then a short white fence
in front of the parking lot and a lawn in front of the fence. The
school's entrance, behind the front of the second school bus, has two
gray concrete pillars on either side \].

\[ Slide 7 \]

Slide Title: Shaw High School

Shaw School District is one of five school districts in Bolivar County.
Shaw High School is one of two schools making up the Shaw School
District. The school is located in an old and once majestic building
whose large concrete pillars still stand at the entrance. A small white
house across the street holds the district administrative office.
Several buildings, detached from the main building, house the cafeteria,
media center, and other operations.

Money is scarce at Shaw. The school board managed to put a new roof on
the high school's main building several years ago, but there have been
few other improvements in many years. The few physical improvements that
have been made include a computer room and a Family Resource Center made
possible by grant funds. The school now has three computer labs and each
computer has a computer with Internet access, primarily for teacher use.
Because there are no doors on the bathrooms, males and females are asked
to use separate doors when entering the main building. Barbara Poole, a
Rural Trust staff member who worked with the school in a grants program,
commented:

"On a first visit to Shaw, it's hard to get past the feeling of poverty
that permeates this building but once you do, you see pride. It shows in
polished old floors and neat hallways. It is apparent when you talk to
students who are usually subdued but always polite."

Shaw's no-frills curriculum offers no advanced placement, dual
enrollment, or early college courses. However, plans are underway to
offer one advanced placement course in physics beginning in Fall 2004.
With two exceptions, graduation requirements mirror those of the State
of Mississippi. \[ Partial sentence at end of slide \]

\[ Slide 8 \]

\[ Full sentence is \] Shaw students must successfully complete
twenty-two ( 22 ) credits, including chemistry or Biology 2 in order to
graduate. The State of Mississippi requires only twenty ( 20 ) credits,
including Biology 1.

Table 1. Title: Mississippi Graduation Requirements to the school year
two thousand and seven to two thousand and eight ( 2007 -- 2008 ). This
data table has a header of three columns: from left to right:

-   "Curriculum Area",

-   "Carnegie Units" required in the Curriculum Area, and

-   "Required Subjects" in the Curriculum Area,

A Carnegie Unit, named after steel mogul and philanthropist Andrew
Carnegie's Carnegie Foundation for the Advancement of Teaching,
represents one year\'s study, a standardized number of hours per year,
of a college preparatory or academic class in high school.

for eight subject categories, from top to bottom:

-   "English",

-   "Mathematics",

-   "Science",

-   "Social Studies",

-   "Health",

-   "Business and Technology",

-   "The Arts", and

-   "Electives".

and communicates the number of Carnegie Units needed to graduate: twenty
( 20 ).

Mississippi requires four Carnegie Units in English, but does not
specify any courses by name.

Mississippi requires three Carnegie Units of mathematics and specifies
that Algebra 1 be one Unit.

Mississippi requires three Carnegie Units of science and specifies that
Biology 1 be one Unit.

Mississippi requires four Carnegie Units of social studies and specifies
one unit each in U.S. history and world history plus one half Carnegie
Unit each in U.S. Government and Mississippi studies.

Mississippi requires one half Carnegie Unit of either Comprehensive
Health or Family and Individual Health.

Mississippi requires one Carnegie Unit in Business and Technology and
specifies one half Carnegie Unit of keyboarding and another half
Carnegie Unit in computer applications.

Mississippi requires one Carnegie Unit in the Arts and four and a half
Carnegie Units of electives, neither or which are specified.

Source: Mississippi Department of Education.

End of Table 1.

Remedial and compensatory courses may not be included in the English and
mathematics requirements. The State ( Mississippi ) will require
students graduating in the year two thousand and nine ( 2009 ) and
beyond to take one additional mathematics course for a total of
twenty-one ( 21 ) units.

Extra-curricular activities include basketball, football, baseball,
slow-pitch softball, track and field, and band. Students may also
participate in several clubs, including Future Educators of America,
Student Council, and National Honor Society. Juniors and seniors have
limited job shadowing opportunities, mostly in the neighboring county
seat, Cleveland.

Shaw Students

In the two thousand and three to two thousand and four ( 2003 -- 2004 )
school year, Shaw High School enrolled two hundred and ninety two ( 292
) students in grades eight through twelve ( 8 -- 12 ) and had a ninth (
9^th^ ) grade cohort enrollment of fifty nine

( 59 ). Average daily attendance was around ninety three percent ( 93%
), slightly lower than the state's ( Mississippi's ) ninety five point
five percent ( 95.5% ) rate. The student population was ninety eight
point nine seven percent ( 98.97% ), compared to fifty three percent (
53% ) for the state ( Mississippi ) as a whole. ( Figure 5 ) \[ Sentence
fragment at end of slide \]

\[ Slide 9 \]

\[ Full sentence reads \] Some ninety six point nine two percent (
96.92% ) of Shaw students and sixty three percent ( 63% ) of students
statewide ( across Mississippi ) were eligible for free or
reduced-priced meals. ( Mississippi School Report Card for the school
year two thousand two to two thousand three ( 2002 -- 2003 ) and Common
Core of Data school year two thousand and one to two thousand and two (
2001 - 2002 ) )

Figure 5: Title: Student Ethnicity, Shaw and Mississippi School Year two
thousand and three to two thousand and four ( 2003 -- 2004 ).

Source: Mississippi Department of Education

Two pie charts on the left with a data table on right.

