Henry W. Grady High School Atlanta, Georgia

Transcription

1 Case Study Henry W. Grady High School Atlanta, Georgia Individually, we are different; together, we are Grady is the motto of Henry W. Grady High School. In the heart of Atlanta, Grady has a diverse student population of 1,036 and a diverse faculty of 67. The school draws students from across the socioeconomic spectrum of Atlanta. According to Principal Vincent D. Murray, this diversity is Grady s greatest strength and its greatest challenge. This case study reports how Grady has become an inner-city school that works for all its constituents. The Setting Grady s midtown Atlanta neighborhood includes a federal housing project and one of the city s most upscale residential areas. The student body identifies itself as 66 percent African-American; 30 percent white; and 4 percent Hispanic, Asian and multiracial, compared with Georgia s ethnic distribution of students 38 percent African-American, 51 percent white and 11 percent other. Grady s staff is 49 percent white, 43 percent African-American and 8 percent other (African, Asian and Hispanic). Forty-four percent of Grady students are eligible for free or reduced-price meals; 30 percent are classified as gifted students; and 8 percent are enrolled in special education. Grady s community today values its ethnic, economic and academic differences, but this was not always the case. The Need for Improvement Despite a long tradition of success, Grady experienced white flight to the suburbs in the 1970s and 1980s. Two nearby high schools closed and Grady absorbed large percentages of their students. Fear of the new student diversity caused many families in the Grady school zone to lose confidence in the school s ability to maintain high standards. Many faculty members took early retirement or took positions in suburban schools. School enrollment declined and the public perception of the school plunged. The number of SAT test takers declined from 1981 to 1985, with only 33 seniors posting a mean total SAT score of 722 in (See Table 1.) Southern Regional Education Board th St. N.W. Atlanta, GA (404)

2 Table 1 Mean Total SAT Scores for Grady High School Seniors Year Number of Students Tested Total Score Source: Henry W. Grady High School In 1981 district, school and community leaders developed a plan for Grady to regain its stature. Two new leaders the principal and the coordinator of the magnet program 1 realized that Grady needed to develop its fledgling magnet by shaping it around a rigorous college-preparatory curriculum. School leaders hired creative faculty members, provided flexible scheduling for electives, encouraged cooperation between departments, created Advanced Placement (AP) classes, procured technology and equipment from the business community, and gained the community s trust in the safety of the school. Still, many students barely met minimum requirements for graduation and lacked firm goals for future education and/or careers. While the contrast between successful students and at-risk students was startling, Grady s overall test scores were above average in comparison to other high schools in the district. Although the community had renewed confidence in the school by 1991, Grady s new principal began to collect and carefully analyze some disturbing school data. While the school s mean SAT score in 1991 had increased to 922 (compared with a national SAT mean score of 896), 2 the average daily attendance rate had dropped from 86 percent in 1988 to 80 percent in Failure rates were extremely high, especially in the ninth grade. The principal concluded that some students were having positive high school experiences, while others were having ineffective experiences. By , it was clear that high percentages of Grady students at every grade level were failing to be promoted to the next grade level: 44 percent of ninth-graders; 23 percent of 10th-graders; 18 percent of 11th-graders; and 11 percent of seniors failed to graduate with their classmates. Furthermore, the percentage of entering ninth-graders scoring at or above the national standard in reading and mathematics on the Tests of Achievement and Proficiency (TAP) declined between 1994 and Higher percentages of 10th-graders scored at the national standard in both areas than did ninth-graders, but their percentages also declined each year between 1994 and (See Table 2.) Finally, Grady posted lower passing rates for first-time test takers on the Georgia High School Graduation Test (GHSGT) than the state in every area in (See Table 3.) 1 The Atlanta Public Schools magnet program offers qualified students concentrated study and experience in a career of interest. Students attend magnet schools specializing in their particular subject area. 2 The national mean SAT score of 896 was prior to the re-centering of the 1991 national mean SAT score to

3 Table 2 Percentages of Grady High School Ninth- and 10th-grade Students At or Above the National Standard on the TAP in Reading and Mathematics Reading Reading grade nine 53% 41% Reading grade 10 Mathematics Mathematics grade nine Mathematics grade 10 Source: Henry W. Grady High School % % Table 3 Percentages of Students Passing the GHSGT during the School Year Test Area English Mathematics Writing Science Social Studies Grady High School 88% State 94% Source: Henry W. Grady High School Not all the results from the 1990s were negative. The mean SAT score for Grady s seniors in 1997 was 1007, higher than the state mean of 967. Sixty-two percent of Grady students who took AP tests scored 3 or higher, compared to 27 percent scoring 3 or higher systemwide. However, the principal and faculty agreed that too many students were unsuccessful academically and that the school needed to identify what was not working, create a vision of success and work to achieve that vision for all students at Grady. The faculty set a goal that all students would be prepared for challenging postsecondary choices, a goal that would require whole-school improvement. 3

