Turnaround Eligible Schools replaces the “Chronically Failing Schools” expression that GOSA used in prior years.
Priority School is a school which has a 3-year average of CCRPI Content Mastery scores in the lowest 5% or is a high school with a graduation rate less than 60% for 2 consecutive years.
Focus School is a school which has a 3-year average of CCRPI Achievement Gap scores in the lowest 10%. Achievement Gap compares the lowest 25% of achievers in a school with the state average.
Title I Schools – 99% of schools in Region 3, 4 and 5 are Title I
Yellow Schools
– Removed From Chronically Failing School List
Red Schools
– Added to Chronically Failing School List
DeKalb Schools 2017 Turnaround Eligible (Chronically Failing) Schools
| Region | School Name | Title I | Priority School | Focus School | Chronically Failing School 2016 | 2015 Final CCRPI Score | 2016 Final CCRPI Score | 2017 CCRPI Score | Change from 2016 to 2017 |
|---|---|---|---|---|---|---|---|---|---|
| 1 | Cross Keys HS | X | X | 74.4 | 81.9 | 78.3 | -3.6 | ||
| 1 | Dresden ES | X | X | 54.9 | 48.8 | 57.1 | 8.3 | ||
| 1 | Montclair ES | X | X | X | 55 | 52 | 52.7 | 0.7 | |
| 2 | Smoke Rise ES | X | X | 61.8 | 59.3 | 69.1 | 9.8 | ||
| 2 | Avondale ES | X | 58.5 | 56.1 | 59.2 | 3.1 | |||
| 3 | Clarkston HS | X | X | 72.1 | 70.9 | 75.4 | 4.5 | ||
| 3 | Dunaire ES | X | X | 53.2 | 48.8 | 53.5 | 4.7 | ||
| 3 | E.L. Miller ES | X | X | X | 55.9 | 57.6 | 57.6 | 0 | |
| 3 | Freedom MS | X | X | 56.5 | 61.4 | 65 | 3.6 | ||
| 3 | Jolly ES | X | X | 53.8 | 56.5 | 62.3 | 5.8 | ||
| 3 | Princeton ES | X | X | 54.3 | 61.5 | 56.7 | -4.8 | ||
| 3 | Redan ES | X | X | 58 | 46.7 | 56.5 | 9.8 | ||
| 4 | Browns Mill ES | X | X | X | 56.3 | 51.8 | 51.2 | -0.6 | |
| 4 | Chapel Hill ES | X | X | 57.5 | 50 | 63.4 | 13.4 | ||
| 4 | Destiny Achievers Academy | X | X | 52.7 | 48.4 | 54.8 | 6.4 | ||
| 4 | Fairington ES | X | X | 43.9 | 45.9 | 53.6 | 7.7 | ||
| 4 | Flat Rock ES | X | X | 59.4 | 55.3 | 58.2 | 2.9 | ||
| 4 | Lithonia MS | X | X | 65.6 | 47.1 | 55.9 | 8.8 | ||
| 4 | Panola Way ES | X | X | 52.3 | 42.5 | 59.6 | 17.1 | ||
| 4 | Stoneview ES | X | X | X | 46.3 | 45.8 | 55.6 | 9.8 | |
| 5 | Barack H. Obama ES | X | X | X | NA | NA | 59.2 | NA | |
| 5 | Canby Lane ES | X | X | X | 54.9 | 57.1 | 62.1 | 5 | |
| 5 | Cedar Grove MS | X | X | 55.2 | 51.7 | 60.5 | 8.8 | ||
| 5 | Columbia ES | X | X | 57.3 | 53 | 60 | 7 | ||
| 5 | Columbia HS | X | X | 67.8 | 64.7 | 68 | 3.3 | ||
| 5 | Flat Shoals ES | X | X | 45.9 | 47.5 | 51.1 | 3.6 | ||
| 5 | Mary M. Bethune MS | X | X | X | 55.2 | 54.9 | 61.7 | 6.8 | |
| 5 | McNair HS | X | X | 64.4 | 58.2 | 64.5 | 6.3 | ||
| 5 | McNair MS | X | X | 53.1 | 52 | 58.2 | 6.2 | ||
| 5 | Oakview ES | X | X | 46.7 | 47.7 | 55.5 | 7.8 | ||
| 5 | Peachcrest ES | X | X | X | NA | 44.1 | 49.2 | 5.1 | |
| 5 | Ronald E McNair Discovery | X | X | X | 48.1 | 53.6 | 58 | 4.4 | |
| 5 | Rowland ES | X | X | 54.2 | 54.9 | 54.1 | -0.8 | ||
| 5 | Snapfinger ES | X | X | X | 53.6 | 50.4 | 55.3 | 4.9 | |
| 5 | Toney ES | X | X | X | 57.7 | 54.3 | 51.4 | -2.9 | |
| 5 | Towers HS | X | X | 61.3 | 57.2 | 59.6 | 2.4 |
“Extremism in defense of liberty is no vice. Moderation in pursuit of justice is no virtue.”
How bad is it for Avondale elementary
I’m late on this comment, but I’m delighted that Maureen Downey busted the Jesters for using their 12-year-old to draw attention to themselves as bastions of free speech. What nonsense – wearing the FNN t-shirt was nothing more than disrespect to the DCSS. Shameless political posturing by two adults who need to constantly put themselves in the media.
Way to go, Maureen. You nailed them, girl!
I found this interesting article to share >> https://www.1843magazine.com/dispatches/the-daily/american-children-are-drowning-in-selfesteem
“At the heart of the problem is an educational ethos that prizes building self-esteem over academic attainment. This is based on a theory that self-confidence leads to all manner of other virtues, including academic achievement, because children who feel good about themselves will love learning – right?”
I tend to agree. There really is no reason why our students can’t do math as well as students around the globe. But we are so bent on high ‘self-esteem’ and ‘leadership’ that we refuse to make students do the work of everyday learning or make teachers teach the everyday facts necessary for a strong foundation on which to build knowledge and generate ideas.
This is clearly evidenced by the falling achievement numbers as children age in the system. With no foundation, it is impossible to achieve much of anything worth chirping about. Yet, chirping continues as denial thrives.