By RICK KRON
Leader staff writer
Editor’s Note: This is the fourth in a series of articles examining the state-issued report cards on area schools.
Out of the 10 schools that are part of the new Jacksonville-North Pulaski School District breaking away from PCSSD, one received a B, two had C’s, four had D’s and two had F’s on the state’s recent report cards.
Dr. Laura Bednar, PCSSD’s deputy superintendent for academic affairs, has problems with the state-required letter grades, but she does agree that the district has plenty of room for improvement.
She said the grades are “very confusing and difficult. You just can’t use one type of test score to grade schools or students.”
About the complex state grading system, Bednar said, “Depending on the matrix used, you can get a different grade every time.” She added, “Our focus is on the students and for that we are going to use those who know the most about the kids, the classroom teachers. They are the experts on what is going on and what is needed.”
The Pulaski County Special School District spends almost $4,000 per student, more than the state average, in efforts to educate the students, but, according to the state report cards, that extra expenditure has garnered Jacksonville mostly sub-par grades.
The two high schools have a graduation rate roughly 15 points below the state average, and most groups of students are not up to the state average or the state-required level of proficiency.
All state schools were recently graded (A-F) by the state.
The school report cards are part of a 2013 law requiring an easy-to-comprehend system that parents and others could understand.
What the state produced were report cards for each school, averaging 18 pages long — each full of information, often conflicting, and no clear summary or explanation of the grade.
Bednar said, “If we can’t explain the letter grades, then it is an issue, and we can’t explain it.”
But she said what makes things worse is that all parents or prospective school patrons will see when they go online is that letter grade and not all the good things going on behind it or in spite of it.
Taking an in-depth look at the state issued report cards on the Pulaski County Special School District the data shows that the district spends about $4,000 more to educate a student than the state average. PCSSD spends $13,268 per student and the state average is $9,379.
Teacher salaries are about $4,000 above state average: $51,946 compared to $48,060.
The total budget for the school district in the 2013-2014 school year was $210.5 million, according to the state report. That broke down to $99.5 million for instruction expenses, $13.8 million for administrative costs, $3.5 million on extracurricular activities, $12.7 million for capital expenditures and debt service of $10.3 million.
The report also shows that 65 percent of PCSSD students are eligible for free or reduced meals, about four points above the state average.
JACKSONVILLE HIGH
The flagship of the new JNPSD will be Jacksonville High School. In 2013-2014, the school had 830 students, an average class size of 14 students and teachers averaged 10 years of experience.
The student population is 62 percent black, 28 percent white, 5 percent Hispanic and 1 percent Asian.
On the state report card the school garnered 226 points or a strong “C,” and was listed as a “needs improvement priority” school. For the 2011-2012 school year, the state called JHS a “school meeting standards.”
Students taking the end-of-course Algebra I exam were 42.99 percent proficient or advanced, a drop of 27 points from the previous year and missing the state requirement of 53.71 percent proficient or better.
In geometry, 64 percent who took the end-of-course exam scored proficient or better, up 13 points from the previous year and besting the state requirement by 11 points.
There is no state mandated goal for the end-of-course biology exam where just 20.9 percent of the students were proficient or advanced. That’s up three points from the previous year.
The school saw a big jump in its 11th-grade literacy exam scores in 2013-2014. Students were 62.5 percent proficient or better compared to the previous year’s score of 45.8 percent making the cut. The juniors beat the state mandated goal of 54.32 percent.
Students taking the ACT exam were two to four points under the state average scores. Students also scored substantially below the state average on the SATs.
The rate of Jacksonville High students going to college was 38.9 percent, 13 points below the state average. The college remediation rate at 85.2 percent is about double the sate average.
The school has a dropout rate of 8.19 percent, almost four times higher than the state dropout rate of 2.1 percent. It has a graduation rate of 66 percent, about 20 points below the state average.
In 2013-2014, JHS expelled eight students and had seven assaults on staff members, six student assaults and two weapons incidents.
The school is properly accredited and all teachers are properly certified and licensed and 58 percent have master’s degrees and two percent have even higher degrees.
NORTH PULASKI HIGH SCHOOL
Students at North Pulaski, within the next year or two, will be transferred to Jacksonville High School and current plans call for North Pulaski to be revamped into a middle school campus.
But in 2013-2014, the school had 736 students, an average class size of 12 students and teachers averaged eight years of experience.
The student population is 52 percent white, 36 percent black, 5 percent Hispanic and 2 percent Asian and 1 percent Pacific Islander.
On the state report card the school garnered 210 points for a “C,” but just one point above a “D,” and was listed as a “needs improvement” school. For the 2011-2012 school year, the state called NPHS a “school meeting standards.”
Students taking the end-of-course Algebra I exam were 54.5 percent proficient or advanced, a drop of nine points from the previous year and missing the state requirement of 71.22 percent proficient or better.