4 Strategies for Whole-school Improvement Grady leaders and teachers first decided to improve the preparation of all students and made a commitment to use the High Schools That Work (HSTW) Goals and Key Practices to design an instructional program to improve the achievement of the other students-those not choosing college-preparatory studies. The faculty and administration attended a three-day retreat at the end of the school year to examine school-based data and the results of the HSTW Assessment and student survey. They determined that only 38 percent of ninth-graders in the fall of 1994 made it to the 12th grade by the fall of The science chairperson said, We had a problem and were stretched far too thin with over 20 initiatives, even though many were succeeding. School leaders agreed to sharpen the focus on improvement by folding the many initiatives into one framework under HSTW and developed the following actions to address low student achievement: Raise graduation requirements. Increase teacher expectations. Motivate students to complete challenging assignments. Establish an adviser/advisee program. Improve student success in the ninth grade. Provide help to improve students chances of passing tests and courses. Develop a school culture that encourages students to make the most of high school. Give students a focus in high school. Use data to guide improvement. Offer effective staff development to help teachers use research-based instructional practices. Build a community that supports school improvement. Raise Graduation Requirements School leaders and teachers began encouraging students to take more than the two credits in science and three credits in mathematics required by Georgia. In 1998 Georgia helped the school by increasing state graduation requirements in mathematics from three units to four for students pursuing a college-preparatory diploma and from two units to three in science, all beginning with the class of The state allowed students to earn one of the mathematics units by taking Algebra I in the middle grades. Grady counselors began to advise students to take mathematics each year of high school, including the senior year. As a result, 91 percent of Grady students in the class of 2003 enrolled in mathematics courses during the senior year. 4

5 Minimum Graduation Requirements at Grady High School Class of 1994 Class of 2008 College-preparatory Endorsement High School Diploma College-preparatory Career/Technology Preparation 4 units of English (grammar and usage, American and world literature, advanced composition skills) 4 units of English 4 units of English, including 1 unit of American literature 4 units of English, including 1 unit of American literature 3 units of mathematics, including algebra and geometry 3 units of mathematics, including Algebra I or its equivalent 4 units of mathematics, including 1 unit each in Algebra I, Algebra II and geometry 4 units of mathematics, including 1 unit in Algebra I 3 units of science (including biological science, physical and one of the following biology, chemistry, physics) 3 units of science, including biological science and physical science 4 units of science, including 1 unit each in biological science and physical science 4 units of science, including 1 unit each in biological science and physical science 3 units in social studies, including American history, world history and economics/citizenship 3 units of social studies, including American history, world studies and economic/citizenship 3 ½ units of social studies, including 1 unit each in American history, world history and economics/ citizenship; and ½ unit in world geography 3 units of social studies, including 1 unit each in American history, economics/citizenship; and world studies (world history and world geography) 2 units of one foreign language 2 units of one foreign language and/or career/technical studies ½ unit in health/safety ½ unit in health/safety ½ unit of health ½ unit of health 1 unit of physical education 1 unit of physical education 1 unit of physical education 1 unit of physical education 1 unit in computer technology and/or fine arts and/or career/ technical studies and/or JROTC 3 units in computer technology and/or fine arts and/or career/ technical studies and/or JROTC 1 unit in computer technology, fine arts, and/or technology 1 unit in computer technology and/or fine arts and/or career/ technical studies and/or foreign languages ½ unit in career/technical studies ½ unit in career/technical studies 4 units of career/technical studies 2 ½ units of electives 2 ½ units of electives 1 ½ units of electives no electives ½ unit (75 hours) of community service ½ unit (75 hours) of community service ½ unit (75 hours) of community service ½ unit (75 hours) of community service 21 total units 21 total units 22 total units 22 total units Note: In addition to completing the above requirements for the Class of 2008, students may earn distinction in each of the two diploma categories by completing two additional elective units and earning a 3.0 grade-point average. 5

6 As a result of the new state graduation requirements and encouragement from school leaders and teachers, the percentages of 12th-grade students completing the HSTW-recommended curriculum increased between 2000 and 2004 by 39 percentage points in English, five percentage points in mathematics, 38 percentage points in science and 46 percentage points in all three subject areas concurrently. Additionally, in 2004, 88 percent of seniors at Grady completed all three areas of the recommended curriculum. (See Table 4.) The recommended curriculum consists of: four credits in college-preparatory English/language arts courses that emphasize reading, writing and presentation skills; four credits in mathematics, including Algebra I, Algebra II, geometry and a higher-level mathematics course; and three credits in science, with at least two that are laboratory sciences at the college-preparatory level. Table 4 Percentages of Grady and Urban Network Students Completing the HSTW-recommended Curriculum Grady High School Urban Network Percentage Point Change 2004 English 51% 63% 90% % Mathematics Science All three areas Source: HSTW Assessment, 2000, 2002 and 2004 Note: The HSTW Assessment is a National Assessment of Educational Progress (NAEP)-referenced exam which consists of 12thgrade achievement tests in reading, mathematics and science, and a student survey of school and classroom experiences that demonstrate what and how students have been taught, what has been expected of them, and how much effort they and the school have exerted. The assessment also includes transcript information that relates students courses to achievement in reading, mathematics and science. Grady High School and the urban network schools have demographically similar students. (See Table 5.) Over a period of four years, Grady increased its percentages of students completing college-preparatory English courses at each grade level. All students completed college-preparatory English 12 in (See Table 6.) Similarly, nearly all Grady students are now completing Algebra II and geometry. All students completed a mathematics course their senior year in (See Table 7.) 6

