American Student Achievement Institute

FORCE FIELD REPORT
HAGERSTOWN JR-SR HIGH SCHOOL

FORCE FIELD: EXPECTATIONS

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

All Student Can Succeed to High Standards

SUMMARY DATA

School's Obligation to Teach All Students

SUMMARY DATA

Teacher Expectations

SUMMARY DATA

Teacher Expectations

SUMMARY DATA

Parent Expectations

SUMMARY DATA

Community Expectations

SUMMARY DATA

Student Expectations

SUMMARY DATA

Short Answer Questions

1. What percentage of your 9th graders are enrolled in the Core 40 curriculum at the beginning of the freshman year? Data from 2005-2006	100%
2. What percentage of your 10th graders are enrolled in the Core 40 curriculum at the beginning of the sophomore year? Data from 2005-2006	100%
3. What percentage of your 11th graders are enrolled in the Core 40 curriculum at the beginning of the junior year? Data from 2005-2006	100%
4. What percentage of your 12th graders are enrolled in the Core 40 curriculum at the beginning of the senior year? Data from 2005-2006	89%
5. List your school's first year courses (e.g., Spanish 1, Algebra 1, Geography) that have prerequisites related to past academic achievement. Data from 2005-2006	None
6. List your school's policies that may be discouraging students from repeating a class they have failed or repeating a class they have passed but with an unsatisfactory grade. Data from 2005-2006	Students are not allowed to repeat class for a better grade. Students are encouraged to repeat a class they have failed.
7. What are your school's criteria for enrollment in an AP course? Data from 2005-2006	Application
8. What are your school's criteria for enrollment in multi-period vocational courses? Data from 2005-2006	Application

Inquiry Questions

1. Do our teachers have high expectations for students? What evidence backs up our opinion?

 In general, for those who are perceived to be one’s who can learn. Data gathered regarding those who are free/reduced and those with IEP. Very inconsistent. Some classes work bell to bell and have daily HW. Yes, grades Yes, present material in many ways. We expect students to turn in assignments. Many teachers reject unacceptable work and give them another try. Teachers have high expectations for most students. Yes—accountability with grades and assessments. Being timely with assessments and progress reports. Depends—you figure out quickly how much you can push Most do—talking with students and have them create assignments that tell what is taking place in their classes Varies—listening to students talk

2. Do our community members have high expectations for students? What evidence backs up our opinion?

 Yes. Interest in ISTEP scores. Inconsistent. The top students, yes. Some do, grades I think they that they think they do; however, on an individual basis, when their child’s grade is not where they think it is, then the are quick to pass the buck. Community members believe that most student can do well. However, much of their focus is on athletic success and not academic success. They seem to althou I don have any evidence. Our community is full of low income white trash that think earning $10 an hour is awesome Several of our outside community members particularly those who don’t have children—just don’t understand current educational standards and don’t care about students.

3. Do our students have high expectations of themselves? What evidence backs up our opinion?

 If students live in a suppo0rtive educational environment, they believe they can succeed. Free/reduced lunch, IEP, HHS grades vs. nationally based scores. Top students yes—stress during finals. Mid students—SRT is sleep time/talk time Some do, class participation That depends—they expect high grades; however they do not want to do the work to get there. Students believe that they will succeed. But do not want to take the classes necessary to succeed. Heard students make the comment that they do not think they can. They do want to learn and to do well but hey are often frustrated by balancing their work loads equally in all classes. Our students think they are great. If you don’t believe me, simply try to tell them otherwise. Some do—by trying to meet deadlines and concerned about grades Some just don’t care—evidence by them just not doing assignments.

4. What excuses are sometimes stated in our school and community as explanations for why our students (or subgroups of our students) don't achieve at a higher level?

 We are a small farm community can’t compete with real world. They will never need this information in the future They will never leave this town I didn’t ever have to do that, so why does my kid It’s the teachers/teachers fault. Free reduced lunch, # of IEP Our number of IEPs. Students do not need to achieve at a high level. Special education students do not have the capacity to perform at higher level. They do not turn in assignments on time Emphasis placed on test scores. They think that they are already the best they can be. We lead them to believe this by never telling them the truth. We also perpetuate this belief by letting them run the school and by not supporting teachers who try to tell them the truth Outside jobs TV Computer Not enough guidance through school (community comments) Not enough home/parent guidance (school comments) Lack of parental education Lazy

5. What possible Areas of Concern related to Expectations were identified in the Living By Our Vision activity?