Student Performance Data
Student achievement can be measured by a variety
of tools. Standardized tests such as the Iowa
Test of Educational Development (ITED), Graduate
Exit Examination for the 21st Century (GEE21), PLAN,
and ACT are one measure of student achievement.
Other measures include graduation rates, student enrollment in challenging
courses, student awards, and student life after graduation.
Ninth grade students of Terrebonne
High School (THS) take the ITED each year. These ninth grade
students are all enrolled in the ninth grade for at least a second year
and are considered at-risk. The number of students administered the
test accounts for less than 3% of the total school population. Scores
on the ITED are low because of the reasons identified above. At least
ninety percent of the students have scored at or below the 25 - 49 quartile
for the past three years.
Tenth and eleventh grade students of THS take the
Graduate
Exit Exam. Louisiana has
revamped its CRT document from the GEE (Graduate
Exit Exam) to the GEE 21. Changes include a format challenging
students to think critically rather than just recall facts. The Math
and English Language Arts components of the GEE 21 were implemented during
the 2000-2001 school year; sophomores take this portion of the exam.
The Science and Social Studies components of the GEE 21 will be implemented
during the 2001-2002 school year; juniors take this portion of the exam.
GEE data from 1996-1997 to 1999-2000 indicate strengths
in the areas of Language Arts and Written Composition. This data
also identifies Math as the lowest scoring area for THS students with Science
and Social Studies falling somewhere in between. THS students have
consistently scored in the 90 - 100 percentile range for Language Arts
and Written Composition. Math scores range between the 70 - 80 percentile.
GEE 21 data for the 2000-2001 school year reinforces
the previous GEE data in that THS students perform better in English Language
Arts than in Mathematics. This trend is identifiable across the state
as state attainment rates for 2000-2001 in English Language Arts is 78%
while the Math attainment rate for the state is 65%. THS students
scored above all schools in the district and above the state average in
English Language Arts with an 86% attainment rate. In the area of
Math, THS students scored 69% which is above the state attainment rate
of 65% but below the district attainment rate of 70%.
The disaggregation of the results of our students’
performance on the state assessment by gender reveal that females are more
successful on the English Language Arts component while males are more
successful on the Math component. For females, 37% scored below basic
on the English Language Arts component compared to 47% of males scoring
below basic. For the Math component, 69% of the female population
scored below basic while 42% of the male population scored below basic.
Sharp contrasts are also evident in students’ performances across ethnic
groups. White students consistently scored higher in each content
area. Sixty percent of the black students scored below basic in English
Language Arts; 34% of the white students scored below basic in the same
area. Seventy-eight percent of the black students scored below basic
in Math; 42% of the white students scored below basic in the same area.
Sophomores at THS have taken the PLAN
for the past five years. Prior to this current year the test was
taken by students on a volunteer basis; therefore, the number of students
taking the test prior to this current year has been low. For the
2001-2002 school year, all sophomores took the PLAN.
Data comparisons between THS and national averages indicate THS students
are close to the national averages for English, Math, and Reading.
In Science, however, there is a larger gap between THS scores and the national
average.
An average of 178 THS students per year have taken
the ACT during the past five years.
Of these students, an average of 138 are students who have enrolled in
core-curricular courses while an average of 40 are students who have not
followed the core-curriculum. Math scores are consistently lower
than the other curricular areas for students who enroll in the core-curricular
courses; this trend is identifiable across the state. THS students
who have not enrolled in core-curricular courses score lower in English
and/or Math than the other curricular areas; this trend is also identifiable
across the state. Averaging the core and non-core scores together
points to science as a strength and math as a weakness.
Block
scheduling, implemented in 1996-1997, has led to a higher graduation
rate. During the 1995-1996 school year THS graduated 241 seniors;
during the 2000-2001 school year THS graduated 288 seniors. As graduation
rates have increased, dropout rates have decreased. The total dropout
rate for 1996-1997 was 18.3% compared to a total dropout rate of 11.9%
for 1998-1999. Data collection on dropout rate has a two year lag
time but it is anticipated that the trend in lowering the dropout rate
will continue due to the implementation of block scheduling.
Many THS students take advantage of the multitude
of opportunities offered at the school. The number of students enrolled
in challenging courses (honors and gifted classes) for the past five years
has remained between 24 and 27 percent of the school population.