7 Table 5 Ethnic Distribution of Students at Grady and at HSTW Urban Network High Schools African-American White Other Grady High School 60% Urban Network Source: 2004 HSTW Assessment Note: The 2004 Urban Network consisted of 80 high schools in 12 urban districts: Huntsville, Alabama; Little Rock, Arkansas; Atlanta City, Bibb County (Macon), DeKalb County (Atlanta), Chatham County (Savannah), and Dougherty County (Albany), Georgia; New Orleans, Louisiana; Jackson, Mississippi; Guilford County, North Carolina; Philadelphia, Pennsylvania; and Houston, Texas. 64% Table 6 Percentages of Grady High School Students Completing College-preparatory English Grade Nine % % % Grade Grade Grade 12 or AP Source: HSTW Assessment, 2000, 2002 and 2004 Table 7 Percentages of Grady High School Students Completing College-preparatory Algebra and Geometry Courses Algebra I (ninth through 12th grade) % % % Algebra II Geometry Mathematics as a senior Source: HSTW Assessment, 2000, 2002 and

8 Likewise, the percentage of Grady students completing college-preparatory or advanced biology increased from 22 percent in 2002 to 95 percent in Ninety-five percent of Grady students take a science course their senior year. Georgia requires all students to have one of three endorsement options on their high school diplomas: college-preparatory, career/technology preparation or the dual endorsement, which is awarded to students who complete all requirements for both. The percentage of Grady students earning the college-preparatory or dual endorsement increased from 74 percent in 1999 to 84 percent in Supported by a district goal to increase the number of students taking AP courses, Grady tripled the number of students taking AP courses between 1998 and 2005 from 48 to 175 and the number of exams taken from 77 to 272. Fifty-two percent of its students taking AP courses scored 3 or higher on the exams in 2005, compared to 20 percent for the district. Grady currently offers 13 AP courses: biology, Calculus AB, microeconomics, macroeconomics, English literature, French literature, music theory, Physics B, Spanish literature, statistics, studio art, U.S. history and world history. Atlanta Public Schools requires all high school students to complete 75 hours of community service to help each student develop a sense of responsibility for helping others. One Grady student said, We learn the importance and satisfaction of giving back to our community. Some students satisfy the requirement by providing tutoring services to Grady students and working with organizations such as Habitat for Humanity. Grady counselors, teachers and the Interact Club help students determine needed services. Increase Teacher Expectations Despite Grady s commitment to high expectations for all students, faculty members expectations varied according to students socioeconomic backgrounds. A spring 2002 teacher survey conducted by Atlanta Public Schools showed faculty members expected only 38 percent of students qualifying for free and reduced-price lunches to attend four-year colleges, compared to 48 percent of students paying full price. Surprised by this information, teachers decided to focus on high standards for all students and to use appropriate scoring guides to help students reach those standards. In partnership with Georgia State University (GSU), the Board of Regents of the University System of Georgia, and the Georgia Department of Technical and Adult Education, Grady identified assessments in addition to the SAT that would qualify students for college admission. All Grady teachers were trained to teach to college admission standards and to develop scoring guides. The following year, Atlanta Public Schools also hired experts to provide a week-long workshop on teaching to standards. Representatives from the four core departments English, mathematics, science and social studies participated in systemwide staff development sessions to develop detailed scope and sequence curriculum plans. The Grady and system initiatives helped teachers align what they taught to the state quality core curriculum objectives at high levels while addressing the varying ability levels of students. There is evidence that teachers are raising expectations and students are meeting them. The 2004 HSTW Assessment student survey results reveal that 79 percent of Grady s seniors received a moderate to intensive emphasis on high expectations, compared to 65 percent at all urban network schools. This means that higher percentages of Grady students had the following experiences: 3 Changes in the 2004 HSTW Assessment student survey have prevented suitable comparisons in course-taking patterns for other science courses. 8

9 Teachers clearly indicated the amount and quality of work necessary to earn an A or a B. Teachers were frequently available before, during or after school to help them. They usually spent one or more hours on homework each day. They revised their essays or other written work several times to improve quality. They often worked hard to meet high standards on assignments. Motivate Students to Complete Challenging Assignments Grady teachers realized in 2001 that they were not doing enough to engage unmotivated students to learn challenging content and hoped that shifting to a modified seven-period block schedule would enable more students to complete more challenging graduation requirements and have a focus in high school. The new schedule had 90-minute class periods, except for 45-minute periods on Mondays. Teachers received training to develop instructional strategies to motivate and engage students in learning during the longer class periods. They also received instructional materials on research-based methods and learned to develop and use anticipation guides, structure cooperative learning strategies, and design project-based learning assignments. The faculty organizes an in-house academic fair in mathematics, science and social studies each January to motivate students to use academic knowledge and skills to complete high-quality projects. At the fair, class projects are displayed and evaluated for entry into districtwide competitions. English/language arts and visual arts teachers also encourage all students to submit work for consideration in monthly contests held by the school s award-winning literary magazine, The Unmasking. Teachers also display samples of exemplary student work in classrooms and hallways. STRENGTHENING LITERACY ACROSS THE CURRICULUM Having a magnet program in communications careers means school leaders and teachers make a concerted effort to ensure all students have strong skills in reading and writing. All teachers receive training on teaching literacy across the curriculum. Trainers return to the high school to teach several classes as model examples. Grady s literacy committee continuously develops ways to teach literacy across the curriculum. With funds from the Grady Parent-Teacher-Student Association (PTSA), the committee purchased and stocked three large carts with books for students to borrow or keep and placed them in strategic areas of the school. Students may read a book and complete an assignment based on it for extra credit. Grady has a required 20-minute reading period Wednesdays to constantly encourage independent reading as a way to realize higher achievement. Grady s efforts to improve literacy are paying off. According to the 2004 HSTW Assessment student survey, 40 percent of Grady seniors had intensive literacy experiences across the curriculum, compared with only 16 percent of all students at urban network sites. Higher percentages of Grady students reported having eight of the 10 experiences that strengthen literacy skills. (See Table 8.) 9

