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

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

**Cover Sheet**

Name of Principal: [Mr. Michael Murphy]{.underline}

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

Official School Name: [Pace Academy]{.underline}

(As it should appear in the official records)

School Mailing Address: [966 W. Paces Ferry Rd. N.W.]{.underline} (If
address is P.O. Box, also include street address)

[Atlanta Georgia 30327-2699]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(404) 262-1345]{.underline} Fax [(404) 264-9376]{.underline}

Website/URL [www.paceacademy.org]{.underline} E-mail:
[mmurphy@paceacademy.org]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* N/A

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

District Name: [N/A]{.underline} Tel. [( ) N/A]{.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.

[N/A]{.underline} Date:
N/A\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson: Mr. Mark Pirrung

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

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

Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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 state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 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: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_N/A\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_N/A\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_N/A\_\_\_\_\_\_\_

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

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

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

4\. [\_\_\_8\_\_\_\_]{.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**       19        21                     **40**       **7**       44        39          **83**

  **1**       20        22                     **42**       **8**       39        43          **82**

  **2**       20        21                     **41**       **9**       56        43          **99**

  **3**       19        22                     **41**       **10**      45        50          **95**

  **4**       21        21                     **42**       **11**      37        47          **84**

  **5**       19        22                     **41**       **12**      38        51          **89**

  **6**       30        33                     **63**       Other                             

                                    **TOTAL                                                   **842**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [88.8% White]{.underline}

> the students in the school: [5.6% Black or African
> American]{.underline}
>
> [1.1% Hispanic or Lantino]{.underline}
>
> [3.6% Asian/Pacific Islander]{.underline}
>
> [0.1% American Indian/ Alaskan Native]{.underline}

[0.8% Other]{.underline}

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[1.8%]{.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 2
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 13
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        15
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    850
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.018%
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.8%
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_19\_\_\_\_\_

Specify languages: Arabic, Bengali, Cantonese, Chinese, Dutch, Esan,
Farsi, French, Greek, Hindi, Indian, Italian, Korean, Malay, Russian,
Spanish, Tagalog, Tamil, Yugoslavian

9\. Students eligible for free/reduced-priced meals: [0 %]{.underline}

[0]{.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: [3.4%]{.underline}

[29]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_1_Other Health Impaired

\_\_\_\_Deaf-Blindness \_28_Specific Learning Disability

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

\_\_\_\_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) [8]{.underline} [0]{.underline}

Classroom teachers [73]{.underline} [0]{.underline}

Special resource teachers/specialists [10]{.underline} [1]{.underline}

Paraprofessionals [4]{.underline} [1]{.underline}

> Support staff [33]{.underline} [12]{.underline}
>
> Total number [128]{.underline} [14]{.underline}

12\. Average school student-"classroom teacher" ratio: [11.5 :
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 97.60%      98.00%      97.60%                  

  Daily teacher attendance 99.40%      99.30%      99.40%                  

  Teacher turnover rate    5.56%       12.09%      14.61%                  

  Student dropout rate     0%          0%          0%                      

  Student drop-off rate    7.30%       4.90%       4.90%                   
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 92           |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 100%         |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 0%           |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 0%           |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 0%           |
+-----------------------------------------------------+----------------+
| Military service                                    | > 0%           |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 0%           |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0%           |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

# [Part III: Summary]{.underline}

Pace Academy, founded in Atlanta in 1958, is an independent college
preparatory coeducational day school with 840 students in grades
pre-first through 12th. Pace educates the whole person within an
atmosphere that promotes the best in a moral and humane school
experience. Our school motto, "To Have the Courage to Strive for
Excellence," is the cornerstone of this philosophy. Pace does not
discriminate on the basis of race, color, gender, national origin,
religion or disability in recruitment or admissions of students, faculty
or staff.

The following objectives guide the board, administration, faculty,
staff, students and parents:

• Recognize the importance of each individual. • Foster a love of
learning. • Encourage respect for self and others through the
development of moral and spiritual values consistent with the
Judeo-Christian ethic. • Encourage responsibility. • Develop an
understanding of the privileges and responsibilities of our democratic
society and prepare students for effective citizenship in a global
community. • Develop leadership skills. • Foster physical and emotional
development and lifelong health. • Encourage appreciation for aesthetic
values. • Promote a diverse social, economic, religious and racial
community. • Develop an appreciation for our planet and its resources. •
Provide excellent academic and co-curricular programs and facilities. •
Provide positive adult role models. • Promote parental involvement.