Pie Chart 4. Title: Student Ethnicity Shaw High School Pie chart
representing the proportions of several ethnic groups at Shaw High
School in the two thousand and three to two thousand and four ( 2003 --
2004 ) school year (from top to bottom of legend to right of graph and
from the top or noon position of the pie clockwise: "Black" (blue
slice), "White" (magenta slice), "Hispanic" (yellow slice), and "Other"
(white slice).

Results: Shaw High School students in the school year two thousand and
three to two thousand and four ( 2003 -- 2004 ) were ninety nine percent
( 99% ) African American, one percent ( 1% ) White, zero percent ( 0% )
Hispanic, and zero percent ( 0% ) other ethnic groups.

# 

End of Pie Chart 4.

# 

Pie Chart 5. Title: Student Ethnicity Mississippi Grades Nine to Twelve
( 9 -- 12 ). Pie chart representing the proportions of several ethnic
groups in grades nine through twelve

( 9 through 12 ) in Mississippi in the two thousand and three to two
thousand and four

( 2003 -- 2004 ) school year (from top to bottom of legend to right of
graph and from the top or noon position of the pie clockwise: "Black"
(blue slice), "White" (magenta slice), "Hispanic" (yellow slice), and
"Other" (white slice).

Results: Mississippi ninth through twelfth ( 9^th^ -- 12^th^ ) grade
students in the school year two thousand and three to two thousand and
four ( 2003 -- 2004 ) were fifty three percent ( 53% ) African American,
forty five percent ( 45% ) White, less than one percent ( \< 0% )
Hispanic, and one percent ( 1% ) other ethnic groups.

# 

End of Pie Chart 5.

#  

# Table 2: This is a data table with a three column header, from left to right:

-   "Ethnicity"

-   "Shaw" ( High School )

-   "Mississippi" ( grades 9 -- 12 ( nine through twelve ))

# reporting percentage shares of the students each had from the following ethnic groups:

-   "Black"

-   "White"

-   "Hispanic"

-   "Other"

Results: In the school year two thousand and three to two thousand and
four

( 2003 -- 2004 ), fifty three percent ( 53% ) of Mississippi ninth
through twelfth

( 9^th^ through 12^th^ ) graders were African American, forty five
percent ( 45% ) of Mississippi ninth through twelfth ( 9^th^ through
12^th^ ) graders were white, less than one percent ( \< 1% ) of
Mississippi ninth through twelfth ( 9^th^ through 12^th^ ) graders were
Hispanic, and one percent ( 1% ) of Mississippi ninth through twelfth (
9^th^ through 12^th^ )

graders were from other ethnic groups.

End of Table 2.

End of Figure 5.

Shaw Teachers

Historically, new teachers have seldom named Shaw School District as
their first choice of places to live and work. As a result, the district
has had difficulty attracting and retaining teachers and the Mississippi
Department of Education has designated it a critical teacher shortage
area. This designation provides the district with a pool of new teacher
applicants who receive critical shortage scholarships to complete their
undergraduate education and who are obliged to teach in a designated
critical shortage area for three years. Delta State University and
Mississippi Valley State University provide many of those teachers.

Matio Kirsksey, principal of Shaw High School, points out that once they
are there, teachers tend to stay. Consequently, in the school year two
thousand and two to two thousand and three

( 2002 -- 2003 ), a "highly qualified" teacher taught in ninety seven
point seven percent ( 97.7% ) of the forty four ( 44 ) *No Child Left
Behind* defined core academic classes. There were seventeen point five (
17.5 ) secondary teachers in the school and the full-time equivalent of
sixteen ( 16 ) core academic teachers. \[ Sentence fragment at the end
of the slide. \]

\[Slide 10\]

\[ Full sentence is \] Almost all of them ( ninety seven point nine
percent: 97.9% ) were "highly qualified." ( Mississippi School Report
Card school year two thousand and two to two thousand and three ( 2002
-- 2003 ))

Pupil-to-teacher ratio at Shaw is eighteen point five two ( 18.52 )
students to each teacher, compared to fifteen point eight five ( 15.85 )
students to each teacher for the state ( of Mississippi ). Average
secondary teacher salary in the school year two thousand and three to
two thousand and four ( 2003 -- 2004 ) was thirty three thousand eight
hundred and ninety dollars ( \$33,890 ), two thousand six hundred and
sixty three dollars ( \$2,663 ) less than the state ( of Mississippi )
average of thirty six thousand five hundred and fifty three dollars (
\$36,553 ) ( Mississippi School Report Card for the school year two
thousand and two to two thousand and three ( 2002 -- 2003 ))

Shaw Revenue

# Shaw's district revenue for the school year two thousand and two to two thousand and three 

# ( 2002 -- 2003 ) totaled five million one hundred and forty five thousand and six dollars 

( \$5,145,006), ranking it one hundred and forty third ( 143^rd^ ) among
the state's

( Mississippi's ) one hundred and fifty two ( 152 ) school districts.
Local sources accounted for nineteen point seven three percent ( 19.73%
) of it, state

( Mississippi ) accounted for fifty eight point eight seven percent (
58.87% ), and federal sources accounted for twenty one point four
percent ( 21.4% ). The maximum yield of one ( 1 ) mill at a tax levy of
forty four point eight five ( 44.85 ) was twenty-two dollars and thirty
seven cents ( \$22.37 ) per student. Statewide (across Mississippi),
local sources accounted for twenty nine point nine five percent ( 29.95%
) of districts' revenue, state sources accounted for fifty four point
five percent ( 54.5% ), and federal sources fifteen point five three
percent ( 15.53% ). Reportedly, six point one one percent ( 6.11% ) of
the system's revenue

( compared to four point six percent: 4.6% for the state of Mississippi
) was spent on administration. Current expenditure per pupil in average
daily attendance was seven thousand, three hundred and twenty four
dollars and six cents ( \$7,324,06, compared to

six thousand four hundred and one dollars and sixty cents: \$6,401.60
statewide in Mississippi ); average current expenditure per pupil for
instructional cost per pupil in average daily attendance was four
thousand one hundred and thirty seven dollars and seven cents (
\$4,137.07, compared to

three thousand seven hundred and fifty eight dollars and fifty two
cents: \$3,758.52 statewide in Mississippi ) ; and average current
expenditure \[per pupil in average daily attendance less transportation
was seven thousand one hundred and eighty nine dollars and forty eight
cents

( \$7,189.48, compared to six thousand and eighty nine dollars and
eighty-three cents statewide in Mississippi ).