In geometry, 64.3 percent who took the end-of-course exam scored proficient or better, up 13 points from the previous year and missing the state requirement by eight points.
There is no state mandated goal for the end-of-course biology exam where 47.9 percent of the students were proficient or advanced. That’s up 23 points from the previous year.
The school saw a jump in its 11th-grade literacy exam scores in 2013-2014 as students were 62.1 percent proficient or better compared to the previous year’s score of 57.65 percent making the cut. The juniors missed the state mandated goal of 67.08 percent.
Students taking the ACT exam were two to four points under the state average scores. Students also scored substantially below the state average on the SATs.
The rate of NPHS students going to college was 46.4 percent, five points below the state average. The college remediation rate at 57.4 percent is about 13 points higher than the sate average.
The school has a dropout rate of 4.91 percent, twice as high than the state dropout rate of 2.1 percent. It has a graduation rate of 71.6 percent, about 15 points below the state average.
In 2013-2014, NPHS expelled two students and had seven student assaults, three staff assaults and two weapons incidents.
The school is properly accredited and 97.5 percent of the teachers are properly certified and licensed, while 2.5 percent have emergency or provisional licenses and 52 percent have master’s degrees.
JACKSONVILLE MIDDLE
Three years ago JMS was listed as a “school meeting standards,” but in the latest round of report cards, the state gave the school an “F,” and listed it as a “needs improvement” school.
The middle school, with 606 students, an average class size of 15 students and teachers with an average experience of four years, garnered 162 points from the state, meaning it would need 18 more points to get a “D.”
The school population is 62 percent black, 27 percent white, 7 percent Hispanic and 1 percent Asian.
On the state’s annual literacy section of the Benchmark exam, 38.89 percent of the students scored proficient or advanced, down eight points from the previous years and 22 points short of the state mandated goal of 60.52 percent proficient or better.
On the math portion, sixth graders were 50.28 percent proficient or better, down a point from the previous year, and almost 15 points off the state required mark.
Seventh graders were 37.42 percent proficient or better on the literacy portion of the exam, down 13 points from the previous year and 23 points shy of the state required 60.52 percent proficient or better.
In math, the seventh graders were 49.08 percent proficient or better, two points better than the previous year, but still 15 points off the state mark.
Eighth graders were 53.19 percent proficient or better in literacy, up three points from the previous years, but seven points short of the state mark.
In math, students were 34.57 percent proficient or advanced, up six points from the previous year, but 30 points short of the state mandate of 64.94 percent proficient or advanced.
The school is properly accredited and 95.7 percent of its teachers are completely certified and 1 percent are operating on emergency or provisional licenses.
The school retained 27 students in the 2013-2014 school years. Also, there were two expulsions, nine weapons incidents, six staff assaults and 10 student assaults.
NORTHWOOD MIDDLE
PCSSD has plans to close Northwood in the next year or so and the Jacksonville distinct is eyeing it as the district’s temporary home for middle school students.
Three years ago, North-wood was listed as a “school exceeding standards,” but in the latest round of report cards, the state gave the school an “F,” and listed it as a “needs improvement” school.
The middle school, with 413 students, an average class size of 13 students and teachers with an average experience of six years, garnered 179 points from the state, meaning it would need just two more points to get a “D.”
The school population is 55 percent white, 36 percent black, 6 percent Hispanic and 1 percent Asian.
On the state’s annual literacy section of the Benchmark exam, 64.52 percent of the sixth graders scored proficient or advanced, down three points from the previous year and 10 points short of the state mandated goal of 74.81 percent proficient or better.
On the math portion, sixth graders were 70.97 percent proficient or better, down about 15 point from the previous year, and almost four points off the state required mark.
Seventh graders were 75.86 percent proficient or better on the literacy portion of the exam, up 13 points from the previous year and one point better than the state required 74.81 percent proficient or better.
In math, the seventh graders were 65.52 percent proficient or better, up 15 points, but still nine points under the state required points.
Eighth graders were 78.29 percent proficient or better in literacy, up eight points from the previous year, beating the state mark by four points.
In math, students were 64.34 percent proficient or advanced, up nine points from the previous year, but 10 points short of the state mandate of 64.94 percent proficient or advanced.
The school is properly accredited and 97.9 percent of its teachers are completely certified and 1 percent are operating on an emergency or provisional licenses.
The school retained five students in the 2013-2014 school year. Also, there were two expulsions, one weapons incidents, nine staff assaults and 41 student assaults.
ARNOLD DRIVE
According to the state report card, the Blue Ribbon school received 262 points and an overall grade of B, just eight points from an “A” and is listed as a “needs improvement” school. Three years ago, using a different rating system, the state said Arnold Drive Elementary was a “school of excellence.”