The school is well known for providing a high-quality, rigorous academic
curriculum in a nurturing and supportive environment. The highly
qualified faculty (average tenure of 18 years in education and 13 years
at Pace) has created an academic environment in which all members of the
community know they have a role in and are a part of the "Pace Family."

Pace Academy's nationally recognized Service Learning Program has been
cited by both The Freedom Foundation and The Council for Spiritual and
Ethical Education for the excellence and service it brings to the
students and to the Greater Atlanta community. Students in all three
divisions (Lower School, Middle School and Upper School) participate in
physical education and art instruction, and 98% of Upper School students
participate in at least one co-curricular after-school program. Pace
teams and programs earn national and regional recognition. This year,
the boys soccer team won the state championship and was ranked 2nd in
the nation by the The High School Soccer Coaches poll. The debate team
has won 16-consecutive state championships and won the national
Tournament of Champions in 2001. Pace Theater is a hallmark program. The
Pace community is proud of how the school has developed in our first 46
years of operation. We consider Pace an ideal sized school for children
to explore, connect and excel.

# [Part IV: Indicators of Academic Success]{.underline}

**1.) Assessment Results**

Pace Lower School students are administered the Educational Records
Bureau Test CTP IV. It assesses student progress in reading, grammar,
English, math concepts and math application. Student norms are presented
in comparison with national, suburban, and independent as well as with
their own class population. One can also see the quartile in which the
student falls for these various groups.

Pace Lower School students consistently demonstrate that they are
mastering skills and are able to apply those skills assessed on national
exams well above the norms set by national and independent school
groups.

Middle School students participate in the SSAT testing program. Test
results show a student's comparative achievement in verbal, mathematical
and reading abilities. The scores are normed with national groups and
with groups participating in the SSAT testing program. The testing is
used for admissions and placement of students in our programs.

Upper School students participate in the PSAT, SAT, and Advanced
Placement Exam programs. PSAT and SAT scores assess verbal and
mathematical skill achievement. A combined total score of 1600 (800
verbal; 800 math) is possible. The class of 2003 had an average SAT
score of 1303. The Advanced Placement program reflects a student's
achievement on one of 19 exams offered for specific AP courses provided
at Pace. A student can receive a score ranging from 1 to 5, with 5 being
the highest. 86% of Pace students taking AP exams in 2003 scored 3 or
higher.

**2.) Assessment Data**

Assessment data is used in conjunction with faculty input to place
students in appropriate programs. When an individual's test scores and
classroom performance fall below expected standards, remedial support is
offered. Likewise, when a student demonstrates exceptional ability and
potential, enrichment and appropriate challenge is offered.

In general, Pace students and classes perform at high levels as
evidenced on assessment instruments. We use the tests as indicators of
strength, but rely heavily on teacher reports when we consider
individual and subject level-curricular improvements.

Our faculty currently is involved in a self-study for reaccredidation.
Test scores are being examined for trends, and benchmarks are being
noted. In anticipation of the new writing section on the SAT, we are
assuring that writing is an emphasized component of all programs.

**3). Communication of Assessment Data**

Lower School parents receive quarterly report cards. In addition, all
parents participate in two parent-teacher conferences as well as regular
informal meetings. The head of Lower School provides an opportunity for
every family to meet and discuss the results of standardized testing.

Middle School and Upper School parents receive four reports a year. In
addition, interim reports are offered each semester. Parents are
encouraged to participate in two formal parent-teacher conferences as
well as informal discussions by phone or e-mail. Test results from SSAT,
PSAT and SAT are sent home. The deans, counselors and college counseling
office provide opportunities for parents to meet and discuss scores.

When a child has inconsistent testing, the appropriate division head and
counselor meet with the family to ensure there is an understanding of
the situation and of the educational improvement plan.