10 Table 8 Percentages of Students Having Literacy Experiences at Grady and at All High Schools in the Urban Network Students reported Often using word processing to complete assignments. Revising essays several times to improve quality. Writing in-depth explanations. Discussing or debating with other students what they read in English classes at least monthly. Reading and interpreting technical books or manuals to complete career/technical assignments. Reading an assigned book outside of class each month and demonstrating they understood the main ideas. Spending two or more hours reading outside of class each week. Completing writing assignments classes at least monthly in English class. Science class. Social studies class. Grady High School 92% Urban Network 87% Source: 2004 HSTW Assessment STRENGTHENING NUMERACY Grady has raised its graduation requirements to four units in mathematics. All students take a mathematics course their senior year and nearly 100 percent of students complete college-preparatory Algebra I, Algebra II and geometry. Mathematics teachers are also using several strategies to get their students to use mathematics content and skills. On the 2004 HSTW Assessment student survey, 52 percent of Grady students reported an intensive emphasis on numeracy, compared to only 29 percent of similar students at HSTW Urban Network schools. Higher percentages of Grady students than similar HSTW Urban Network students indicated participation in nine of 11 mathematics activities that strengthen mathematics achievement. (See Table 9.) 10

11 Table 9 Percentages of Students Having Numeracy Experiences at Grady and at All High Schools in the Urban Network Students reported Taking a mathematics class their senior year. Taking four full-year mathematics courses in grades nine through 12. Having mathematics teachers who show them how mathematics concepts are used to solve real-life problems. Using a graphing calculator to complete mathematics assignments at least monthly. Completing a mathematics project in ways that people would use mathematics in a work setting at least monthly. Orally defending a process for solving a mathematics assignment. Working with one or more students on a challenging mathematics assignment and receiving a group and an individual grade at least monthly. Working in groups to brainstorm how to solve a mathematics problem at least monthly. Solving mathematics problems with more than one answer at least monthly. Solving mathematics problems other than those in the textbook at least monthly. Using mathematics to complete challenging assignments in their career/technical area at least monthly. Source: 2004 HSTW Assessment Grady High School 100% Urban Network 82% STRENGTHENING SCIENCE Georgia helped improve science achievement at Grady by increasing the graduation requirements in science from two units to three, and Grady leaders make sure students take a science class their senior year. Grady science teachers make more frequent use of research-based strategies than those of other high schools in the HSTW Urban Network. Most notably, 92 percent of Grady seniors participating in the 2004 HSTW Assessment student survey indicated they were required to use science equipment in their science classroom at least monthly, compared with only 65 percent at all high schools in the urban network. (See Table 10.) 11

12 Table 10 Percentages of Students Having Science Experiences at Grady and at All High Schools in the Urban Network Students reported Taking a science class in their senior year. Using science equipment to do science activities in a classroom at least monthly. Reading an assigned book or article dealing with science at least monthly. Working with one or more students on a challenging science assignment at least monthly. Using science equipment to do science activities in a lab with tables and sinks at least weekly. Having teachers often show them how scientific concepts are used to solve problems in real life. Preparing a written report of lab results in science class at least monthly. Source: 2004 HSTW Assessment Grady High School 95% Urban Network 65% ESTABLISH AN ADVISER/ADVISEE PROGRAM Prior to 1998 Grady had no cohesive, systematic plan for student advisement. That fall, Grady implemented an adviser/advisee program that employs all certified staff as advisers, including department heads and administrators: Beginning with incoming ninth-graders, each adviser uses a monthly advisement session to monitor, guide and nurture a group of 12 to 15 students and develops advisement folders to document students progress throughout their years in high school. The ninth-grade counselor interviews each ninth-grader to share advice about his or her academic progress and professional goals and conducts group sessions twice a year to assist students in selecting courses appropriate for their four-year plans. Grady s advisement program includes all grade levels and addresses topics identified by a guidance support team composed of parents, teachers and counselors. All homeroom teachers receive training to help them serve as scheduling advisers who also work with the guidance support team to help students make decisions about their futures. Supported by the Grady PTSA and a middle grades school PTSA, the team developed a new course catalog and advisement booklet with instructions for choosing a program of study and developing a four-year plan for all ninth- and 10th-grade students and middle grades school eighth-graders. 12

