Accomplishments

Partners FOR Acceleration

Student achievement gains – 2008 PACT

 

	LA	Math	Science	Social Studies	Average
% basic & above	-1.0	+3.5	+15.8	+17.7	+9.0
% proficient & above	+0.5	+2.9	+7.7	+5.8	+4.2

 

Positive School Environment

 

Environment	Percentage of teachers, parents, students agreeing or mostly agreeing
School has a positive learning environment	89%
School has a positive social and physical environment	90%
School has positive home school relations	87%

 

Improvement in Structures, Processes and Strategies

 

Structure, Processes, and Strategies	Percentage of schools showing improvement
Collaborative governance structure in place	100%
Systematic decision-making processes used	100%
On-site technical support provided	100%
Participation in professional development activities	100%

 

 

School recognitions: 2007-2008

· Closing the Achievement Gap award

· Positive Behavior award

· Laura Bush Reading Grant

· Palmetto Gold and Silver awards

State Project Read Grants

Target Grant

Fish/Wildlife Grant

James Island Elementary “Outdoor Classroom”

 

Teacher recognitions: 2007-2008

CCSD Teacher of the Month

Cooper River Constituent District: Recognition of Teachers for PACT scores

Fullbright Program Participant: Mano River

Semi-finalist: CCSD Teacher of the Year

 

External evaluation findings

In 2008 the Center for Research in Educational Policy at the University of Memphis conducted a study of six schools in South Carolina implementing Accelerated Schools Plus (ASP). Three of the schools remain involved in Partners for Acceleration. The study examined the implementation and impact of ASP and focused on changes in school climate and improvements in student achievement as compared to a set of control schools. The report summarizes findings as, “The school achievement data, based on analyses of PACT scores in Reading and Math, indicated positive outcomes for the treatment (ASP) schools. While there was variation in individual grade-level results, the treatment schools performed better than the control schools on a number of counts during the 2004–2005 and 2005–2006 testing points. Further, there were a number of upward trends in Reading and Math performance among treatment schools.” The report goes on to say that data indicate a relationship between improved school climate and student achievement.

 

 

”Cultivating Accomplishment, Belonging, and Engagement ”