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Flexible Learning Program (FLP) Plan

Data Analysis Sample

The School Data Team for Marietta High School collected and organized all 2011-2012 data related to student achievement and graduation rates. The data was analyzed longitudinally over a period of three years (2010-present), and trends were noted. Comparisons to both state and RESA averages were of consideration when determining the appropriate subject areas to target in the FLP.

The following trends were determined:

The graduation rate for Students with Disabilities remained unchanged for two consecutive years (2010 & 2011) and is currently below the state average for this subgroup.

The graduation rate for Limited English Proficient Students dropped over a two year period (2010-2011) and is currently below the state average by 13.7% for this subgroup.

Further, research strongly suggests that students who are unsuccessful after their first year of high school are far more susceptible to ending their educational pathways and dropping out of school (Allensworth & Easton, 2005; 2007). As a result the School Data Team examined trends amongst subgroup data over the last three years for the following at-risk indicators:

  • Course failure rates by subject
  • Retention rates by grade level
  • Pass/Fail rates for the EOCT and CRCT

Course failure and retention rates:

Currently, the 9th grade population of Marietta High School comprises 36% of the student population versus the 12th grade graduation class which consists of a mere 16% of the overall student population. A root cause analysis of this variance revealed elevated course failure rates amongst the 9th grade. Over the past three years, 9th grade specific courses for Math, Science, and ELA reveal the highest failure rates amongst the entire school population. As a result, at the conclusion of the 2011-2012 year,

  • 29% of 9th grade students did not meet promotion criteria for ELA
  • 49% of 9th grade students did not meet the promotion criteria for Mathematics
  • 27% of 9th grade students did not meet the promotion criteria for adequate number of credit hours
  • 42% of 9th grade students did not meet the promotion criteria prior to remediation offered through summer school.

Pass/Fail Rates for State Assessments:

At the conclusion of the 2011-2012 year,

  • 85% of all students met or exceeded standards on the 9th Grade Literature EOCT
  • 95% of all students met or exceeded standards on the American Literature EOCT
  • 77% of all students met or exceeded standards on the Math I EOCT
  • 78% of all students met or exceeded standards on the Math II EOCT
  • 61% of all students met or exceeded standards on the Physical Science EOCT
  • 72% of all students met or exceeded standards on the Biology EOCT

At the conclusion of the 2011-2012 year the Students with Disabilities subgroup scored below the overall score for all students at Marietta High as follows,

  • 44% below on the 9th Grade Literature EOCT
  • 6% below on the American Literature EOCT
  • 58% below on the Math I EOCT
  • 43% below on the Math II EOCT
  • 37% below on the Physical Science EOCT
  • 34% below on the Biology EOCT

At the conclusion of the 2011-2012 year the Limited English Proficiency subgroup scored below the overall score for all students at Marietta High as follows,

  • 19% below on the 9th Grade Literature EOCT
  • 59% below on the American Literature EOCT
  • 2% below on the Math I EOCT
  • 9% below on the Math II EOCT
  • 20% below on the Physical Science EOCT
  • 26% below on the Biology EOCT

Additionally, rising 9th grade students showed gains on the Reading, ELA, Math, and Science Criterion Reference Test; however, students overall lacked the requisite skills needed to be successful in the core content courses at the high school level.

In 2011, 73% of 8th grade students met or exceeded the standards on the Math CRCT. However, the Georgia RESA Assessment of Progress (GRASP) screening revealed that a minimal 4% of these students obtained the requisite skills needed to be successful in the GPS Math I curricular.

The Marietta High School Data Team conducted an analysis of the data to determine the root cause of the achievement gaps that exists amongst our SWD and LEP subgroups and the retention rate of students in 9th grade as it relates to the school graduation rate. It was determined:

  • Lack of requisite skills needed to be successful in the core content areas at the high school were a significant factor in the escalated retention rate at the 9th grade level.
  • The need exists to develop a segue of instructional expectations between 8th and 9th grade for students in order to support transition from the middle school to the high school.
  • Teachers experience difficulty adapting teaching styles and strategies that address the needs of the adolescent learner.
  • Opportunities for intervention and support are available at the high school; however, the need exists to provide more prescribed and strategic interventions exists.

A study of resilient and non-resilient 9th grade students revealed the following:

  • Overall, students were overwhelmed by the level of rigor present in their classes at the high school as opposed to middle school; particularly in the area of Math.
  • Despite several attempts to prepare rising 9th grade students for the transition to high school, overall students did not “believe” that failure was a reality.
  • Students revealed that they were not accustomed to the “lecture” style of teaching they experienced in some of their classes and therefore lacked engaging experiences of learning.

Based on the results of the data analysis conducted for all students in the school, Marietta High School will offer FLP services in mathematics and reading.

Dr. John D. Barge, State School Superintendent

February 2013 ● Page 1 of 3