Henry W. Grady High School

“Individually We Are Different… Together We Are Grady”

Excellence and Achievement Home to APS

Communications Magnet

Ranked One of the Premier GA High School

“Distinguished School” 3 Years in a Row

Grady High School Demographics Students

-67% African American

-27% Caucasian

-6% Other

Faculty-46% African American

-41% Caucasian

-13% Other

Grady High School Demographics

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70%

Students Faculty

African-AmericanCaucasian

Other

Grady High School Demographics 1997-1998: 721 1998-1999: 706 1999-2000: 699 2000-2001: 740 2001-2002: 870 2002-2003: 892 2003-2004: 933 2004-2005: 1,010 2005-2006: 1,216

Grady High School Demographics Increase of 476

students over 6 years

46% Overall increase

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2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

Number ofStudents

Students Eligible to Receive Free/Reduced Lunches

2003-2004: 383, 41% of students

2004-2005: 465, 46% of students

2005-2006: 528, 43% of students

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2003-2004

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Number ofEligible Students

Average Combined SAT Scores for Seniors

99-00 00-01 01-02 02-03 03-04 04-05

Grady 1002 1064 1050 1014 1007 1100

APS 839 856 855 862 847 815

GA 967 973 974 980 981 993

U.S. 1011 1012 1013 1016 1017 1028

Average Combined SAT Scores for Seniors

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2000 2001 2002 2003 2004 2005

GradyAPSGeorgiaU.S.

Number of Grady Seniors Who Took the SAT

1999-2000: 91 2000-2001: 108 2001-2002: 111 2002-2003: 138 2003-2004: 140 2004-2005: 148

Mean Total SAT Scores for African-American Seniors

00-01 01-02 02-03 03-04 04-05

Grady 906 925 915 914 985

District 827 828 834 819 843

State 853 852 856 852 868

Mean Total SAT Scores for Caucasian Students

00-01 01-02 02-03 03-04 04-05

Grady 1216 1193 1236 1172 1200

System 1157 1165 1168 1147 1187

State 1026 1029 1033 1029 1040

Mean Scores of Grady Students on the HSTW Assessment

1998 2000 2002 2004 HSTW Goal

Reading 252 288 307 300 279

Math 281 306 322 318 297

Science 283 303 323 317 299

Mean Scores of Grady Students on the HSTW Assessment

0

50

100

150

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350

1998 2000 2002 2004 HSTWGoal

ReadingMathScience

Completion Rates

01-02 02-03 03-04 04-05

Grady 56% 68% 75% 89%

System 39% 43% 54% 72%

State 62% 63% 65% 69%

Completion Rates

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2002 2003 2004 2005

GradyDistrictState

Retention Rate1997-98 1998-99 1999-00 2000-01 2001-02

9th

Grade

27% 18% 13% 7.2% 8.3%

10th

Grade

17% 9% 5% 2% 2.6%

11th Grade

18% 5% 6% 7.4% 2.58%

12th

Grade

6% 3% 7% 2.9% 5.59%

Dropout Rates 1997-98: 13%

1998-99: 10%

1999-00: 8%

2000-01: 7.7%

Overall Retention Rate 1997-98: 18%

1998-99: 10%

1999-00: 8%

2000-01: 5%

2001-02: 4.99%

Overall Promotion Rate 1997-98: 82%

1998-99: 90%

1999-00: 92%

2000-01: 95%

2001-02: 95.01%

Average Student Attendance 1997-98: 87% 1998-99: 90.6% 1999-00: 92.9% 2000-01: 95% 2001-02: 95.01%

Ninth Grade Focus Data 1995 – 2005

9th Grade Retention Rate

1995 - 35% 2004 – 11%

Increased Core Requirements

Removed Lower Level Classes

Ninth Grade Summer Transition Program

Began in 1998 Three weeks 80 students All homeroom students met with their

advisors the Friday before school started and completed activities and a ropes course

Currently 100 students can volunteer to participate

Two weeks Overview of math and language skills Introduction to study skills Getting acquainted with high school:

ATL All 9th grade students are invited to

come to school on the Friday before school starts for an orientation activity

Ninth Grade Instructors Teachers committed

to teach ninth grade students

Teachers are given support and training

New Educational Methods Single gender algebra I

classes Summer Math Academy

Advisement Program Revision

9th grade students are placed in smaller homerooms (32 students-15 students) with an advisor who has volunteered to be a 9th grade specialist

Advisement is held bi-monthly Advisement is grade level

specific Advisors are trained for

specific needs Advisement includes study

skill and test prep

“Let’s Do It Again” Academic Recovery

Purpose- Keep students on track for graduation.

Available to Students who have failed a course which has an EOCT.

Meets on Saturdays for 9 weeks.

Students who succeed get course credit.

Extra Help

Project Success

AVID

Inclusion/ RVI

Extra Help (continued) Tutoring

SATEnd of Course TestTabernacle Partnership

Community Based Program

Mentoring ProgramsGrady Men of DistinctionGeorgia Department of LaborLunch and LearnWISE (Women Inspiring Self

Enrichment)Made MenPrincipal’s Mentoring Program

Career Academies Communication

Magnet Program Health Careers

Academy Arts Academy Travel and Tourism*

2007

Academic Rigor through Advanced Placement

Biology Calculus AB Chemistry U.S. History English Literature Environmental Science French Language U.S Government World History

French Literature Latin Music Theory Physics B Psychology Spanish Language Statistics Art Spanish Literature

Relevance Through Community Outreach

360 Degrees Aramark Atlanta Job Corp Atlanta Medical Hospital Bobby Dodd Criminal Records Georgia Department of

Labor Georgia Tech Georgia Youth

Apprenticeship

American Tech & Logistics Atlanta College of Arts The Atlanta Journal

Constitution Atlanta Technical College Cold Stone Environmental Protection

Agency Georgia Power Georgia Tech Arts

Education Program Heritage Production

More Business Partners Job Corp CEO Kennesaw Mountain

Writing Margaret Mitchell House Morehouse School Of

Medicine Pen/ Faulkner Writers in

School Publix CEO Savannah College of Art &

Design Turner Broadcasting

Johnson & Wales Le Cordon Bleu Marriott Foundation Newcomb & Boyd

Consulting Engineers Phillips Arena Renaissance Hotel Target U.S. Small Business

Administration Youth Radio

Support from HSTW Reform Model Technical Assistance

Visit School Leadership

Retreat HSTW Reform Model California

Partnership/Academies Curriculum Revision

More Support from HSTWHSTW has helped by providing:

A school improvement framework Professional development

resources An assessment system District and school leaders

opportunities to participate in HSTW’s urban initiative

Technical assistance from an external team that includes useful recommendations from objective experts

Professional Development HSTW Sponsored

Staff Development End of Year Faculty

Staff Development Continued Refinement

of School Improvement Plans

HSTW Focus/Challenges Provide more

interdisciplinary instruction.

Providing common planning time for teachers is a major barrier in the development of interdisciplinary instruction

How the State has HelpedGeorgia provides:

State content standards in all areas (through Georgia’s Quality Core Curriculum) that give teachers and school leaders clear ideas of what they need to get students to learn;

Mandatory state graduation tests (GHSGT) in English/language arts, mathematics, science, social studies and writing that send the message to all students that they need to master challenging content, regardless of their ethnicity or socioeconomic backgrounds; and

An accountability system (Georgia Public Education Report Card) that measures school performance and gives schools a way to measure themselves.