The number of students enrolled in core courses for the past five years
has ranged between 58 and 68 percent of the school population.
THS students receive many awards for their academic
efforts. Since 1998 THS has had five students recognized in the National
Merit Scholarship competition. Four of these students were chosen
as finalists and one received a commendation. Scholarship awards
for the past two years have totaled over $1,000,000.00 each year for THS
students. Such scholarships are funded by local organizations, state
organizations, the military, private industry, and universities.
THS students travel different roads as they
depart the THS campus. Some enroll in college, some join the military,
and some go directly to work. The Louisiana
State Department of Education’s “First
Time Freshmen” report indicates that 137 students who have graduated
from THS enrolled in a Louisiana university as a Freshman during the 1999-2000
school year. The report for the 2000-2001 school year indicates an
enrollment of 116 THS students in Louisiana
universities as a first time Freshman. Sixteen or more THS
graduates have joined the military each year since 1997 - 1998. The
number of THS graduates joining the military has increased gradually -
21 THS graduates joined the military in 1998-1999, 25 in 1999-2000, and
28 in 2000-2001.
Student and Community Demographic Data
Terrebonne High School,
an urban school with an enrollment of 994, is comprised of approximately
69% white, 27% black, 3% native American, 1% Hispanic, and less than 1%
Asian. Comparison of this data with the 1991-1992 SACS
data indicates a growth in student population of approximately 8% with
minimal change in the racial makeup of the school. In 1991 - 1992
THS had an enrollment of 923 students comprised of 72% white, 26% black,
1% native American, less than 1% Hispanic, and less than 1% Asian.
Less than 1% of THS students have specific health needs, approximately
1% are classified as limited English proficiency and 6.5% have some type
of disability. Approximately 28% of the student body is eligible
for the free lunch program and 6% are eligible for the reduced lunch program.
Students who attend the school come from a socio-economical
diverse background. The school accommodates students who live in
the city, suburbs, or country. Parents of these students have diverse
educational backgrounds varying from the high school drop-out to the college-degreed.
Educational attainment levels provided by the 1990
Census indicates 23% of the population served by THS has less than
a 9th grade education. Poverty levels by race as served by THS are
distributed as 16.7% white, 39.4% black, and 37% other persons.
Student attendance has fluctuated over the
years. An overall increase in student attendance occurred during
the 2000-2001 school year. Student dropout rates have declined over
the years. During 1996-1997, 18.3% of THS students dropped out of
school. During the 1998-1999 school year, 11.9% of THS students dropped
out of school. Many of the students who are counted in this
dropout data are 9th grade students. One of the unique characteristics
of THS is its 9th grade population. Approximately sixty 9th grade
students attend THS; all of these students are classified as at-risk students;
they have all failed the 9th grade at least once. Efforts by the
state to change these statistics include changing the age a student can
drop out of school without parent permission from 16 to 17 years of age.
Sources of school revenue include sales tax
funds, parish allotments, Title monies, and community support. Sales
tax revenues provide $40 per child for the purchase of instructional supplies.
Parish allotments include $5 per each child enrolled in Family and Consumer
Sciences, Band, Art, Vocal Music, and Industrial Arts, $500 for instrument
repair, and $1000 for library purchases. Title II and Title VI funds
are allotted the school based on student enrollment. Community financial
support comes in many forms: percentages of sales from Coca
Cola and Terrebonne vending machines, 1% of grocery sales at Winn
Dixie by THS supporters, attendance at athletic events, booster club
fundraisers, attendance at other school events, and the passing of a sales
tax which supports education. In addition to these funds, THS also
raises its own funds through candy sales, afghan sales, parking fees and
fines, and library fines.
There are many non-school programs/facilities
in the community which support education. Guest speakers are available
from Terrebonne General Medical Center,
the District Attorney’s office, and many local businesses. The community
also has four public libraries which provide educational experiences for
THS students. Parent organizations such as Parents for Education,
Athletic Booster, and Band Booster organizations raise monies for the school;
these monies are used to transport students to various athletic and academic
functions as well as to purchase instructional supplies for the classroom.
Community organizations which sponsor scholarships for THS students include
Kiwanis, Civitan, Lion’s Club, Papa
John’s, etc.
