Academic Achievement
In 2012, Mount Carmel Area School District ranked 261st out of 498 Pennsylvania public school districts, by the Pittsburgh Business Times. The ranking is based on the last 3 years of student academic achievement as demonstrated by PSSAs results in: reading, writing, math and science.
- 2011 - 309th
- 2010 - 371st
- 2009 - 365th
- 2008 - 315th
- 2007 - 328th out of 501 Pennsylvania school districts.
- District AYP status history
In 2012, Mount Carmel Area School District declined to Warning AYP status due to lagging student achievement. In 2011, Mount Carmel Area School District achieved Adequate Yearly Progress (AYP). In 2011, 94 percent of the 500 Pennsylvania public school districts achieved the No Child Left Behind Act progress level of 72% of students reading on grade level and 67% of students demonstrating on grade level math. In 2011, 46.9 percent of Pennsylvania school districts achieved Adequate Yearly Progress (AYP) based on student performance. An additional 37.8 percent of school districts made AYP based on a calculated method called safe harbor, 8.2 percent on the growth model and 0.8 percent on a two-year average performance. School District achieved AYP status each year from 2004 to 2009, while in 2003, Mount Carmel Area School District was in Warning status due to lagging student achievement.
- Graduation Rate:
In 2012, Mount Carmel Area School District's graduation rate was 87%. In 2011, Mount Carmel Area School District's graduation rate was 94%. In 2010, the Pennsylvania Department of Education issued a new, 4 year cohort graduation rate. Mount Carmel Area High School's rate was 76.26% for 2010.
Former formula AYP graduation rate:
- 2010 - 93%
- 2009 - 92%
- 2008 - 90%
- 2007 - 90%
Read more about this topic: Mount Carmel Area School District
Famous quotes containing the words academic and/or achievement:
“If we focus exclusively on teaching our children to read, write, spell, and count in their first years of life, we turn our homes into extensions of school and turn bringing up a child into an exercise in curriculum development. We should be parents first and teachers of academic skills second.”
—Neil Kurshan (20th century)
“The quality of the will to power is, precisely, growth. Achievement is its cancellation. To be, the will to power must increase with each fulfillment, making the fulfillment only a step to a further one. The vaster the power gained the vaster the appetite for more.”
—Ursula K. Le Guin (b. 1929)