While Shaw has higher per student instructional and current expenditure
costs than the state average, the difference is easily offset by its
higher than state ( Mississippi ) average graduation rate and the
multiple roles that teachers and administrators play as counselors,
mentors, tutors, and intercessors. The librarian assists with federal
programs and grants, leads [Southern Association of Colleges and
Schools](http://www.sacs.org/) accreditation efforts, and serves as the
media specialist. The assistant superintendent serves as curriculum
coordinator and federal programs manager and the principal operates
without an assistant principal.

\[ Slide 11 \]

firstthingsfirst ( first things first, no spaces in between )

Institute for Research and Reform in Education

\[ Slide 12 \] \[ two boxes, one top, one bottom \]

Top Box:

*First Things First* Research Framework

Procedure: ( repeated in top boxes of slides 14 and 16 )

1.  Create Conditions and Capacity for Change ( this step is labeled E )

2.  Implement School-Site Reform ( this step is labeled D )

3.  Two objectives, which seem to stimulate the progress of the other

    a.  Increase Supports and Opportunities for Students ( this
        objective is labeled C 1 )

    b.  Increase Supports and Opportunities for Adults ( this objective
        is labeled C 2 )

4.  Change Educational Outcomes ( this step is labeled B )

5.  Improve Outcomes for Youth in Adulthood ( this step is labeled A )

End of Top Box

Bottom Box:

What Promotes Students' Engagement and Learning?

-   Quality of relationships

-   Supports for learning

End of Bottom Box

\[ Slide 13 \] \[ again, two boxes, one top, one bottom \]

Top Box:

What Promotes Students' Engagement and Learning?

Relationships with adults and peers are

( the same adjectives as in the top box of Slide 15 ):

-   Long-standing

-   Respectful

-   Mutually accountable

End of Top Box:

Bottom Box:

What Promotes Students' Engagement and Learning?

Supports for Learning ( same as the ones in the bottom box of Slide 15
):

-   High expectations

-   Active involvement by students

-   Learning connected to experience

-   Safe and secure learning environment

End of Bottom Box:

\[ Slide 14 \] \[ again, two boxes, one top, one bottom \]

Top Box:

Procedure ( same as in top boxes of Slides 12 and 16 ):

1.  Create Conditions and Capacity for Change ( this step is labeled E )

2.  Implement School-Site Reform ( this step is labeled D )

3.  Two objectives, which seem to stimulate the progress of the other

    a.  Increase Supports and Opportunities for Students ( this
        objective is labeled C 1 )

    b.  Increase Supports and Opportunities for Adults ( this objective
        is labeled C 2 )

4.  Change Educational Outcomes ( this step is labeled B )

5.  Improve Outcomes for Youth in Adulthood ( this step is labeled A )

End of Top Box:

Bottom Box:

What Promotes Adults' Engagement and Learning?

-   Quality of relationships

-   Supports for learning

End of Bottom Box:

\[ Slide 15 \] \[ again, two boxes, one top, one bottom \]

Top Box:

What Promotes Adults' Engagement and Learning?

Relationships with colleagues are ( the same adjectives as in the top
box in Slide 13 ):

-   Long-standing

-   Respectful

-   Mutually accountable

End of Top Box:

Bottom Box:

What Promotes Students' Engagement and Learning?

Supports for Learning ( same as the ones in the bottom box of Slide 13
):

-   High expectations

-   Active involvement by students

-   Learning connected to experience

-   Safe and secure learning environment

End of Bottom Box:

\[ Slide 16 \] \[ again, two boxes, one top, one bottom \]

Top Box:

Procedure ( same as in top boxes of Slides 12 and 14 ):

1.  Create Conditions and Capacity for Change ( this step is labeled E )

2.  Implement School-Site Reform ( this step is labeled D )

3.  Two objectives, which seem to stimulate the progress of the other

    a.  Increase Supports and Opportunities for Students ( this
        objective is labeled C 1 )

    b.  Increase Supports and Opportunities for Adults ( this objective
        is labeled C 2 )

4.  Change Educational Outcomes ( this step is labeled B )

5.  Improve Outcomes for Youth in Adulthood ( this step is labeled A )

End of Top Box:

Bottom Box:

Three ( 3 ) Goals for School-Site Reform

-   Change relationships

-   Change quality of teaching and learning

-   Focus resources

End of Bottom Box:

\[ Slide 17 \] \[ again, two boxes, one top, one bottom \]

Top Box:

First Things First Critical Features

####### For Students

-   Lower student to adult ratios

End of Top Box:

Bottom Box:

Figure 6. Title: How Can We Lower Student To Adult Ratios?

This is a simple vertical bar graph ( both bars are black ) comparing
the numbers of students per qualified adult ( Y axis, from ten to thirty
in increments of two, 10 -- 30 in increments of 2, with ratio figures
accompanying both bars ) both ( X axis, from left to right, no legend )
in class during core instruction and in the building.