13 A significantly higher percentage of Grady students (53 percent) than all urban network students (40 percent) reported an intensive emphasis on timely guidance. (See Table 11.) And significantly higher percentages of Grady students than all urban network students talk with their parents about their four-year high school plans, have a family member ask about their schoolwork each week, are very satisfied with course-selection help, have a teacher or counselor review their planned sequence of high school courses, and talk with a teacher or counselor about the future. Table 11 Percentages of Students Receiving Timely Advisement Experiences Students said Someone in their family asked about their schoolwork each week. They talked with teachers about their four-year plans several times each semester. They were very satisfied with the help they received with their high school course selection process. Their teacher or counselor reviewed with them their sequence of high school courses. They talked with their teachers or counselors about careers or further study. Source: 2004 HSTW Assessment Grady High School 91% Urban Network 71% Grady leaders and teachers know how easy it is for students in urban areas to fall through the cracks and take a path that leads them nowhere. Grady uses the following mentor programs to help students succeed in using high school to prepare for the future: Made Men strives to reduce the attrition rate of male minority students. Women Inspiring Self Enrichment (WISE) uses mentors from outside the school to provide a positive influence on female students with limited exposure to the social graces and helps them develop critical thinking skills, set priorities, interact effectively with others and manage time. The Principal s Mentoring Program facilitates monthly meetings between the principal and males in grades nine through 12 who need structured support to be successful in high school. It provides tutorials for end-of-course tests and the GHSGT. The English as a Second Language Mentoring Group provides students for whom English is a second language with after-school tutorials and referrals for social services as needed. 13

14 Improve Student Success in the Ninth Grade Grady leaders and teachers realize that to increase both the success rate of their students in challenging college-preparatory courses and the graduation rate, incoming ninth-graders must be prepared for challenging courses before and after entering the ninth grade. SUMMER BRIDGE PROGRAM Since 1999, with the exception of the summers of 2003 and 2004 when the school was being renovated, Grady has provided a two-week program of intensive instruction in reading, writing and mathematics to help between 50 and 60 incoming ninth-graders make a successful transition to high school. The program also helps improve students study skills, time management skills and computer literacy and helps them become familiar with the school campus, school culture and faculty members while gaining a second chance to prepare for college-preparatory courses in high school. Students have teachers to consult about problems and are monitored for their behavior and academic progress. Students are also monitored throughout the school year for additional support as needed. After four summers, the ninth-grade retention rate dropped from 18 percent to 10 percent. NINTH-GRADE STUDENT SUCCESS PROGRAM Knowing that ninth-graders are the most at risk for failing courses, Grady leaders established in 1998 a student success program to identify annually about 60 ninth-graders needing help to improve their academic success. The program provides weekly, hour-long verbal and mathematics tutorials from January through March to prepare students for standardized tests; planners for organizing and planning assignments and projects; assessments in English and mathematics to identify each student s specific strengths and weaknesses in applying mathematics, decoding, spelling, reading and performing mathematics computations; mentoring and tutoring sessions provided by the Georgia Department of Labor; career assessments to create individualized career and learning plans; more frequent progress reports, delivered by or U.S. mail, to allow for early intervention and to keep students and parents better informed; and a recognition plan to encourage success by rewarding students for excellence in academics through an annual honors night, two special field trips for ninth-graders and a schoolwide celebration of academic excellence. Currently, the English and mathematics departments are reviewing diagnostic assessments to better identify students needing the most help in passing the GHSGT. Teachers will work together to revise the curriculum and address the specific needs identified. 14

15 Provide Help to Improve Students Chances of Passing Tests and Courses Grady teachers use the following strategies to help increase students chances of passing courses and the state s graduation tests. Each teacher tutors students needing help for one hour, one day per week. Teachers inform students and parents of their before- or after-school tutorial schedules. These are published on the school Web site and in the PTSA newsletter mailed to every Grady parent. Teachers provide intense Saturday morning tutorials and study materials from January through March in English, social studies, mathematics and science to help students pass the GHSGT. Advancement via Individual Determination (AVID) identifies students in the eighth grade who have academic promise and the potential to excel academically. It puts in place a support system to prepare those students for AP courses by their junior year. Beacon of Hope is a partnership with a church in the Grady school attendance zone that provides after-school tutorials three days each week. Helping Seniors to Graduate involves monitoring all seniors and providing them monthly guidance sessions on making the transition to postsecondary institutions or careers. Teachers also target seniors who have social challenges or who exhibit general apathy or anxiety about their futures to receive special academic support and help with college applications. Students receive help in preparing for the SAT through computer software available in every teacher s classroom; an intensive tutorial program; support from the Achievement Club and a volunteer from Georgia Tech; small group tutoring by a teacher mentor; weekly tutorials to help raise scores of 1,000 already earned; and SAT preparation courses offered by three professional organizations at a reduced price. Grady helps students recover lost credits. Students not passing certain first-semester courses, but earning an average of 50 to 69, qualify for the Saturday credit recovery program. Successful completion of eight Saturday sessions allows participants to earn credit lost due to course failure. The program focuses on skills not mastered by students that are essential to pass state end-of-course tests. Students can make up only two courses from the following group: Algebra I, geometry, physical science, Biology I, American literature, and ninth-grade literature and composition. To pass a credit recovery course in the program, participants must attend all eight Saturday sessions; maintain good attendance at school and in their classes; complete all assignments given in the Saturday sessions; have no disciplinary referrals during the recovery semester; demonstrate mastery of targeted objectives in each recovery subject taken; and earn a passing grade of at least 70 in the recovery course. 15

