1. Achievement Attendance Discipline School Quality
Thomasville High School
Promoting Life-Long Learning in the 21st Century
2017
Achievement Attendance Discipline School Quality
Thomasville City Schools

2. THS

3. ACHIEVEMENT DATA

4. ACT ASPIRE 2017 62% 33% 23% 19% 25% 32% 3% 7% 22% 67% 38% 8% 34% 27%
GRADE 10
NAT’L AVG
EXCEEDING
READY
CLOSE
NEED SUPP
ENGLISH
(95)
62%
33%
23%
19%
25%
MATH
32% 3% 7%
22%
67%
READING
38% 8%
34%
27%
31%
SCIENCE
11%
13%
54%
WRITING
(94)
52% 2%
66% 5%

5. ACT Aspire – Longitudinal Data
GRADE 10
10th Grade
2016
2017
Gain/Loss
% READY
ENGLISH
60%
56% 
-4 
READING
39%
42% 
+3 
WRITING
53%
68% 
+15 
SCIENCE
26%
 24%
-2 
MATH
13%
 10%
-3 
* READY = EXCEEDING+READY

6. ACT + WRITING GRADE 11 ENGLISH MATH READING SCIENCE COMPOSITE 2013
GRAD YR
DISTRICT
STATE
2013
18.6
20.5
17.5
19.5
19.7
21.0
18.3
20.2
18.7
20.4
2014
18.2
20.7
21.3
20.6
2015
16.8
18.8
16.7
18.4
17.9
17.1
19.1
17.2
2016
17.8
2017
16.9
18.5
18.9
18.1

7. Indicators of Readiness
CREDIT-BEARING COLLEGE COURSE
ACT BENCHMARK SCORE
ENGLISH COMPOSITION
18 on ACT ENGLISH TEST
COLLEGE ALGEBRA
22 on ACT MATH TEST
SOCIAL SCIENCE
22 on ACT READING TEST
BIOLOGY
23 on ACT SCIENCE TEST
*Indicates a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses

8. Percent of Students Who Met College Readiness Benchmarks

9. Average ACT Scores by Race/Ethnicity

10. Reading for Information
WorkKeys
GRADE 12
Total Tested: 116
% Proficient: 51%
Areas of Weakness:
Locating Information
Applied Math
Areas Tested:
Reading for Information
Applied Mathematics
ACT WorkKeys assessments measure the cognitive and non-cognitive skills needed for success in the workforce. They have been used for more than two decades by job seekers, employees, employers, students, educators, administrators, and workforce and economic developers.

11. Attendance and Discipline Data

12. Attendance Data
9-Month Attendance Report

13. Discipline Data
SIR Report

14. School Quality Data

15. Domain: Teaching and Learning Impact
The External Review Team examined:
Student performance results
Instructional quality
Learner and family engagement
Support services for student learning
Curriculum quality and efficacy
College and career readiness data
Notes
The Teaching and Learning Domain is comprised of all of the Indicators for Standard 3 – Teaching and Assessing for Learning, Standard 5 – Continuous Improvement, and four Evaluative Criteria for the Student Performance Diagnostic.
© 2016 AdvancED®

16. Results: Teaching & Learning Impact
Learning Environments
External Review
AEN * 1
Equitable Learning Environment
3.91
2.69 2
High Expectations Environment
2.94
2.80 3
Supportive Learning Environment
3.21
3.05 4
Active Learning Environment
3.36
2.93 5
Progress Monitoring and Feedback Environment
2.76 6
Well-Managed Learning Environment
3.29
3.12 7
Digital Learning Environment
2.12
1.86
eleot®
*AdvancED Network

17. Other Domains: Leadership Capacity and Resource Utilization
The External Review Team examined:
Institutional purpose and direction
Governance and leadership effectiveness
Stakeholder engagement
Improvement capacity
Results
Allocation and use of resources
Equity of resource distribution to need
Level and sustainability of resources
Long range capital and resource planning effectiveness

18. External Review IEQ Score
Domain IEQ Results
Index of Educational Quality
External Review IEQ Score
AE Network Average
Overall Score
270.73
278.94
Teaching and Learning Impact
254.29
268.48
Leadership Capacity
290.00
293.71
Resource Utilization
285.00
286.27

19. https://goo.gl/forms/zdx62DBDtX9h3gCQ2
TCS Needs Assessment