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A Curriculum Management Audit - page 75 / 140

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Exhibit 3.5.3 indicates:

  • In 2000, Clover Park High School had 295 more students in grade 9 than grade 12; in 1999 there were 320 more students in grade 9 than in grade 12; and in 1998 there were 275 more students in grade 9 than grade 12.

  • In 2000, Lakes High School had 314 more students enrolled in grade 9 than grade 12; in 1999 there were 277 more students in grade 9 than in grade 12; and in 1998 there were 149 more students in grade 9 than in grade 12.

  • The largest decline in student enrollment occurred between grades 9 and 10 at both high schools (except in 1998 at Lakes High School). During the past two years, enrollment at A-1 Alternative School declined the most between grades 11 and 12.

  • A general trend of keeping increasing numbers of students in high school has not taken place during the past three years.

Many students’ needs are not being addressed in the Clover Park School District, as evidenced by the large number of students who drop out of school. Data on student drop-outs by ethnicity were not available.

The following interview comments indicate concern about not addressing students’ needs:

  • “We need to make sure the high schools are meeting the needs of all students. I don’t think we are. We start out with large freshmen classes and small numbers are graduating.”

  • “Our freshman rate is unreal. We have a lot of what we call froshmores. We start with 500 freshmen and four years later only graduate 250 students.”

  • “We are doing a disservice to kids by not offering a full range of vocational courses.”

  • “Students need help. They are promoted, but not given help. We have 43 eighth grade students with a GPA of less than 2.0. We need a plan for success.”

Program Placement

A quality school district provides equal access to district programs and services for every student. The auditors examined the assignment of students to special education and gifted/talented programs and Advanced Placement courses. Disproportionate placement of certain ethnic and gender groups occurs in the special education and gifted/talented programs.

Exhibit 3.5.4 shows the level of participation in special education and gifted/talented programs by ethnicity and gender.

District

Gifted

Special

Enrollment

Program

Education

11%

11%

4%

24%

8%

27%

10%

4%

9%

2%

2%

2%

53%

76%

58%

49%

46%

32%

51%

54%

68%

Exhibit 3.5.4 Comparison of Ethnicity and Gender in Gifted and Special Education Programs with Total District Enrollment Clover Park School District 2000-2001

Asian Black Hispanic Native American White Female Male District data

Exhibit 3.5.4 demonstrates the following:

Clover Park School District Audit Report Page 69

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