16 Develop a School Culture That Encourages Students to Make the Most of High School Grady teachers and leaders are creating a culture that supports all students in producing their best work. Eighty-seven percent of Grady students reported experiences indicating a moderate to intensive emphasis on creating a culture that encourages and prepares them for the future, compared to 77 percent of students at all urban network sites. Also, significantly higher percentages of Grady students understand the importance of college-preparatory courses and participating in class, are in challenging classes, and are encouraged to do well in school. (See Table 12.) Table 12 Students Experiences That Reflect Their Perceived Value of High School Students said It is very important to take a lot of college-preparatory courses. It is very important to participate actively in class. Courses are sometimes or often exciting and challenging. Teachers often encouraged them to do well in school. Source: 2004 HSTW Assessment Grady High School 70% Urban Network 56% Give Students a Focus in High School Grady High School leaders believe all students should focus their high school studies on something relevant to their futures. The high school currently gives students two ways to achieve this by participating in either the Communication Magnet or the Health Science Academy. THE COMMUNICATION MAGNET Growing from 17 students to approximately 400, the Communication Magnet provides a four-year, college-preparatory program focusing on the communications field. The intent is to provide students a competitive edge in mass media or any other related field. To be eligible for the program, students must reside in the Atlanta Public Schools district, be in the eighth or ninth grade, and have a grade of 85 or above in language arts and an average of 85 or above in the core academic subjects; achievement test scores at the 70th percentile or above in reading and mathematics; high performance on the eighth-grade Georgia Basic Test of Writing Skills; good attendance and conduct; recommendations from their current English teacher and another academic teacher; completed an application and provided a commendable writing sample; and a commitment to academic achievement with parental approval and support. 16

17 Students in the Communications Magnet program must take the following courses beyond the academic core: First year: One semester each of journalism and oral communication Second year: One semester each of journalism and fine arts (music, chorus or art) Third year: An area of emphasis for both semesters of their junior and senior years from print journalism; broadcast journalism; desktop publishing; creative writing; oral communication; art; music; and a third and fourth year of French, Spanish or Latin THE HEALTH TECHNOLOGY ACADEMY The Health Technology Academy (PATHS The Partnership Academy of Technology in Health Science) is a specialized program to prepare students for opportunities in health technology. Through an integrated curriculum emphasizing student-centered learning, hands-on laboratory work and field experiences, students acquire academic and technical skills that prepare them for competitive health careers and to make informed career and postsecondary education choices. The academy has a cross section of students with varying abilities and learning styles. Academy students range academically from the highly successful to those who are struggling. To apply for entrance into the academy, a student must be a rising sophomore at Grady; have a grade-point average of 2.2 or higher; have a record of good behavior with no suspensions; and have the recommendation of at least one teacher. The academy curriculum is flexible, rigorous and prepares students to earn a college-preparatory diploma with a career focus and/or a career technology diploma. Students must take rigorous academic courses in mathematics, science, language arts, social science and foreign language as well as specialized health courses that emphasize technology. Students are also expected to apply their knowledge and skills in workplace situations. Through partnerships with the medical, business and educational communities, students participate in job shadowing, internships and apprenticeships. Academy students complete internships at a nearby medical center, nursing home and other settings arranged through the Atlanta Job Corps. Students are also expected to participate as assistants in special projects, such as blood drives and health fairs. The Health Technology Academy enables Grady s students to finish school with the skills and work ethic needed for future employment in dental services, medical laboratory technology, medical office administration, veterinary science or pharmaceutics. Students are expected to investigate careers, determine career requirements and organize individual career option plans. Like the magnet program, the academy is a school within a school where students are taught by a team of teachers who work together to integrate curriculums and plan assignments that meet the needs of specific students. This relationship creates a supportive atmosphere and focuses students on the future by having them plan for college and careers, mentoring them, and engaging them in project-based learning. 17

18 The academy approach lends itself to different learning styles and teachers develop hands-on assignments that often include computer-based learning activities. For example, students using computer simulation learn how to take blood pressure readings and practice the technique on a partner. This approach allows students to work at their own pace. Students must also pass Health Science II, a senior course that includes a senior research project requiring a research paper, completing a portfolio, keeping and submitting a project journal, and giving an oral presentation summarizing project results to a panel. Senior project topics must be in the area in which students do their internships. Academy students may also earn industry certifications in the health area. They may test for the nursing assistant certification through the Atlanta Job Corps or Atlanta Technical College or they may take additional training and test for the pharmaceutical technician certification at Atlanta Technical College, financed by Grady s partnership with the Atlanta Work Force. Teachers say that Vincent Murray, Grady s principal, believes whole-heartedly in school improvement. He understands the importance of building relationships with faculty and parents to develop a community that supports the school in its effort to improve achievement. His emphasis on participatory leadership inspires teachers to work tirelessly because they are treated as respected professionals with valuable information and ideas. He listens and acts on their suggestions, thus giving teachers a sense of ownership of school improvement initiatives. To help develop good ideas, Murray created a leadership team consisting of department chairs, counselors, media specialists, assistant principals and special coordinators who meet regularly to assist him in the decision-making process. Teachers believe his leadership is effective in helping them improve student achievement. According to the 2004 HSTW teacher survey, 63 percent of Grady teachers say that they and school administrators work as a team compared to only 40 percent of teachers at the urban network high schools. Use Data to Guide Improvement Grady leaders and teachers seek guidance on how to improve the high school by attending school improvement workshops sponsored by HSTW and the Southern Association of Colleges and Schools. They also review ideas presented in the National Goals in Education and SREB s Education Benchmarks To determine its success in reaching its school improvement goals, the leadership team collects information from the HSTW Assessment, local school-based data, school profile data, and the state report on how well graduates perform in Georgia public colleges or universities. The leadership team also tracks important indicators, such as retention rates; the number of higher-level courses; the rigor of career/technical courses; student attendance; the number of students taking AP classes and scoring 3 or better on AP exams; end-ofyear data on ninth-grade students achievement; and scores on standardized tests (SAT, PSAT, Georgia End-of-Course tests and the GHSGT). The team next determines where the school should be on several indicators, including those established by the Atlanta Public Schools superintendent, and determines how to implement policies and practices in ways that improve student achievement. 18