Last year the school had 258 students, an average class size of 20 students and teachers had an average of eight years of experience. The student population was 47 percent white, 22 percent, black, 17 percent Hispanic, 3 percent Asian and 2 percent Pacific Islander.
Arnold Drive Elementary’s accreditation status was at the highest level. The report said that 100 percent of the teachers were completely certified (better than the state average), but 4.7 percent were working under emergency or provisional credentials and that 17 percent had master’s degrees.
In 2013-2014, the school retained two students. The school also reported one weapons incident, one staff assault and two student assaults.
On the literacy portion of the annual Benchmark, the school’s third graders were 83 percent proficient or better, seven points below the previous year and 12 points shy of the state-mandated goal of 95.16 percent.
In math, third graders were 90.3 percent proficient or better, a slight drop from the previous year, but short of the 97.58 percent required by the state.
In literacy, fourth graders missed the state goal by 0.16 of a percent. The fourth graders were 95 proficient or better, but the requirement was 95.16 percent. In math, fourth graders were at 90 percent proficient or better, five points better than the previous year, but close to eight points under the state requirement.
The fifth graders showed they were excellent readers with 100 percent of them scoring proficient or advanced in literacy, up 17 points from the year before, and five points above the state bar.
In math, 81.8 percent of the students made the cut, up four points from the previous year, but 16 points below the state required 97.58 percent.
Third and fourth graders bested the state average in math and literacy on the norm-referenced portion of the test, which is used to compare students nationally.
BAYOU METO
This elementary school with 306 students, an average class size of 20 students and teachers averaging eight years of experience, garnered 236 points from the state for a letter grade of “C.” The school was just four points from a “B.” It was listed as a “needs improvement” school although three years ago the state called Bayou Meto a “school of excellence.”
The student population last year was 85 percent white, 8 percent, black and 6 percent Hispanic.
Bayou Meto’s accreditation status was at the highest level. The report said that 100 percent of the teachers were completely certified and 45 percent had master’s degrees.
In 2013-2014, the school retained three students.
On the literacy portion of the annual Benchmark, the school’s third graders were 73.2 percent proficient or better, six points below the previous year and 14 points under of the state-mandated goal of 87.42 percent.
In math, third graders beat the state goal by almost two points. The students were 92.7 percent proficient or better and the state said 91.08 percent had to make the cut.
In literacy, fourth graders were 85.8 proficient or better, five points lower than the previous year and less than two points shy of the state requirement.
The fifth graders were 85.1 percent proficient or better, down a point from the previous year and short of the 87.42 percent required by the state. In math, 76.6 percent of the students made the cut, down seven points from the previous year and 15 points below the state required 97.58 percent.
None of the grades beat the state average in math and literacy on the norm-referenced portion of the test, which is used to compare students nationally.
MURRELL TAYLOR
According to the state report card, this elementary school received 203 points and an overall grade of “D”, just seven points from a “C” and is listed as a “needs improvement focus” school. Three years ago, using a different rating system, the state said Murrell Taylor was a “school exceeding standards.”
Last year the school had 464 students, an average class size of 15 students and teachers had an average of eight years of experience. The student population was 60 percent black, 29 percent white, 4 percent Hispanic and 1 percent Asian.
Murrell Taylor’s accreditation status was at the highest level. The report said that 100 percent of the teachers were completely certified and 54 percent had master’s degrees.
In 2013-2014, the school retained 10 students. The school also reported six weapons incident, three staff assault and 16 student assaults.
On the literacy portion of the annual Benchmark, the school’s third graders were 66.6 percent proficient or better, 13 points below the previous year and about 14 points shy of the state-mandated goal of 81.12 percent.
In math, third graders were 72.7 percent proficient or better, a two-point drop from the previous year, but short of the 75.18 percent required by the state.
In literacy, fourth graders were 72.7 percent proficient or better, down two points from the previous year and missing the state mark of 81.12 percent by about nine points.
In math, fourth graders were only 56.4 percent proficient, a 20 point drop from the previous year and 19 points below the state mandate.
The fifth graders were 80.3 percent proficient or better in literacy, down three points from the previous year and one point below the state bar of 81.12 percent proficient or better.
In math, 53.6 percent of the students made the cut, up slightly from the previous year, but 21 points below the state required 75.18 percent.
None of the grades beat the state average in math and literacy on the norm-referenced portion of the test, which is used to compare students nationally.
PINEWOOD
This elementary school garnered just 195 points from the state which equated to a solid “D” grade. It was listed as a “needs improvement” school, but three years ago the state classified Pinewood as a “school exceeding standards.”
The school, last year, had 426 students, an average class size of 20 students and teachers had an average of seven years of experience. The student population was 48 percent black, 39 percent white and 5 percent Hispanic.
