Commonalities of Georgia's 85/10 High Schools

Commonalities of Georgia‘s 85/10 High Schools
The schools in this study had varied demographic profiles which are summarized in Table I.
Table I: Range of 2009 Demographic 3 Percentages
of 85/10 Schools
Student Demographics 4 Range of Percentages
for 85/10 Schools
Asian
Black
Hispanic
White
Multiracial
Students with Disabilities
0 - 4
0 - 98
0 - 19
0 - 96
0 - 4
5 - 17
Limited English Proficient 0 - 5
Eligible for Free/Reduced Meals
An analysis of the responses of the 85/10 schools based on the counties’ population classification, such
as rural, urban, and suburban, indicated no stronger commonalities than those among all 85/10 schools.
Similarly, analysis of schools’ responses based on student enrollment indicated comparable
commonalities as those of all 85/10 schools. Thus, neither the size of the schools’ enrollment nor the
population classification of the counties in which the schools are located resulted in differences in
commonalities among the 15 schools.
CONCLUSION
In conclusion, in the 85/10 schools the caring culture encompassed continuous improvement practices
and focused on the mission and goals of the school. High expectations for students and faculty were
evident, and there was a single-minded focus on a rigorous curriculum and mastery of curriculum
standards by each student whether postsecondary-bound or career-bound. The emphasis was on
students earning the course credits to move to the next level of learning and passing all GHSGT.
Students who had not mastered the standards were provided concentrated, focused, strategic
remediation on those standards, and they had opportunities to earn course credit for subjects previously
failed. Students were assessed to determine mastery of standards. Teachers were knowledgeable of the
curriculum and employed a variety of effective instructional strategies.
Administrators were effective instructional leaders who nurtured a culture of high
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expectations. Additionally, the schools had an intense concentration on an
effective transition of students from eighth to ninth grade and on the structure of
the ninth grade itself, ensuring it was conducive to student learning. Teachers,
administrators, graduation coaches, and students were accountable for student
learning. The schools emphasized an increase in the amount of studentlearning
time and the flexible use of time, particularly for remediation. Teachers
and administrators worked together to create and use tools, including
professional learning, to ensure rigor and effective instruction in each classroom.
These schools used data and continuous improvement processes in their shared
decision-making structure to tackle and resolve barriers to student learning.
“We have a lot
of college
students who
tutor our high
school
students.”
3
Source: Governor’s Office of Student Achievement, www.gaosa.org.
4
One school reported one percent Native American/Alaskan Native students. Each school reported zero percent Migrant students.
Thus, these data are not included in the table.
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