Results: There were twenty-six students for every adult ( 26:1
student-adult ratio ) in class, versus thirteen students for every adult
( 13:1 student-adult ratio ) in the building.

Source: not specified.

End of Figure 6.

End of Bottom Box:

\[ Slide 18 \] \[ again, two boxes, one top, one bottom \]

Top Box:

First Things First Critical Features of Whole-School Reform Framework

####### FOR STUDENTS

-   Lower student to adult ratios

-   Provide continuity of care

End of Top Box:

Bottom Box:

Figure 7. Title: Discontinuity of Care During Middle School. X-axis
title: Cumulative number of changes in instructors.

This is a simple vertical bar graph with a three-dimensional appearance
like a flight of steps. The steps (colored dark gray) are tilted about
forty-five ( about 45 ) degrees or one-eighth ( 1/8 ) of a circle to the
left ( clockwise ) so the right side of the steps faces the audience.
The steps report the cumulative number of changes in instructors ( Y
axis: zero to five thousand in increments of one thousand: 0 -- 5,000 in
increments of 1,000, with black numbers in bold printed on each step )
students experience between the sixth and eighth ( 6^th^ and 8^th^ )
grades.

Results: In the sixth ( 6^th^ ) grade of middle school, each student
experienced one thousand, four hundred and forty (1,440 ) changes in
instructors: given eight ( 8 ) periods a day, each with a separate
teacher, for one hundred and eighty ( 180 ) days each school year. In
the next ( seventh: 7^th^ ) grade, each student experienced another one
thousand, four hundred and forty ( 1,440 ) changes in instructors, or a
cumulative two-grade

( 2 grade ) middle school total of two thousand eight hundred and eighty
( 2,880 ) changes in instructors. Finally, in the last ( eighth: 8^th^ )
grade, each student experienced another one thousand, four hundred and
forty ( 1,440 ) changes in instructors, for a cumulative three-grade ( 3
grade ) middle school total of four thousand, three hundred and twenty (
4,320 ) changes in instructors.

Source: Not specified.

End of Figure 7.

End of Bottom Box:

\[ Slide 19 \] \[ again, two boxes, one top, one bottom \]

Top Box:

Creating Continuity of Care

-   Across the school day

-   Over school years

-   Between school and home

End of Top Box:

Bottom Box:

How to Create Continuity of Care

Restructure middle and high schools into small learning communities.

-   Across grade levels

    -   All three ( 3 ) years in middle school

At least grades nine to ten ( 9 -- 10 ) and eleven to twelve ( 11 -- 12
) in high school

-   Less than two hundred ( 200 ) students in middle school and less
    than two hundred and twenty five ( 225 ) in high school.

End of Bottom Box:

\[ Slide 20 \] \[ again, two boxes, one top, one bottom \]

Top Box:

Restructure middle and high schools into small learning communities

-   Looping in core subject areas

-   Block scheduling

-   Advisors and advocates

End of Top Box:

Bottom Box:

First Things First: Critical Features of Whole School Reform Framework

####### FOR STUDENTS

-   Lower student to adult ratios

-   Provide continuity of care

-   Set high, clear and fair academic and conduct standards

End of Bottom Box:

\[ Slide 21 \]

Comparing Shaw School District's Students with Area Schools

\[ Slide 22 \] Table 3. Title: Reading, Seventh ( 7^th^ ) Grade,
Comparison of Shaw High School with Five Area Schools

This is an eight ( 8 ) row ( top two rows are column headers ) by six (
6 ) column table. The top header column from left to right reads:
"Grade" ( column 1 ), "( mean )"

( column 2 ), and "Proficiency Level" ( next four ( 4 ) column cells
merged ). The next row line of headers reads seven ( 7 ) under "Grade" (
column 1 ), blank ( column 2 ), and "Minimal" ( column 3 ), "Basic" (
column 4 ), "Proficient" ( column 5 ), and "Advanced"

( column 6 ). The schools are sorted by mean scores in descending order
( Shaw ranks as the third ( 3^rd^ ) record of six ( 6 ) records and its
row is highlighted in yellow ).

An anonymous area school with a mean reading score of five hundred and
thirty-seven point nine ( 537.9 ) had seventeen percent ( 17% ) of its
students reading at a Minimal level, twenty-eight point three percent (
28.3% ) of its students reading at a Basic level, forty-four point zero
percent ( 44.0% ) of its students reading at a Proficient level, and ten
point seven percent ( 10.7% ) of its students reading at an Advanced
level.

An anonymous area school with a mean reading score of five hundred and
thirty-five point two ( 535.2 ) had twenty point seven percent ( 20.7% )
of its students reading at a Minimal level, thirty-one point zero
percent ( 31.0% ) of its students reading at a Basic level, thirty-nine
point seven percent ( 39.7% ) of its students reading at a Proficient
level, and eight point six percent ( 8.6% ) of its students reading at
an Advanced level.

Shaw High School, which had a mean reading score of five hundred and
thirty-two point six ( 532.6 ), had fifteen point nine percent ( 15.9% )
of its students reading at a Minimal level, thirty-nine point one
percent ( 39.1% ) of its students reading at a Basic level, forty-two
point zero percent ( 42.0% ) of its students reading at a Proficient
level, and two point nine percent ( 2.9% ) of its students reading at an
Advanced level.