19 The leadership team shares what it learns with faculty, students and parents in an abbreviated report (school profile) and invites responses and recommendations from those stakeholders on how to improve student learning and achievement. The team reviews all recommendations and adopts strategies to modify, strengthen or eliminate academic programs and practices within the school. The team also reviews the purpose of committees and initiatives to ensure they are aligned with practices needed to achieve the school s mission and goals. It is no surprise that more Grady teachers than teachers in the urban network (58 percent compared with 44 percent) strongly agree that they are continually learning and seeking new ideas on how to improve student achievement. Offer Effective Staff Development to Help Teachers Use Research-based Instructional Practices Staff development on school improvement has been a key to Grady s success in raising achievement. The school district provides Grady s staff with funds to attend any workshop offered by HSTW. School leaders and faculty spend the last two days of each school year reviewing data to determine staff development priorities for the next year. They believe that improving student performance is tied to the quality of instruction students receive and that staff development is essential to improving instruction. In 2001 Grady s teachers and school leaders realized they needed to make instruction more student centered and standards based. All teachers participated in standards-based training to help them analyze student work and determine how to get students to produce higher-quality work. In , staff development focused on improving students literacy skills. After adopting a reading model on decoding, comprehending, summarizing, synthesizing and reporting, all teachers attended training on using the model to ensure they could design lessons that encourage higher-level thinking skills. The workshop facilitator paid a follow-up visit to the school the following year to see how teachers were using what they learned at the workshop and to model good instruction in the classroom. Grady teachers still use ideas gained at the workshop. Build a Community That Supports School Improvement By state law, every Georgia school must have a local school council composed of the principal, teachers, parents and community members. Grady s leadership hosts four morning coffees each year for the principal, the faculty and parents to brainstorm how to improve the school. One Grady parent stated, It is nice to see a suggestion I make actually come to life. Other examples of the strong relationship between faculty, leadership, the community and parents include the following: Alumni and community supporters created the non-profit Grady High School Foundation to fund a variety of efforts to improve the school. Grady s PTSA publishes a school newsletter six times per year for all parents, sends a weekly message to parents, raises funds to support student activities, provides support such as assisting counselors in proctoring standardized tests and operates the school s Web site. In 2002, AppleCorps presented its highest accolade, the Apple Award, to the Grady PTSA for its active involvement in the school and its many initiatives to ensure the faculty has funds for instructional activities. 19

20 Results of Grady s Efforts to Improve Student Learning Grady students have shown considerable improvement on several achievement measures, including the HSTW Assessment, the GHSGT, the SAT and AP tests. HSTW ASSESSMENT Grady seniors mean scores on the HSTW Assessment between 1998 and 2004 improved 48 points in reading, 37 points in mathematics and 34 points in science. (See Table 13.) Grady students mean scores on the HSTW Assessment moved from considerably below the HSTW Goals in reading, mathematics and science in 1998 to above the goals in 2000, 2002 and Table 13 Mean Scores of Grady Students on the HSTW Assessment, Mean Score HSTW Goal Reading Mathematics Science Source: HSTW Assessment, 2000, 2002 and 2004 The percentages of students scoring at or above the HSTW performance goals between 1998 and 2004 increased by 62 percentage points in reading, 57 percentage points in mathematics and 38 percentage points in science. (See Table 14.) Also, the percentage of students who received the HSTW Award of Educational Achievement increased from 51 percent in 2000 to 61 percent in Table 14 Percentages of Students Meeting the HSTW Goals in Reading, Mathematics and Science, Mean Score Reading 16% 62% 85% 78% Mathematics Science Source: HSTW Assessment, 2000, 2002 and To earn the HSTW Award of Educational Achievement in 2000 and 2002, seniors had to complete four credits in a career/ technical concentration, score at or above the HSTW performance goals in reading (279), mathematics (297) and science (299) and complete at least two of the three parts of the recommended academic curriculum. 20

21 THE GEORGIA HIGH SCHOOL GRADUATION TEST (GHSGT) The percentages of Grady 11th-grade students passing the GHSGT on the first attempt increased between 1998 and 2005 by four percentage points in English, seven percentage points in writing, eight percentage points in mathematics, 12 percentage points in science and 17 percentage points in social studies. (See Table 15.) SAT SCORES The number of students taking the SAT almost doubled between 1998 and 2005 while Grady students mean scores on the SAT verbal portion increased by 102 points from 1998 to 2005 and the mean SAT mathematics score increased by 93 points during that same period. (See Table16.) Table 15 Percentages of Students Passing the GHSGT on the First Attempt between 1998 and Percentage Point Change English 93% 92% 99% 97% 97% + 4 Writing Mathematics Science Social Studies Source: Henry W. Grady High School Table 16 Mean SAT Scores for Grady Students between 1998 and Number taking the SAT Verbal Score Mathematics Score Combined Score Source: Henry W. Grady High School and Annual Report Cards on K 12 Public Schools 21

