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Four KG schools fail AYP

Of five division schools, only KGHS passes

King George High School is the only county school that has met or exceeded all federal accountability objectives during the last school year. The four other county schools missed the mark by failing to meet federal accountability standards.

That’s according to national Adequate Yearly Progress (AYP) ratings released last week for 2011-12 by the Virginia Department of Education (VDOE). Ratings for the

2011-12 school year are based on testing and achievement during 2010-11 and on average achievement during the three most recent school years.

The ratings indicate progress or its lack toward the goals of the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act (NCLB) of 2001.

For a school or a school division to make AYP, it must meet or exceed 29 benchmarks for student achievement, including statewide testing. Missing a single benchmark may result in a school or a school division not making AYP. The main focus is for all groups of students to meet benchmarks for proficiency in English and math. 

The AYP announcement was made last week on Aug. 11 by the Virginia Department of Education (VDOE).  At the same time, it posted information on each of the schools and divisions across the state. 

To see the complete listing of AYP for each school in the state, go to the VDOE website, www.doe.virginia.gov/statistics_reports/accreditation_ayp_reports/ayp/index.shtml. Additional information about each school can also be found at the VDOE website in the School Report Card section, https://p1pe.doe.virginia.gov/reportcard/.

Of the state’s 1,839 public schools, 1,129 failed to achieve AYP, with four of King George’s five schools included in the count of schools failing to make the federal benchmarks.

Only 697 Virginia public schools achieved AYP — 38 percent. That was a sizable drop from 60 percent of schools making AYP a year ago and 71 percent of Virginia schools making the grade two years earlier under federal guidelines.

KING GEORGE SCHOOL DIVISION
The King George division also failed AYP, as it has for the last three years running. This year it failed five of the 29 objectives, passing in 24.

The King George division has only made AYP twice, in 2005 and 2008.

KING GEORGE HIGH SCHOOL
King George High School is back in the successful column having made AYP in all 29 objectives. The school had failed to achieve AYP the previous year, only missing one of the AYP elements, with the school’s students with disabilities falling short on mathematics performance, though it had reduced failure by 10 percent. Up until 2010-11, KGHS had achieved AYP for six years in a row.

Despite its achievement, the school’s report card indicates a troubling drop in enrollment in advanced programs.

At KGHS, the number of students enrolled in advanced placement courses dropped by more than half, from 77 students (6.11 percent) in 2009-10 to last year’s 37 students (2.82 percent). 

Likewise, the number of students enrolled in dual enrollment courses dropped from 157 students (12.46 percent) in 2009-10 to last year’s 68 students in dual enrollment classes (5.19 percent).

Those numbers could show the beginning of a troubling trend, since the percentage of students enrolled in advanced programs is a key indicator of school quality at the secondary level.

KING GEORGE MIDDLE SCHOOL
KGMS has two grades, seventh and eighth. The middle school failed to achieve AYP for the current year and has also failed to make AYP in each of the last three years. It is designated as In Improvement-Year 2 for English.

In the most recent AYP results, the school failed 6 of the 29 required elements. The school report card indicates in the previous year KGMS failed in only one measurement element, which was English performance for students with disabilities. In addition to failing English performance for students with disabilities again, last week’s results indicate it also failed English performance for black students and for economically disadvantaged students.

Likewise the school report card indicates that KGMS also failed in mathematics performance for all three of those same groups of students.

KING GEORGE ELEMENTARY
KGES serves grades kindergarten through sixth grade and is designated as a Title I school, receiving supplemental federal funds and targeted-assistance for instructional programs for qualifying students.

KGES failed to achieve AYP for the current year, but achieved AYP once in the last three years, which was the previous year. It is designated as In Improvement-Year 3 for mathematics.

In the most recent AYP results, the school failed 5 of the 29 required elements. The school report card indicates KGES failed in English performance for students with disabilities, for black students and for economically disadvantaged students.

Likewise the school report card indicates that KGMS also failed in mathematics performance for Black students and for students with disabilities.

SEALSTON ELEMENTARY
Sealston serves grades kindergarten through sixth grade and is designated as a Title I school, receiving supplemental federal funds and targeted-assistance for instructional programs for qualifying students.

Sealston failed to achieve AYP for the current year and for the last three years. It is designated as In Improvement-Year 1 for mathematics and In Improvement-Year 2 for English.

In the most recent AYP results, the school failed 2 of the 29 required elements. The school report card indicates Sealston failed in English performance for black students and in mathematics performance for economically disadvantaged students.

POTOMAC ELEMENTARY
Potomac serves grades kindergarten through sixth grade and is designated as a Title I school, receiving supplemental federal funds and targeted-assistance for instructional programs for qualifying students.

Potomac failed to achieve AYP for the current year, but achieved AYP once in the last three years, which was in 2009-10. Potomac is designated In Improvement-Year 4 for English. As such it must develop an alternative governance plan while offering transfers and tutoring and continuing to implement corrective action.

The alternative governance plan to be developed during the coming year would be implemented if the school again does not make AYP in the same subject area and moves into year 5 of Improvement status. According to VDOE, the plan must include one of the following actions:  Replace all or most of the school staff relevant to the school’s failure to make AYP; turn the management of the school over to a private educational management company or other entity with a demonstrated record of effectiveness; reopen the school as a charter school; or any other major restructuring of school governance.

In the most recent AYP results, Potomac Elementary failed 3 of the 29 required elements. The school report card indicates Potomac failed in English performance for black students and for economically disadvantaged students, though it made progress by reducing that last failure rate by 10 percent or more. It also failed in mathematics performance for economically disadvantaged students.

 

Phyllis Cook
Staff Reporter


 

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