An anonymous area school with a mean reading score of five hundred and
thirty point zero ( 530.0 ) had thirty one point three percent ( 31.3% )
of its students reading at a Minimal level, eighteen point eight percent
( 18.8% ) of its students reading at a Basic level, thirty-seven point
five percent ( 37.5% ) of its students reading at a Proficient level,
and twelve point five percent ( 12.5% ) of its students reading at an
Advanced level.

An anonymous school with a mean reading score of five hundred and
twenty-four point five ( 524.5 ) had twenty-four point seven percent (
24.7% ) of its students reading at a Minimal level, thirty-seven point
zero percent ( 37.0% ) of its students reading at a Basic level,
thirty-two point one percent ( 32.1% ) of its students reading at a
Proficient level, and six point two percent ( 6.2% ) of its students
reading at an Advanced level.

An anonymous area school with a mean reading score of five hundred and
ten point eight

( 510.8 ) had forty point three percent ( 40.3% ) of its students
reading at a Minimal level, twenty-five point eight percent ( 25.8% ) of
its students reading at a Basic level,

twenty-nine point zero percent ( 29.0% ) of its students reading at a
Proficient level, and four point eight percent ( 4.8% ) of its students
reading at an Advanced level.

Source: not specified.

End of Table 3.

\[ Slide 23 \] Table 4. Title: Reading, Eighth ( 8^th^ ) Grade,
Comparison of Shaw High School with Five Area Schools

This is an eight ( 8 ) row ( top two rows are column headers ) by six (
6 ) column table. The top header column from left to right reads:
"Grade" ( column 1 ), "( mean )"

( column 2 ), and "Proficiency Level" ( next four ( 4 ) column cells
merged ). The next row line of headers reads eight ( 8 ) under "Grade" (
column 1 ), blank ( column 2 ), and "Minimal" ( column 3 ), "Basic" (
column 4 ), "Proficient" ( column 5 ), and "Advanced" ( column 6 ). The
schools are sorted by mean scores in descending order ( Shaw ranks as
the second ( 2^nd^ ) record of six ( 6 ) records and its row is
highlighted in yellow ).

An anonymous area school with a mean reading score of five hundred and
fifty nine point one ( 559.1 ) had nineteen point eight percent ( 19.8%
) of its students reading at a Minimal level, twenty-two point seven
percent ( 22.7% ) of its students reading at a Basic level, forty-two
point eight percent ( 42.8% ) of its students reading at a Proficient
level, and fourteen point seven percent ( 14.7% ) of its students
reading at an Advanced level.

Shaw High School, which had a mean reading score of five hundred and
forty-six point three ( 546.3 ), had fourteen point eight percent (
14.8% ) of its students reading at a Minimal level, forty-four point 4
percent ( 44.4% ) of its students reading at a Basic level, thirty-five
point two percent ( 35.2% ) of its students reading at a Proficient
level, and five point six percent ( 5.6% ) of its students reading at an
Advanced level.

An anonymous area school with a mean reading score of five hundred and
forty-two point three ( 542.3 ) had twenty-five point zero percent (
25.0% ) of its students reading at a Minimal level, forty point zero
percent ( 40.0% ) of its students reading at a Basic level, thirty-five
point zero percent ( 35.0% ) of its students reading at a Proficient
level, and none ( 0% ) of its students reading at an Advanced level.

An anonymous area school with a mean reading score of five hundred and
forty-one point one ( 541.1 ) had seventeen point eight percent ( 17.8%
) of its students reading at a Minimal level, forty-six point six
percent ( 46.6% ) of its students reading at a Basic level, thirty-one
point five percent ( 31.5% ) of its students reading at a Proficient
level, and four point one percent ( 4.1% ) of its students reading at an
Advanced level.

An anonymous area school with a mean reading score of five hundred and
thirty-seven point two ( 537.2 ) had thirty-one point seven percent (
31.7% ) of its students reading at a Minimal level, thirty-six point
five percent ( 31.5% ) of its students reading at a Basic level, twenty
nine point eight percent ( 29.8% ) of its students reading at a
Proficient level, and one point nine percent ( 1.9% ) of its students
reading at an Advanced level.

An anonymous area school with a mean reading score of five hundred and
thirty-three point seven ( 533.7 ) had forty point five percent ( 40.5%
) of its students reading at a Minimal level, twenty-six point two
percent ( 26.2% ) of its students reading at a Basic level, thirty-three
point three percent ( 33.3% ) of its students reading at a Proficient
level, and none ( 0% ) of its students reading at an Advanced level.

Source: not specified.

End of Table 4.

\[ Slide 24 \]

Table 5. Title: Bolivar County Scholastic Achievement Test (S.A.T.)
Scores: Percent Passing Algebra 1 At Shaw High School, Comparison with
Five Area Schools

This is an seven ( 7 ) row ( top two rows are column headers ) by three
( 3 ) column table. The top header column from left to right reads:
"School" ( column 1 ),

(math S.A.T. )"Mean" ( column 2 ), and "Percent Passed ( Algebra 1 )" (
column 3 ). The schools are sorted by mean scores in descending order (
Shaw High School ranks as the second ( 2^nd^ ) record of six ( 6 )
records and its row is highlighted in yellow ).

In an anonymous area school with a mean S.A.T. score of three hundred
and fifty-eight point one ( 358.1 ), ninety-six point five percent (
96.5% ) of students passed Algebra 1.

In Shaw High School, which had a mean S.A.T. score of three hundred and
forty eight point nine ( 348.9 ), ninety seven point eight percent (
97.8% ) of students passed Algebra 1.

In an anonymous area school with a mean S.A.T. score of three hundred
and thirty-three point one ( 333.1 ), ninety-two point zero percent (
92.0% ) of students passed Algebra 1.

