4 Rockdale schools on high performing list (Oct. 31, 2012)
Ga. gets waiver for No Child Left Behind (Feb. 9, 2012)
Rockdale school system makes AYP for 6th year in a row (Nov. 2, 2011)
State Superintendent visits Rockdale Career Academy (Oct. 9, 2011)
The state released the first ever Georgia College and Career Ready Performance Index, which replaces the federal No Child Left Behind measurements, and Rockdale's schools scored higher than the state average for elementary and middle schools but below average for high schools.
The average for Rockdale's elementary schools was 85.7, for middle schools was 87, and for high schools was 67.6.
The state's average for elementary schools is 83.4, middle schools 81.4, and high schools is 72.6
The highest scoring school was Honey Creek Elementary, with a score of 94.3, and the lowest was Salem High School, with a score of 64.3.
The school with the biggest number of bonus points credited for having economically disadvantaged students, English learner students, students with disabilities that meet expectations or students that exceed the bar was Pine Street Elementary.
The CCRPI is the new accountability system, measuring more than 19 factors, that replaces the NCLB Adequate Yearly Progress measurement, which measured only a few factors, in Georgia. The U.S. Department of Education granted Georgia's waiver from NCLB last February.
In the CCRPI, each school receives a score out of 100 points. A school and district's overall score is made up of three major areas: Achievement (70 points possible), Progress (15 points possible) and Achievement Gap (15 points possible).
In addition to the three major areas, some schools receive "Challenge Points" to add to their score (up to 10 points). They receive these points if they have a significant number of Economically Disadvantaged students, English Learner students and Students with Disabilities meeting expectations. They also receive points for going beyond the targets of the CCRPI by challenging students to exceed expectations and participate in college and career readiness programs.
"I am very pleased that we now have a school improvement measure as in-depth as the College and Career Ready Performance Index," said Superintendent Dr. John Barge. "We are no longer bound by the narrow definitions of success found in the Adequate Yearly Progress measurement. Holding schools accountable and rewarding them for the work they do in all subjects and with all students is critical in preparing our students to be college and career ready. The index effectively measures how schools prepare our students for success."
"We are pleased to see that our elementary and middle school scores are well above the state average," said Superintendent Richard Autry. "Our scores indicate that we must continue to focus on improvements at the high school level, particularly in mathematics."
"While we appreciate an accountability system that utilizes multiple measures of school success, there will be a significant learning curve for educators, parents, and community members," said Autry. "This system is far more complex than the previous Adequate Yearly Progress measurement system. Due to the fact the complete College and Career Readiness Performance Index was just recently released to school districts, we are currently analyzing the data released by the state to ensure accuracy and determine the calculations used to determine points and ratings given for each area. With a better understanding of the data used and the performance index formulas, we will be able to celebrate our successes and pinpoint our challenges which will define our work as we move forward."
Beginning in 2013-2014, schools will also receive ratings based on their financial efficiency and school climate, but these ratings will be for the public's information only and will not factor into the school's overall CCRPI score.
The Index measurements support the state's core educational principles:
• exemplary student achievement that prepares all for success in college and careers
• effective teaching and leadership in all schools
• innovative school improvement, particularly in low performing schools
• reduction in the duplicative reporting requirements for local school districts