**4.) Sharing of Success**

Pace is accredited by the Southern Association of Colleges and Schools
and holds membership in the National Association of Independent Schools,
the Southern Association of Independent Schools and the Georgia
Independent School Association. The school belongs to the College Board,
Educational Record Bureau, Cum Laude Society and National Honor Society.
Faculty are encouraged to participate in workshops, seminars and
conferences. Presentations about best practice programs as well as
involvement in local associations allow others to know about our
success. Pace also publishes a newsletter, which is distributed to local
and regional schools. Many of the articles focus on student success. In
addition, the College Office publishes a school profile which details
the achievements of our students

## 

## Part V: Curriculum and Instruction

**1.) School Curriculum**

Pace Academy offers a liberal arts curriculum to all students. Core
areas of the curriculum are reading, writing, math, science, history,
art, music, foreign language (French, Latin and Spanish), physical
education, integrated technology and public speaking.

The reading and language arts program begins with a phonics and sight
word program, and advances into a grammar, extensive writing and
analytical reading program. Pace students are expected to become
proficient readers and writers capable of using these skills in all
subjects. Because this approach is considered the gateway to future
success, it is afforded significant time in the schedule. In addition, a
public speaking program is encouraged at all grade levels and is a
specifically required course for all students in grades 8 and 9.

The Lower School math curriculum focuses on the Everyday Mathematics
program. Students are taught to memorize, understand and manipulate
mathematical concepts. In Middle School, the program advances into three
years of pre-algebra and algebra. Upper School students participate in
four years of required math, with geometry, Algebra II, math analysis,
calculus and statistics being essential courses of study. In addition, a
math team competes in local and state competitions.

The social studies and history programs begin with an examination of
personal and local history, and expand into national, international and
issues-related topics. History, philosophy, geography and studies of
different time periods and regions of the world are essential elements
as we prepare students to participate fully in our democratic society
and in a global community.

The Lower School science program is taught by a science specialist who
introduces a hands-on experimental approach to a full range of
scientific concepts and topics. Middle school students develop
scientific skills to prepare them for a minimum three-year requirement
of physics, chemistry and biology in high school. Most students
participate in a fourth year of science and 76% of students participate
in an advanced placement science course.

Physical education is required in grades pre-1 through 8. Students are
encouraged to participate in a wide range of physical activities, which
often take place in the gymnasiums, in the pool or on the playing field.
98% of Upper School students participate on at least one athletic team.

Art is an essential and popular part of the Pace curriculum. Every child
is encouraged to find an area of strength in art. In Lower School every
child receives art instruction throughout the year. Middle School and
Upper School students select electives and well as required courses in
drawing, painting, ceramics and photography.

Students begin taking French in pre-first grade. The purpose of the
foreign language program in the Lower School at Pace is to introduce
students to basic vocabulary in oral and written French, and to broaden
their understanding of the world of language. By Middle School students
select French, Latin or Spanish as a language in which to become
proficient. Four years of language study is required. Trips to native
speaking nations are offered annually.

**2.) Elementary Reading Curriculum**

The Lower School faculty in coordination with the Curriculum Committee
work together to learn, to examine, to develop and to implement programs
we believe to work. Curriculum development includes the writing and
implementation of expected exit outcomes for every grade in the specific
subject.

Pace Academy's reading program was thoroughly reviewed in 2001-2002 and
the Open Court Reading Series was adopted the following school year.
Open Court was found to be the most comprehensive and appropriate for
our specific population. Open Court is a complete elementary basal
reading program. It maintains strong instruction in the areas of
decoding, comprehension, inquiry and investigation and writing.

Open Court consists of three parts. Part 1 of each unit, Preparing to
Read, focuses on the foundations (phonemic awareness, sounds and
letters, phonics, fluency and word knowledge). Part 2, Reading and
Response, emphasizes reading for understanding with literature,
comprehension, inquiry and investigation, and practical reading
applications. Part 3, Language Arts, focuses on communication skills
such as spelling, vocabulary, writing process strategies, writer's craft
and English language conventions.

We have found tremendous success with all aspects of Open Court. Our
test scores, as shown in the assessment piece, illustrate our superior
results.