In an anonymous area school with a mean S.A.T. score of three hundred
and twenty-eight point two ( 328.2 ), eighty-nine point four percent (
89.4% ) of students passed Algebra 1.

In an anonymous area school with a mean S.A.T. score of three hundred
and nineteen point nine ( 319.9 ), sixty-three point five percent (
63.5% ) of students passed Algebra 1.

In an anonymous area school with a mean S.A.T. score of three hundred
and twelve point three ( 312.3 ), seventy-three point nine percent (
73.9% ) of students passed Algebra 1.

Source: not specified.

End of Table 5.

\[ Slide 25 \]

Table 6. Title: Bolivar County School Scholastic Achievement Test
(S.A.T.) Scores: Percent Passing U.S. History at Shaw High School,
Comparison with Five Area Schools

This is an seven ( 7 ) row ( top two rows are column headers ) by three
( 3 ) column table. The top header column from left to right reads:
"School" ( column 1 ), ( S.A.T. )"Mean"

( column 2 ), and "Percent Passed ( U.S. History )" ( column 3 ). The
schools are sorted by mean scores in descending order ( Shaw High School
ranks as the fourth ( 4^th^ ) record of six ( 6 ) records and its row is
highlighted in yellow ).

In an anonymous area school with a mean S.A.T. score of three hundred
and fifty-eight point one ( 358.1 ), ninety six point five percent (
96.5% ) of students passed U.S. History.

In an anonymous area school with a mean S.A.T. score of three hundred
and fifty eight point zero ( 358.0 ), ninety two point one percent (
92.1% ) of students passed U.S. History.

In an anonymous area school with a mean S.A.T. score of three hundred
and fifty three point seven ( 353.7 ), all ( 100% ) of the students
passed U.S. History.

In Shaw High School, which had a mean S.A.T. score of three hundred and
forty nine point nine ( 349.9 ), ninety-seven point eight percent (
97.8% ) of students passed U.S. History.

In an anonymous area school with a mean S.A.T. score of three hundred
and thirty point two ( 330.2 ), ninety-one point one percent ( 91.1% )
of students passed U.S. History.

In an anonymous area school with a mean S.A.T. score of three hundred
and twenty-eight point seven ( 328.7 ), eight-six point seven percent (
86.7% ) of students passed U.S. History.

Source: not specified.

End of Table 6.

\[ Slide 26 \]

Table 7. Title: Bolivar County School Scholastic Achievement Test
(S.A.T.) Scores: Percent Passing Biology at Shaw High School, Comparison
with Five Area Schools

This is an seven ( 7 ) row ( top two rows are column headers ) by three
( 3 ) column table. The top header column from left to right reads:
"School" ( column 1 ),

( S.A.T. )"Mean" ( column 2 ), and "Percent Passed ( biology )" ( column
3 ). The schools are sorted by mean scores in descending order ( Shaw
High School ranks as the first ( 1^st^ ) record of six ( 6 ) records and
its row is highlighted in yellow ).

At Shaw High School, which had a mean S.A.T. score of three hundred and
sixty-two point zero ( 362.0 ), ninety-seven point eight percent ( 97.8%
) of students passed biology.

In an anonymous area school with a mean S.A.T. score of three hundred
and fifty nine point nine ( 359.9 ), ninety-three point five percent (
93.5% ) of students passed biology.

In an anonymous area school with a mean S.A.T. score of three hundred
and fifty-six point nine ( 356.9 ), all ( 100% ) of the students passed
biology.

In an anonymous area school with a mean S.A.T. score of three hundred
and forty-seven point two ( 347.2 ), ninety-four point four percent (
94.4% ) of students passed biology.

In an anonymous area school with a mean S.A.T. score of three hundred
and thirty-two point two ( 332.2 ), eight-seven point five percent (
87.5% ) of students passed biology.

In an anonymous area school with a mean S.A.T. score of three hundred
and nineteen point four ( 319.4 ), seventy three point zero percent (
73.0% ) of students passed biology.

Source: not specified.

End of Table 7.

\[ Slide 27 \]

Table 8. Title: Bolivar County School Scholastic Achievement Test
(S.A.T.) Scores: Percent Passing English 2 ( Multiple Choice ) at Shaw
High School, Comparison with Five Area Schools

This is an seven ( 7 ) row ( top two rows are column headers ) by three
( 3 ) column table. The top header column from left to right reads:
"School" ( column 1 ), ( S.A.T. )"Mean"

( column 2 ), and "Percent Passed ( English 2 )" ( column 3 ). The
schools are sorted by mean scores in descending order ( Shaw High School
ranks as the third ( 3^rd^ ) record of six ( 6 ) records and its row is
highlighted in yellow ).

In an anonymous area school with a mean S.A.T. score of three hundred
and twenty-nine point five ( 329.5 ), eighty point seven percent ( 80.7%
) of students passed English 2.

In an anonymous area school with a mean S.A.T. score of three hundred
and twenty-seven point six ( 327.6 ), seventy-four point two percent (
74.2% ) of students passed English 2.

At Shaw High School, which had a mean S.A.T. score of three hundred and
twenty-seven point one ( 327.1 ), seventy-seven point eight percent (
77.8% ) of students passed English 2.

In an anonymous area school with a mean S.A.T. score of three hundred
and twenty-one point nine ( 321.9 ), eighty two point two percent (
82.2% ) of students passed English 2.

In an anonymous area school with a mean S.A.T. score of three hundred
and eighteen point six ( 318.6 ), eighty point zero percent ( 80.0% ) of
students passed English 2.