School Characteristics
Terrebonne High School is
a public high school that has been in existence since
1908. The school houses grades 10 - 12 with a limited number
of 9th grade students. THS is the second oldest accredited high school
in the state of Louisiana; the accreditation was awarded by the Southern
Association of Colleges and Schools in 1914. Recently the school
was awarded a certificate for seventy-five years of regional accreditation.
In 1908 Terrebonne High was a combined elementary
and high school. THS graduated its first senior class in 1908.
THS has occupied four different buildings during its existence. Growth
in student population led to the development of several buildings; the
present Terrebonne High School building was completed in mid-1940.
The building was built to last, having sixteen inch solid brick walls and
steel reinforced concrete floors. The auditorium designed to seat
approximately 1000 people, was one of the finest in the state. Since
1940 the original structure has undergone many additions and renovations
to meet the changing needs and the growth of the student body. The
War Memorial at the base of the THS flagpole was completed in 1953.
A stadium and athletic facilities were completed in 1955. In 1962
a major renovation program resulted in the addition of an air-conditioned
kitchen-cafeteria. Two new science labs were added in 1963.
In 1973 a new baseball field was built. A new library and field house
was built in 1977. Many changes in the facility and in educational
practices occurred throughout the years.
Currently, the main building consists of three operational
levels housing 55 classrooms, three separate administrative offices, one
guidance office, one nurse’s office, an auditorium, and a cafeteria.
Additional buildings include the library, two gyms (includes two instructional
classrooms and a choir room), two portable buildings, one industrial shop,
and a band room. The learning environment is supported by an air
conditioning/heating system, desks for each student, at least one computer
in each classroom, and television monitors in each classroom. Safety
precautions include doors and windows that lock for each classroom, safety
rules for science classes, emergency exit diagrams posted in each classroom,
fire drills, and monthly safety meetings.
There are 994 students enrolled at THS for the current
school year. The length of the school year is 182 days of which students
attend 177 days. The school day begins at 7:15 and ends at 2:15.
The school is operated on the block schedule with four 90 minute classes
constituting a full day of class. THS employs 73 instructional support
staff of which 64 are teachers. Twenty-four teachers are male and
forty are female. Seven teachers are black, one is Spanish, and fifty-six
are white. There are three administrators and one master teacher
also employed at THS; two of the administrators and the master teacher
are white and one administrator is black. Student-teacher ratios
average 17 to 1. Administrator-teacher ratio is 21 to 1. The
average years of experience of the faculty and administration is 11.2 years.
Approximately 33% of the teaching and administrative staff hold advanced
degrees.
The guidance office operates
with three counselors and one secretary. Counselor-student ratio
is 331 to 1. Curriculum offerings are varied to accommodate individual
student needs. Students receive a scheduling guide to aid in choosing
courses.
During the 1999-2000 school year THS implemented
as part of a district-wide program a dress
code and I.D. policy. These policies have been implemented with
the philosophy that a more secure environment will result by promoting
an atmosphere for greater discipline, circumventing distractions and social
connotations in an effort to increase learning opportunities.
Stakeholders Perspectives on the Quality of Education
Terrebonne High School utilized
the NSSE’s Opinion Inventories
to gather the opinions of students, teachers, parents, and community members
about the quality of education at our school. The survey revealed
the following findings:
Students ranked each of the common survey
items except for item four and seven lower than parents, teachers, and
community members:
“The educational program offered to students
is of high quality.”
“Students see a relationship between what
they are studying and their lives.”
“Our school is preparing students to deal with issues
and problems they will face in the future.”
“Our school’s facilities are adequate to support
the instructional program.”
“In our school students have access to a variety
of resources to help them succeed in their learning, such as technology,
media centers and libraries.”
Teachers ranked the fourth common survey item
higher than students, parents, and community members. Teachers did
not rank any item lower than the other inventory groups.
“Teachers hold high expectations for student
learning.”
Community responses for the school were higher
than national responses for items one, six, and seven.
“The educational program offered to students
is of high quality.”
“In our schools students have access to a
variety of resources to help them succeed in their learning, such as technology,
media centers and libraries.”
“Our school provides students and teachers
with a safe and orderly environment for learning.”
2002
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