###### Secondary School Reading Curriculum 

The English Department feels that students learn best when they are
engaged with the material. Teachers seek variety and liveliness in the
classroom by striking a balance between the traditional and the
contemporary, the disciplined and the exploratory. Students follow
sequenced courses as they explore all of the literary genres\--fiction,
nonfiction, poetry, and drama\--at every grade level, advancing from
year to year to more challenging and complex reading appropriate to
their interests and maturity. In addition to the study of literature,
English teachers cover the basic skills of grammar and usage,
vocabulary, all forms of writing, and close reading. The Middle School
resource lab provides intensive semester or year-long instruction to
students who need special support. Students are encouraged to think for
themselves, to be tolerant of other views, and to find pleasure in the
power and beauty of language. Most English courses are also offered at
an Honors level. Recommended seniors may take Advanced Placement
English.

**3.) Technology Curricula**

Pace Academy's technology curricula is integrated into all programs and
taught as a separate skills-based course to various grade levels. All
members of the faculty have been trained in the Georgia INTECH program.
During each semester, each department uses a set of skills to provide
students with practical application of and enrichment experiences with
technology. Courses are offered in Lower School, Middle School and Upper
School to teach students efficient use of computers and other
technological devices to enhance learning, research and productivity.
Internet use, website development and art courses provide special
opportunities for students.

This program ensures that Pace students are increasingly independent and
prepared to move into higher education. The technology program greatly
enhances student research and presentation projects as well as student
communication with faculty.

**4.) Instructional Methods**

Pace Academy faculty know that their primary duty is to improve student
learning. Beyond classroom instruction -- which often includes oral
presentations with visual representations for enhancement of the
presentation -- hands on activities, small group learning teams and
individual help sessions are commonplace in all grades. Small class
size, the use of assistant teachers and after-school help sessions are
very helpful for students. In addition, Pace uses ability grouping when
deemed appropriate by a faculty member. Ability groups are used most
commonly in beginning reading classes, upper level math and foreign
language classes and in the 19 Advanced Placement courses offered in the
Upper School. In addition, a Lower School resource teacher works with
individuals and small groups to either reinforce or enrich classroom
skills and concepts. A new Middle School will open in the coming year. A
reading/writing resource teacher, to be assigned to that division, will
provide intensive small group instruction to students in grades 6, 7 and
8 who show the need for a different pace or style of instruction as
reading and writing become more abstract and complex. Faculty are
encouraged to use various kinds of technology, visual aids and hands-on
experiences to enhance student learning and make learning more
enjoyable.

**5.) Professional Development**

In 2000-2001 the Pace Academy faculty developed an extensive
Professional Development Plan involving a set of programs to allow
faculty members to concentrate on developing teaching abilities and
expanding core knowledge. Furthermore, a teacher orientation and mentor
program helps new faculty understand the basic curriculum and school
culture and rules. A two-year proficiency-in-technology plan was
instituted to ensure that all teachers are able to incorporate
computers, calculators, Smart Boards and other technologies into the
curriculum. In its second year, it provides teachers with 10 to 25
modules of instruction and has led to increased comfort, understanding
and use of technology in all grade levels and subject areas. Teachers
earn professional credit for participating in the technology
instruction. The Professional Development Plan includes designated
funding for teachers to attend workshops and degree-focused college
programs that support instructional knowledge. Teachers are expected to
participate in at least three days of instruction each year. In
addition, the plan brings educational specialists to Pace Academy to
speak to faculty about special areas of focus. Recently, Dr. Mel Levine,
a national expert on learning differences, spent six hours with the full
faculty addressing his research from the A Mind At a Time Institute.
Pace welcomed 150 faculty from other schools to join us for Dr. Levine's
presentation. Peter Cobb, past executive director for the Council of
Spiritual and Ethical Education, has addressed moral education and time
management in the curriculum. David Mallery, director of Professional
Development for the National Association of Independent Schools
conducted a day-long session on the importance of the teacher in the
lives of children. In addition, \$20,000 a year is earmarked for the
Faculty Development Committee to provide special grants to teachers who
discover non-budgeted opportunities to advance their teaching and
education.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

Private school association(s): [National Association of Independent
Schools]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_X\_\_ No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2002-2003 tuition rates, by grade? (Do not include
room, board, or fees.)