In an anonymous area school with a mean S.A.T. score of three hundred
and fifteen point zero ( 315.0 ), sixty-four point five percent ( 64.5%
) of students passed English 2.

Source: not specified.

End of Table 8.

\[ Slide 28 \]

Table 9. Title: Grade-Point Average and Percent Passing English 2
Narrative at Shaw High School, Comparison with Five Area Schools

This is an seven ( 7 ) row ( top two rows are column headers ) by three
( 3 ) column table. The top header column from left to right reads:
"School" ( column 1 ), ( Grade Point Average ) "Mean" ( column 2 ), and
"Percent Passed ( English 2 Narrative )"

( column 3 ). The schools are sorted by mean scores in descending order
( Shaw High School ranks as the first ( 1^st^ ) record of six ( 6 )
records and its row is highlighted in yellow ).

In Shaw High School with a mean grade point average score of two point
zero ( 2.0 ), eighty-seven point zero percent ( 87.0% ) of students
passed English 2 Narrative.

In an anonymous area school with a mean grade point average score of two
point zero

( 2.0 ), eighty-four point two percent ( 84.2% ) of students passed
English 2 Narrative.

In an anonymous area school with a mean grade point average score of one
point nine

( 1.9 ), eighty-seven point five percent ( 87.5% ) of students passed
English 2 Narrative.

In an anonymous area school with a mean grade point average score of one
point eight

( 1.8 ), eighty-three point nine percent ( 83.9% ) of students passed
English 2 Narrative.

In an anonymous area school with a mean grade point average score of one
point seven

( 1.7 ), seventy-five point two percent ( 75.2% ) of students passed
English 2 Narrative.

In an anonymous area school with a mean grade point average score of one
point four

( 1.4 ), sixty-five point two percent ( 65.2% ) of students passed
English 2 Narrative.

Source: not specified.

End of Table 9.

\[ Slide 29 \]

Table 10. Title: Grade-Point Average and Percent Passing English 2
Informative at Shaw High School, Comparison with Five Area Schools

This is an seven ( 7 ) row ( top two rows are column headers ) by three
( 3 ) column table. The top header column from left to right reads:
"School" ( column 1 ), ( Grade Point Average ) "Mean" ( column 2 ), and
"Percent Passed ( English 2 Informative )"

( column 3 ). The schools are sorted by mean scores in descending order
( Shaw High School ranks as the first ( 1^st^ ) record of six ( 6 )
records and its row is highlighted in yellow ).

In Shaw High School with a mean grade point average score of two point
one ( 2.1 ), ninety-four point four percent ( 94.4% ) of students passed
English 2 Informative.

In an anonymous area school with a mean grade point average score of two
point one

( 2.1 ), ninety point one percent ( 90.1% ) of students passed English 2
Informative.

In an anonymous area school with a mean grade point average score of two
point zero

( 2.0 ), eighty-six point one percent ( 86.1% ) of students passed
English 2 Informative.

In an anonymous area school with a mean grade point average score of one
point nine

( 1.9 ), eighty-seven point one percent ( 87.1% ) of students passed
English 2 Informative.

In an anonymous area school with a mean grade point average score of one
point eight

( 1.8 ), eighty-two point five percent ( 82.5% ) of students passed
English 2 Informative.

In an anonymous area school with a mean grade point average score of one
point seven

( 1.7 ), seventy-six point one percent ( 76.1% ) of students passed
English 2 Informative.

Source: not specified.

End of Table 10.

\[ Slide 30 \]

Table 11. Title: Shaw High School, Percentages Passing Algebra 1, U.S.
History, and Biology and Mean Average Scholastic Achievement Test scores
for the School Years 2001 -- 2002 ( two thousand and one to two thousand
and two ), 2002 -- 2003 ( two thousand and two to two thousand and three
), and 2003 -- 2004 ( two thousand and three to two thousand and four ).

This is a 10 ( ten ) row by 7 ( seven ) column table. The top ( first,
1^st\ )^, fifth ( 5^th^ ), and eighth

( 8^th^ ) lines are reserved for the courses ( which are centered in one
cell merged from the seven columns ) in order from top to bottom,
Algebra 1, U.S. History, and Biology. The second ( 2^nd^ ) line is used
to mark the third ( 3^rd^ ), fifth ( 5^th^ ), and seventh ( 7^th^ )
columns as "Percent Passed" for each course for the academic years, in
order, 2001 -- 2002 ( two thousand and one to

two thousand and two ), 2002 -- 2003 ( two thousand and two to two
thousand and three ), and 2003 -- 2004 ( two thousand and three to two
thousand and four ). The second ( 2^nd^ ), fourth

( 4^th^ ), and sixth ( 6^th^ ) columns contain academic year information
and mean Scholastic Achievement Test scores but there are no headers on
line 2 ( two ) to indicate this. The first column simply positions the
header word "Mean" at rows 4, 7, and 10 ( four, seven, and ten ) but
there are no header words "Academic Year" for rows 3, 6, and 9 ( three,
six, and nine ).

Algebra 1: In the academic year 2001 -- 2002 ( two thousand and one to
two thousand and two ), ninety-four point zero percent ( 94.0% ) of
students passed Algebra 1 and students had an average Scholastic
Achievement Test score of three hundred and forty point nine ( 340.9 ).
In the academic year 2002 -- 2003 ( two thousand and two to two thousand
and three ), eighty-two point four percent ( 82.4% ) of students passed
Algebra 1 and students had an average Scholastic Achievement Test score
of three hundred and twenty-nine point four ( 329.4 ). In the academic
year 2003 -- 2004 ( two thousand and three to two thousand and four ),
ninety-seven point eight percent ( 97.8% ) of students passed Algebra 1
and students had an average Scholastic Achievement Test score of three
hundred and forty-eight point nine ( 348.9 ).

