The Arkansas Department of Education has released its annual school performance grades, leading to varied responses from districts across the state. While some schools celebrated top marks, others are using the results to guide targeted improvement plans. Tuckerman High School earned an 'A' for the third consecutive year, while Piggott High School received a 'D' and is now focusing on specific academic interventions.
Key Takeaways
- Tuckerman High School received an 'A' grade from the Arkansas Department of Education for the third year in a row.
- Piggott High School was assigned a 'D' grade and is implementing new strategies to address performance gaps.
- School leaders emphasize that the letter grades are one of many tools used to measure student and teacher performance.
- The state's accountability system evaluates schools on multiple factors, including student achievement, academic growth, and graduation rates.
Tuckerman High School Celebrates Consistent Success
At Tuckerman High School, the announcement of another 'A' grade was met with celebration. The school recognized its teaching staff with balloons, cupcakes, and food to honor their hard work and dedication. This marks the third straight year the school has achieved the state's highest rating.
Principal Angelia Holland attributed the consistent success to the high expectations set for both students and staff. She emphasized the significant effort teachers invest beyond regular school hours.
"They worked so hard and there’s so much behind the scenes that people just don’t realize or would have no idea how much work goes behind the scenes, it’s not bell to bell for the teacher," Holland stated.
According to Holland, the school's faculty was already focused on continuous improvement even before the grades were released. Their proactive approach is a key part of their strategy.
"If we’re doing what we’re supposed to, I feel like an A is what the grade will be every time, so honestly it’s setting those expectations," she added. Holland also highlighted the crucial role that parental involvement plays in supporting the school's educational goals and contributing to student success.
How Arkansas Grades Its High Schools
The Arkansas Department of Education's accountability system uses several indicators to determine a school's letter grade. These metrics are designed to provide a comprehensive view of school performance and include:
- Student Achievement: Performance on standardized tests like the ACT Aspire.
- Academic Growth: The progress students make from one year to the next.
- Graduation Rate: The percentage of students who graduate on time.
- School Quality and Student Success: A category that includes factors like student attendance and college and career readiness.
Piggott High School Focuses on a Path Forward
In contrast, Piggott High School received a 'D' grade from the state. Superintendent Freddie Bowen acknowledged the result but stressed that the single letter does not fully represent the efforts of the school's staff and students. He pointed out that the school's score was close to the next level.
"I think we were 15 points away from being a C school at the high school," Bowen said. "It’s not an indication of what our staff is not doing."
Instead of viewing the grade as a failure, the district is using it as a diagnostic tool to identify specific areas that require more attention. The data has already led to concrete action.
One key finding from the data analysis at Piggott High School was that approximately 81 students showed signs of dyslexia. This has prompted the school to implement targeted dyslexia intervention programs to provide specialized support.
A District-Wide Improvement Strategy
Superintendent Bowen noted that the Piggott School District has seen success with similar improvement efforts at other schools. He cited the progress made at the elementary school, which successfully raised its letter grade. The district now aims to apply the same focused approach to the high school.
The core of this strategy involves providing teachers with enhanced resources and training. This includes professional development opportunities and instructional coaching to help refine teaching methods and better address student needs.
"What we try to do is get the teachers the professional development and the coaching help that they may need to strengthen their instruction," Bowen explained.
The district's response demonstrates a commitment to using state accountability data not as a final judgment, but as a starting point for targeted, data-driven improvements designed to raise student achievement across the board.