Pinewood Elementary had no issues with its accreditation. The state report card said that 100 percent of the teachers were completely certified (better than the state average) and 40 percent had master’s degrees.
In 2013-2014, the school retained nine students. The school also reported two weapons incident, two staff assault and five student assaults.
On the literacy portion of the annual Benchmark, the school’s third graders fell from 71.05 percent proficient or better two years ago to 60.9 percent last year and missed the state mark of 81.46 percent by 21 points.
In math, third graders were 64.7 percent proficient or better, a three-point drop from the previous year and 11 points short of the 81.46 percent required by the state.
In literacy, fourth graders surpassed the state goal of 81.46 proficient or better. Students had a proficiency rate of 82.4 percent, above the state, but a three-point drop from the previous year.
In math, fourth graders were at 57.4 percent proficient or better, 16 points lower than the previous year and 24 points off the state mandate of 81.46 percent.
Fifth graders were 91.1 percent proficient or advanced in literacy, down about a point from last year, but a whopping 10 points over the state bar of 81.45 percent proficient or better. In math, just 33.9 percent of the students made the cut, down 19 points from the previous year and 18 points below the state required 81.46 percent.
None of the grades bested the state average in math and literacy on the norm-referenced portion of the test, which is used to compare students nationally.
TOLLESON
Tolleson Elementary, with 379 students, an average class size of 18 students and teachers with an average of nine years of experience, received 221 points from the state for as “C.” The score was closer to a “D” than a “B.” It was also categorized as a “needs improvement” school. Three years ago, using a different rating system, the state said Tolleson Elementary was a “school exceeding standards.”
The student population last year was 48 percent white, 37 percent, black, 9 percent Hispanic and 1 percent Asian.
There were no issues with the school’s accreditation. The report card said that 100 percent of the teachers were completely certified, but 2.9 percent were working under emergency or provisional credentials and that 52 percent had master’s degrees.
In 2013-2014, the school retained 13 students. The school also reported two weapons incident, four staff assault and two student assaults.
On the literacy portion of the annual Benchmark, the school’s third graders were 80 percent proficient or better, eight points better than the previous year but still eight points shy of the state-mandated goal of 88.16 percent.
In math, third graders were 83.6 percent proficient or better, a slight drop from the previous year, but short of the 86.85 percent required by the state.
In literacy, 75.7 percent of the fourth graders made the cut, down nine points from the previous year and missing the state goal of 88.16 percent proficient by 12 points
In math, fourth graders were at 69.7 percent proficient or better, 18 points worse than the previous year, and 17 points under the state requirement.
The fifth graders showed were 89.9 percent proficient or advanced in literacy, about the same as the year before and close to two points above the state mandate of 88.16 percent proficient or better.
In math, there was a big jump with fifth graders going from 68.42 percent proficient or better to 84.6 percent, but it was still two points shy of the required 86.85 percent.
The fifth graders beat the state average in math and literacy on the norm-referenced portion of the test, which is used to compare students nationally.
WARREN DUPREE
According to the state report card, this elementary school received 204 points and an overall grade of “D,” just six points from a “C” and is listed as a “needs improvement” school. Three years ago, using a different rating system, the state said Warren Dupree was a “school exceeding standards.”
The school, last year, had 430 students, an average class size of 21 students and teachers had an average of four years of experience. The student population was 52 percent black, 31 percent white, 10 percent Hispanic and 1 percent Native American.
The school’s accreditation status was at the highest level. The report said that 100 percent of the teachers were completely certified and 46 percent had master’s degrees.
The fifth graders moved up 27 points in literacy, going from 40.48 percent making the cut to 67.35 percent scoring proficient or better, but that was still17 points shy of the state mandate. In 2013-2014, the school retained five students. The school also reported one weapons incident and two student assaults.
On the literacy portion of the annual Benchmark, the school’s third graders were 66 percent proficient or better, two points below the previous year and 15 points shy of the state-mandated goal of 81.1 percent.
In math, third graders were 76.8 percent proficient or better, nine points better than the previous year, but short of the 85.23 percent required by the state.
In literacy, fourth graders missed the state goal by four points. The fourth graders were 77.1 percent proficient or better, but the requirement was 81.1 percent. In math, fourth graders were at 50.8 percent proficient or better, 20 points worse than the previous year, and 25 points under the state requirement.
The fifth graders moved up two points in literacy, going from 80.95 percent, making the cut to 82.6 percent scoring proficient or better, more than a point over of the state mandate of 81.1 percent.
In math, fifth graders improved 27 points, but still didn’t make the state required goals. The students went from 40.48 percent proficient or better to 67.35 making the grade, but need 85.23 to be proficient or advanced.
None of the grades beat the state average in math and literacy on the norm-referenced portion of the test, which is used to compare students nationally.