[\$11,500]{.underline} [\$12,920]{.underline} [\$12,920]{.underline}
[\$12,920]{.underline} [\$12,920]{.underline} [\$12,920]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

[\$13,890]{.underline} [\$15,080]{.underline} [\$15,080]{.underline}
[\$15,080]{.underline} [\$15,080]{.underline} [\$15,080]{.underline}

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

[\$15,080]{.underline} \$N/A

12^th^ Other

2\. What is the educational cost per student? [\$15,688]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? [\$8,478]{.underline}

4\. What percentage of the annual budget is devoted to
[4.2%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [7.8%]{.underline}

Pace Academy

Atlanta, Georgia

2000-2002 Comprehensive Testing Program III

2003 Comprehensive Testing Program IV

Publisher: Educational Record Bureau

Scores are reported as median percentiles

No students were excluded from the tests

\*National percentiles not provided by publisher

+------------+------------+-------------+---------+--------+--------+
|            |            |             | *       | **     | **     |
|            |            |             | *2003** | 2002** | 2001** |
+------------+------------+-------------+---------+--------+--------+
| Testing    |            |             | May     | May    | May    |
| Month      |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| ## Grade 2 |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Reading    |            |             | \*      | 99     | 95     |
| Com        |            |             |         |        |        |
| prehension |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| M          |            |             | \*      | 99     | 99     |
| athematics |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Number of  |            |             | 41      | 40     | 40     |
| Students   |            |             |         |        |        |
| Tested     |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Percent of |            |             | 100     | 100    | 100    |
| Total      |            |             |         |        |        |
| Students   |            |             |         |        |        |
| Tested     |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Number of  |            |             | 0       | 0      | 0      |
| Students   |            |             |         |        |        |
| Excluded   |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Percent of |            |             | 0       | 0      | 0      |
| Students   |            |             |         |        |        |
| Excluded   |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| ## Grade 3 |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Reading    |            |             | 93      | 94     | 96     |
| Com        |            |             |         |        |        |
| prehension |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| M          |            |             | 98      | 99     | 99     |
| athematics |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Number of  |            |             | 39      | 41     | 40     |
| Students   |            |             |         |        |        |
| Tested     |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Percent of |            |             | 100     | 100    | 100    |
| Total      |            |             |         |        |        |
| Students   |            |             |         |        |        |
| Tested     |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Number of  |            |             | 0       | 0      | 0      |
| Students   |            |             |         |        |        |
| Excluded   |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Percent of |            |             | 0       | 0      | 0      |
| Students   |            |             |         |        |        |
| Excluded   |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| ## Grade 4 |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Reading    |            |             | 93      | 95     | 95     |
| Com        |            |             |         |        |        |
| prehension |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| M          |            |             | 94      | 97     | 95     |
| athematics |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Number of  |            |             | 41      | 40     | 42     |
| Students   |            |             |         |        |        |
| Tested     |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Percent of |            |             | 100     | 100    | 100    |
| Total      |            |             |         |        |        |
| Students   |            |             |         |        |        |
| Tested     |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Number of  |            |             | 0       | 0      | 0      |
| Students   |            |             |         |        |        |
| Excluded   |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Percent of |            |             | 0       | 0      | 0      |
| Students   |            |             |         |        |        |
| Excluded   |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| ## Grade 5 |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Reading    |            |             | 93      | 96     | 97     |
| Com        |            |             |         |        |        |
| prehension |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| M          |            |             | 96      | 99     | 99     |
| athematics |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Number of  |            |             | 40      | 41     | 42     |
| Students   |            |             |         |        |        |
| Tested     |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Percent of |            |             | 100     | 100    | 100    |
| Total      |            |             |         |        |        |
| Students   |            |             |         |        |        |
| Tested     |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Number of  |            |             | 0       | 0      | 0      |
| Students   |            |             |         |        |        |
| Excluded   |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+
| Percent of |            |             | 0       | 0      | 0      |
| Students   |            |             |         |        |        |
| Excluded   |            |             |         |        |        |
+------------+------------+-------------+---------+--------+--------+

### Pace Academy

#### Atlanta, GA

Secondary School Admission Test

Scores are scaled.