22 The disaggregated data show that the SAT total mean scores for Grady s African-American and white students were considerably higher than the mean scores of African-American and white students in Georgia and in the district. (See Table 17.) Table 17 Mean Total SAT Score for High School Seniors by African-American and White Students African-American Students Grady System State White Students Grady System State Source: HSTW Assessment, 2000, 2002 and

23 ADVANCED PLACEMENT (AP) TESTS Between 1998 and 2005 the number of Grady students taking at least one AP test more than tripled from 48 to 175 and the number of tests taken increased from 77 to 272, while the percentage of students scoring a 3 or higher increased slightly. (See Table 18.) Table 18 Advanced Placement Exams Taken by Grady Students Year 1998 Number of Students Taking at Least One Test 48 Number of Tests Taken 77 Percentages of Students who Scored 3 or Higher 51% Source: Annual Report Card on Public K 12 Schools in Georgia produced by the Governor s Office of Student Achievement and Henry W. Grady High School 23

24 GRADUATION RATES Grady s high school graduation rate for all students increased from 56 percent in to 89 percent in (See Table 19.) Since , the school s graduation rate has been considerably higher than the state and district averages for all students together and for all subgroups African-American, white and economically disadvantaged. Table 19 High School Graduation Rates between and All students Grady 56% 68% 75% 89% District State African-American students Grady District State White students Grady District State Economically disadvantaged students Grady District State Source: Annual Report Card on Public K 12 Schools in Georgia produced by the Governor s Office of Student Achievement and Henry W. Grady High School 24

25 Improvement on Other Important Measures Grady High School has demonstrated improvement in its ninth-grade retention rate, attendance rate and the percentage of graduates needing remediation at the postsecondary level: The ninth-grade retention rate (failure to be promoted to the 10th grade) dropped from 35 percent in 1996 to 10 percent in The attendance rate increased from 83 percent in 1996 to 93 percent in The percentage of Grady students entering public colleges in Georgia needing remediation decreased from 25 percent in 1998 to 18 percent in School Recognitions Grady High School has received the following awards and honors. Included are the: 2000 Title I Distinguished School Award presented by the U.S. Department of Education; Georgia School of Excellence Award in 2001 designated by the Georgia Department of Education; National School Change Award for innovative school reform, presented in 2002 by the Fordham University Graduate School of Education, Pearson Education and the American Association of School Administrators; and Gold Performance Award by High Schools That Work in 2003 for improving by 10 or more points in all three subject areas (reading, mathematics and science) of the HSTW Assessment between 2000 and 2002 and meeting all three performance goals. Support for Grady s School Improvement Efforts District Support District leaders for Atlanta Public Schools have helped Grady High School improve by: supporting school leaders and teachers who attend professional development conferences and workshops and visit exemplary HSTW sites; raising graduation requirements beyond the state s minimum standards; providing local funds for professional development, especially through the Division of Career and Technical Education; and appointing a district HSTW coordinator who works closely with the schools to assist them in implementing the HSTW Goals and Key Practices. 25

26 State Support State policies and resources have helped Grady improve by providing state content standards in all areas (through Georgia s Quality Core Curriculum) that give teachers and school leaders clear ideas of what they need to get students to learn; mandatory state graduation tests (GHSGT) in English/language arts, mathematics, science, social studies and writing that send the message to all students that they need to master challenging content, regardless of their ethnicity or socioeconomic backgrounds; and an accountability system (Georgia Public Education Report Card) that measures school performance and gives schools a way to measure themselves. High Schools That Work Support School leaders indicate that HSTW has helped them by providing a school improvement framework that helps the school focus on improving academic achievement and performance; professional development resources that include an annual conference and national workshops; an assessment system that gives leaders and teachers information that links teaching practices at the school to student achievement; district and school leaders opportunities to participate in HSTW s urban initiative which enables them to network with districts and schools with similar challenges; and technical assistance from an external team that includes useful recommendations from objective experts on how to improve and persons to contact for assistance. Lessons Learned About Improving Student Achievement Participatory and distributive leadership makes a difference. Teachers have been empowered by planning and implementing every stage of school reform and thus have a vested interest in seeing that initiatives are successful. A strong support system for entering freshmen is essential. Helping them to have a successful ninth-grade year lays the foundation for future success in high school and beyond. High expectations must be the norm for all students and rigorous classes must be mandated for all students. Engaging all stakeholders is vital. Study groups and open meetings provide excellent information about the needs of the students and the school. 26

27 Plans for the Future Provide more interdisciplinary instruction. Providing common planning time for teachers is a major barrier in the development of interdisciplinary instruction. Open a new career academy, the Arts Academy, in the fall of 2005 to offer students a chance to deeply explore the arts, including theater, theater tech, set design, film, the visual arts, music performance and production, fashion, and dance and to work with professional mentors who will come to Grady to conduct master classes and one-on-one discussions, projects and lessons. Continue to improve the graduation rate. Re-evaluate the current seven-period block schedule. Not having access to all classes every day is a problem for some students who need the day-to-day contact. Contact: Vincent D. Murray, Principal Grady High School 929 Charles Allen Drive N.E. Atlanta, Ga Phone: Fax: [email protected] 27

28 (05V74)