U.S. History: In the academic year 2001 -- 2002 ( two thousand and one
to two thousand and two ), ninety-six point two percent ( 96.2% ) of
students passed U.S. History and students had an average Scholastic
Achievement Test score of three hundred and forty-five point one ( 345.1
). In the academic year 2002 -- 2003 ( two thousand and two to two
thousand and three ), all ( 100% ) of the students passed U.S. History
and students had an average Scholastic Achievement Test score of three
hundred and fifty-one point seven

( 351.7 ). In the academic year 2003 -- 2004 ( two thousand and three to
two thousand and four ), ninety-seven point eight percent ( 97.8% ) of
students passed U.S. History and students had an average Scholastic
Achievement Test score of three hundred and forty-nine point nine (
349.9 ).

Biology: In the academic year 2001 -- 2002 ( two thousand and one to two
thousand and two ), eighty-five point zero percent ( 85.0% ) of students
passed Biology and students had an average Scholastic Achievement Test
score of three hundred and thirty-five point five ( 335.5 ). In the
academic year 2002 -- 2003 ( two thousand and two to two thousand and
three ),

ninety point two percent ( 90.2% ) of students passed Biology and
students had an average Scholastic Achievement Test score of three
hundred and thirty four point one ( 334.1 ). In the academic year 2003
-- 2004 ( two thousand and three to two thousand and four ),

ninety-seven point eight percent ( 97.8% ) of students passed Biology
and students had an average Scholastic Achievement Test score of three
hundred and sixty-two point zero ( 362.0 ).

Source: Not specified.

End of Table 11.

\[ Slide 31 \] Table 12. Title: Shaw High School, Percentage Passing
English 2 Multiple Choice and Mean Average Scholastic Achievement Test
scores, and Percentage Passing English 2 Narrative Combined with English
2 Informative and Mean Grade Point Averages for the School Years 2001 --
2002 ( two thousand and one to two thousand and two ), 2002 -- 2003

( two thousand and two to two thousand and three ), and 2003 -- 2004

( two thousand and three to two thousand and four ).

This is a 7 ( seven ) row by 7 ( seven ) column table. The top ( first,
1^st^ ) and fifth ( 5^th^ ) lines are reserved for the courses ( which
are centered in one cell merged from the seven columns ) in order from
top to bottom, English 2 Multiple Choice and the combined English 2
Narrative and English 2 Informative. The second ( 2^nd^ ) line is used
to mark the third ( 3^rd^ ), fifth ( 5^th^ ), and seventh ( 7^th^ )
columns as "Percent Passed" for each course for the academic years, in
order,

2001 -- 2002 ( two thousand and one to two thousand and two ), 2002 --
2003

( two thousand and two to two thousand and three ), and 2003 -- 2004 (
two thousand and three to two thousand and four ). The second ( 2^nd^ ),
fourth ( 4^th^ ), and sixth ( 6^th^ ) columns contain academic year
information for both English 2 Multiple Choice and English 2 Narrative
and Informative, and also contain mean Scholastic Achievement Test
scores for English 2 Multiple Choice and mean grade point average for
English 2 Narrative and Informative, but there are no headers on line 2
( two ) to indicate this. The first column simply positions the header
word "Mean" at rows 4 and 7 ( four and seven ) but there are no header
words "Academic Year" for rows 3 and 6 ( three and six ).

English 2 Multiple Choice: In the academic year 2001 -- 2002 ( two
thousand and one to two thousand and two ), forty-seven point four
percent ( 47.4% ) of students passed English 2 Multiple Choice and
students had an average Scholastic Achievement Test score of two hundred
and ninety-eight point four ( 298.4 ). In the academic year 2002 -- 2003

( two thousand and two to two thousand and three ), sixty-eight point
eight percent ( 68.8% ) of students passed English 2 Multiple Choice and
students had an average Scholastic Achievement Test score of three
hundred and twelve point seven ( 312.7 ). In the academic year 2003 --
2004

( two thousand and three to two thousand and four ), seventy-seven point
eight percent ( 77.8% ) of students passed English 2 Multiple Choice and
students had an average Scholastic Achievement Test score of three
hundred and twenty-seven point one ( 327.1 ).

English 2 Narrative and English 2 Informative: In the academic year 2001
-- 2002

( two thousand and one to two thousand and two ), seventy-eight point
zero percent ( 78.0% ) of students passed English 2 Narrative and
Informative, students had an average grade point average of two point
two ( 2.2 ) in English 2 Narrative, and students had an average grade
point average of two point one ( 2.1 ) in English 2 Informative. In the
academic year 2002 -- 2003

( two thousand and two to two thousand and three ), ninety-four point
two percent ( 94.2% ) of students passed English 2 Narrative and
Informative, students had an average grade point average of two point
one ( 2.1 ) in English 2 Narrative, and students had an average grade
point average of two point one ( 2.1 ) in English 2 Informative. In the
academic year 2003 -- 2004

( two thousand and three to two thousand and four ), seventy-seven point
six percent ( 77.6% ) of students passed English 2 Narrative and
Informative, students had an average grade point average of one point
nine ( 1.9 ) in English 2 Narrative, and students had an average grade
point average of two point zero ( 2.0 ) in English 2 Informative.

Source: Not specified.

End of Table 12.

\[ Slide 32 \]

Thank You!