+-------------------------+-------------+---------------+-------------+
|                         | **          | **2001-2002** | **          |
|                         | 2002-2003** |               | 2000-2001** |
+-------------------------+-------------+---------------+-------------+
| Testing Month           | February    | February      | February    |
+-------------------------+-------------+---------------+-------------+
| # Grade 6               |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Verbal                  | 302.91      | 302.73        | 298.09      |
+-------------------------+-------------+---------------+-------------+
| Math                    | 293.82      | 297.64        | 288.83      |
+-------------------------+-------------+---------------+-------------+
| Reading                 | 292.75      | 290.79        | 289.32      |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 60          | 58            | 59          |
| tested                  |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of total        | 100%        | 100%          | 100%        |
| students tested         |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 0           | 0             | 0           |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of students     | 0%          | 0%            | 0%          |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+
|                         |             |               |             |
+-------------------------+-------------+---------------+-------------+
| # Grade 8               |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Verbal                  | 314.43      | 316.70        | 315         |
+-------------------------+-------------+---------------+-------------+
| Math                    | 310.15      | 311.60        | 312         |
+-------------------------+-------------+---------------+-------------+
| Reading                 | 302.08      | 304.80        | 301.80      |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 83          | 78            | 72          |
| tested                  |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of total        | 100%        | 100%          | 100%        |
| students tested         |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 0           | 0             | 0           |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of students     | 0%          | 0%            | 0%          |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+

\*This information is provided in order to illustrate our scores for the
S.S.A.T testing program. We administer this test annually to our sixth
and grade students. National norms are not provided for this test
however we were asked to include this information to show that
standardized testing does occur in our middle school grades.

### Pace Academy

#### Atlanta, GA

Preliminary Scholastic Aptitude Test

Scores are scaled

+-------------------------+-------------+---------------+-------------+
|                         | **          | **2001-2002** | **          |
|                         | 2002-2003** |               | 2000-2001** |
+-------------------------+-------------+---------------+-------------+
| Testing Month           |             |               |             |
+-------------------------+-------------+---------------+-------------+
| # Grade 10              |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Verbal                  | 56.2        | 56.04         | 57.79       |
+-------------------------+-------------+---------------+-------------+
| Math                    | 56.8        | 55.72         | 55.41       |
+-------------------------+-------------+---------------+-------------+
| Writing                 | 57.1        | 59.26         | 58.34       |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 87          | 92            | 91          |
| tested                  |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of total        | 100%        | 100%          | 100%        |
| students tested         |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 0           | 0             | 0           |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of students     | 0%          | 0%            | 0%          |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+
|                         |             |               |             |
+-------------------------+-------------+---------------+-------------+
| # Grade 11              |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Verbal                  | 59.6        | 60.7          | 61          |
+-------------------------+-------------+---------------+-------------+
| Math                    | 60.7        | 59.8          | 60.4        |
+-------------------------+-------------+---------------+-------------+
| Reading                 | 62.4        | 63.5          | 62.4        |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 89          | 92            | 82          |
| tested                  |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of total        | 100%        | 100%          | 100%        |
| students tested         |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 0           | 0             | 0           |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of students     | 0%          | 0%            | 0%          |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+

### Pace Academy

#### Atlanta, GA

Scholastic Aptitude Test

Scores are scaled.

+-------------------------+-------------+---------------+-------------+
|                         | **          | **2001-2002** | **          |
|                         | 2002-2003** |               | 2000-2001** |
+-------------------------+-------------+---------------+-------------+
| # Grade 12              |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Verbal                  | 652.5       | 652           | 633         |
+-------------------------+-------------+---------------+-------------+
| Math                    | 650         | 646           | 645         |
+-------------------------+-------------+---------------+-------------+
| TOTAL                   | 1302.5      | 1298          | 1278        |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 92          | 83            | 86          |
| tested                  |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of total        | 100%        | 100%          | 100%        |
| students tested         |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Number of students      | 0           | 0             | 0           |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+
| Percent of students     | 0%          | 0%            | 0%          |
| excluded                |             |               |             |
+-------------------------+-------------+---------------+-------------+
|                         |             |               |             |
+-------------------------+-------------+---------------+-------------+