Executive Summary. Pender Early College High School

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1 Pender County Schools Dr. Edith Skipper, Principal 100 Industrial Dr Burgaw, NC Document Generated On March 25, 2015

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 4 Additional Information 5

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? is a small innovative high school that is part of the North Carolina New Schools' Movement and is located in a rural community. We serve approximately 240 students from across Pender County. The commute to our school for many students is often over one hour. This distance creates a barrier in building a community of learners beyond the traditional academic day, even though students and faculty consistently refer to us as a family. Students who want to attend PECHS must submit an application and demonstrate ongoing commitment to their education. In the school year, a new principal was assigned to PECHS and for the third consecutive year 100% of the teachers were retained in Our demographic data include: Free and Reduced Meals: 45%, Students: 71% White, Hispanic: 13%, Black: 14%, First Generation College: 79%, transferable credit received for college classes: 87%, 2014 high school graduates: 100%. Page 2

5 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. At, we will: 1) read, write, think, and talk, in every class, every day and 2) work by design, so that everyone can ask, imagine, plan, create, and improve. Pender County Schools partners with Cape Fear Community College under the North Carolina New Schools Movement creating Pender Early College High School. It is a unique and innovative high school with a curriculum designed for students to dually receive their high school diploma and ultimately an Associate Degree. The innovative design integrates honors high school courses and college courses. The design varies from the generally perceived high school curriculum with extracurricular activities, but makes available the resources of the college programs and the much broader student activities. Pender Early College is under the jurisdiction of the Pender County Board of Education and Cape Fear Community College and subject to the standards, policies and regulations thereof. The primary academic obligation of PECHS is to assure student success in becoming high school graduates. All students are expected to make satisfactory academic progress toward receiving their diploma. The same standard of academic progress applies to PECHS students in their college pursuit. All PECHS students must enroll in a minimum of three courses each semester. Exceptions can be made only when a student needs fewer courses in order to graduate from PECHS and CFCC. All PECHS students should successfully complete at least one high school or college online course prior to graduation from PECHS. Page 3

6 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. 's English II performance is 84.8% and the state's is 61.2%. Biology is 79.5% and the state's is 53.9%. Based on Annual Measurable Objectives (AMO), PECHS met 22 of 22 targets equaling 100%. PECHS increased the SAT average by 100 points in the last year up to 1566 and also outperformed the district in ACT proficiency. PECHS results for ACT proficiency were up.9% to 86.4% while the district decreased proficiency with an overall proficiency rating of 57.6%. Pender Early College was recognized by the State Superintendent for joining the 100% club, a group of schools who have achieved a 100% graduation rate. Teacher Working Conditions Survey reveals that 100% of the staff believes that is a "good place to work and learn." All stakeholders indicate that the school has high expectations for students. did not have any content areas below the expected levels published by the Department of Public Instruction. However, our Math I scores did not meet expectations in house. Our school had a proficiency rate of 58.1% compared to the state's proficiency rate of 59.6%. Stakeholder survey results indicate they would like to have more opportunities to become involved and informed. Page 4

7 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. Pender Early College is an excellent place to teach and learn. We are an Honor School of Excellence committed to building a 21st century workforce and a community of world class citizens. Page 5

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