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Results with Baldrige in Education

(links are to organization profiles)

K–12

Montgomery County Public Schools (PDF)

  • Half of Montgomery County Public Schools (MCPS) 2010 graduates received a college-ready score of 3 or higher on at least one Advanced Placement (AP) exam while in high school—twice the state rate and three times the national rate.
  • The culturally diverse district achieved the highest graduation rate of any large school district in the nation in the two years leading to its Baldrige Award (2008 and 2009), as determined by an independent analysis of graduation rates by Education Week.
  • MCPS narrowed the gap in student achievement between its African American and Caucasian students by 13 percentage points in the five years from 2006 to 2010.
  • MCPS demonstrated parent satisfaction levels of 79.7 to 86.7 percent, compared to a national average of 54 percent, from 2005 to 2010.

Iredell-Statesville Schools (PDF)

  • The district improved its academic composite ranking from 55th to 9th in North Carolina.
  • The graduation rate increased from 61% to 81% (11th in the state).
  • The average SAT score of 1056 in 2008 was better than the average score in peer districts (995), the state (1007), and the nation (1017).
  • For reading, students achieved a 90.6% proficiency rate on the state assessment, the proficiency gap between African-American students and all students shrank from 23% to 12.3%, and the proficiency gap between exceptional students and all students shrank from 42% to 21%, all in 2006-2007.
  • The district’s dropout rate—previously one of the worst in the state—reached the top ten.

Jenks Public Schools (PDF)

  • Turnover rates for teaching staff in 2003 and 2004 were 11% and 6%, respectively, compared to a national rate of 20% for both years.
  • 37% of the class of 2004 earned an Advanced Placement (AP) test score of 3 or better, compared to 13% of students nationally and 21.2% in Oklahoma.
  • Jenks ranked in the top 1% of schools in the state.
  • Graduation rates were 93%, 94%, and 95%, respectively, for 2003–2005.
  • The dropout rate fell from 6.3% in 1994 to 1.2% in 2004.

Community Consolidated School District 15 (PDF)

  • In 2002-2003, 84% of second-grade students were reading at or above grade level, nearly 35 percentage points above the national average.
  • Eighth graders’ “enthusiasm for learning,” a key performance target, increased from 42% to 82% for reading, 50% to 80% for math, and 42% to 82% for science from 2001-2002 to 2002-2003.
  • The certified staff turnover rate was 11.7% in 2002-2003 against a national average of 20%.
  • The district outperformed its three comparison districts in cost per percentage point of student performance on state learning standards tests.

Chugach School District

  • Results on the California Achievement Test increased from the 28th to the 71st percentile in reading, from the 54th to the 78th in math, and from the 26th to the 72nd in language from 1995 to 1999.
  • Chugach topped the state average in four subject areas tested in Alaska’s High School Graduation Qualifying Examination.
  • The district led the formation of the Alaska Quality Schools Coalition, and 12 U.S. school districts replicated the model.

Pearl River School District

  • 100% of district students graduated from high school. The percentage of students graduating with a Regents diploma (a key objective) increased from 63% to 86%.
  • Student satisfaction increased from 70% to 92% between 1998 and 2001; parent satisfaction increased from 62% to 96% between 1996 and 2001.
  • Staff satisfaction was 98%, and faculty satisfaction was 96% in 2001.
  • 75% of special education students took the SAT I exam, compared with 3% in the state and 2% nationwide.


Higher Education

Richland College (PDF)

  • The employment rate for students taking technical training or workforce development classes reached nearly 100%.
  • The number of students completing the core curriculum in preparation for transfer to four-year institutions grew from 500 in 2002 to 1,660 in 2005.
  • For classes scheduled, class-time convenience, variety of courses, and intellectual growth—measures students rated as the most important—student satisfaction surpassed the Noel Levitz national norm over four years.
  • The college found innovative ways to keep tuition rates low and quality high when state funding dropped from 70% to 30% over three legislative sessions.


Kenneth W. Monfort College of Business (PDF)

  • Student performance on nationally administered exit exams was well above the national mean and reached the top 10% in 2003-2004.
  • The college ranked in the top 10% nationally on 10 of 16 student satisfaction measures in a 2004 survey by Educational Benchmarking, Inc.
  • 90% or more of the organizations employing students rated the program good or excellent.
  • The college is one of just five undergraduate-only business schools in the nation accredited in business and accounting by the Association to Advance Collegiate Schools of Business.


University of Wisconsin—Stout

  • From 1996 to 2001, the job placement rate for graduates was at or above 98%.
  • 99% of employers surveyed rated graduates as well prepared.
  • Approximately 90% of alumni said they would attend the university again.


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