031505 Work Session attachment 1

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baccalaureate experience available to all students. At this point we can ask whether the strikingly lower number of support staff available to OCS high school students suggests that they are not receiving the ongoing advice and support they might need to stay in school instead of dropping out, or to persist in choosing and qualifying for the academic program that might lead them to a four -year college. Choices between two -year or four -year colleges are rarely made late in the high school experience. These choices are layered in when students choose pathways, enroll in particular courses, decide to struggle through a subject when they find it dif ficult. The lower numbers of support for OCS students throughout the middle school and high school experiences may suggest that they are not receiving the strong, focused and personal attention they might need in order to formulate their most ambitious possibilities. d. Equity Initiatives Achievement by Groups Both CHCCS and OCS usually out perform the state on End of Grade achievement test scores across important educational sub - groups (i.e., Male, Female, White, Black, Hispanic, American Indian, Asian /Pacif is Islander, Multi- racial, Economically Disadvantaged, Not Economically Disadvantaged, Limited English Proficient, and Students with Disabilities). Both districts have exhibited marked improvement in the EOG scores of their Black and Economically Disadvantaged students. The two figures below show consistent improvement for these students and an improvement rate greater than the NC rate from 2002 -2003 to 2003 -2004. 72 70 68 66 64 62 60 58 EOG Performance for Economically Disadvantaged Students Econ. Dis '01 -02 Econ. Disadv '02 -03 Econ. Disadv '03 -04 Figure 7. EOG Performance for Economically Disadvantaged Students 2001 -2004 * CHCCS --0- -- OCS NC CHCC5 1005 Final Report 65