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Wallace Community College Dual Enrollment
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Profile PART 1: PROFILE
In this profile section of our school improvement plan, an overview of student performance data, student and community demographic data, school characteristics, and stakeholder perspectives on the quality of education is provided in Section A. A summary of the major sets of data within each of these categories is outlined in Section B (Figures 1-20).
A. Profile Data
National Measures: The national student performance data includes the American College Test. Figures 1 and 2 show the comparison of average scores on the ACT for the years 2000 through 2004.
State Measures: Statewide assessments of student learning in reading, language, mathematics, science, and social studies for grade twelve are based on the Alabama High School Graduation Examination. This test is intended to assess our graduation requirements by measuring achievement in reading, language, mathematics, and science. Percentages over the past three years are presented in Figure 3. The different subject area scores are broken down in Figures 3A - 3E. In the school year 2003-04, Headland High School implemented the Tenth Grade Writing Assessment.
School Performance-based Measures: The yearly enrollment numbers are shown in Figure 4. The current enrollment of the high school is 391 students.
Over the past five years, an average of 32% of the seniors have completed the Advanced Diploma Curriculum while an average of 61% have followed the Regular Diploma Curriculum. Approximately 4% of our students received the Certificate of Attendance. Since 2002, approximately 4% have received the Alabama Occupational Diploma. Figure 5 gives the illustration of the diploma distribution. The percentage of students graduating from Headland High School is illustrated in Figure 6. The graph shows that the school consistently graduates above 84% of its students. Figure 7 shows Headland High School�s dropout rate over the past five years. The number of dropouts at Headland High has decreased over the past five years as shown in the graph. The average grade size of students for grades 9-12 is represented in Figure 8.
For the school year 2003-04, seniors completed a survey in order to show post high school plans. Reports indicated that students who graduated from Headland High School felt that they were adequately prepared to enter post secondary schools and/or the work force.
The total number of students enrolled at the beginning of the 2004-05 school term at Headland High School was 391. The student body consists of 63.93% white, 35.03% black, 0.76% Hispanic, and 0.25% Indian ethnicity. (Figure 9) Of the 391 students enrolled at Headland High School, 43.22% receive free lunches, 6.9% receive reduced-price lunch, and 49.87% of students pay full price for their lunches. (Figure 10)
The students of Headland High School are residents of a rural community with a population of 3523 according to the 2000 census. Using Henry County data, the racial composition of the general population is 62.99% white, 35.29% black, 0.49% Asian, 0.98% Hispanic, and 0.25% Indian. (Figure 11) The Census Reports for Headland for 1990 and 2000 are shown in Figure 12. There are 1516 housing units in an area of 16.04 square miles. Figure 13 indicates Student/Family poverty levels for Headland.
The major industry in Headland and the surrounding communities is agriculture with predominant crops being peanuts, cotton, corn, and timber. The communities also have a variety of small retail businesses. Headland is home to a yeast plant, a furniture manufacturing company, and several trucking companies. Headland also has a small airport.
The religious sector of Headland and the surrounding communities consists of the following houses of worship: Assembly of God, Baptist, Church of Christ, Freewill Baptist, Methodist, Primitive Baptist, and non-denominational.
Headland has an active city youth sports program with a full-time director to oversee the programs. The youth of the community are involved in football, basketball, volleyball, baseball, T-ball, softball, soccer, and many church-sponsored activities. The city of Headland has recently developed an additional ball park. The Headland Country Club is a public golf course located on the outskirts of Headland and Meadowbrook is a private swim/tennis club.
In Headland you will find the Blanche R. Solomon Public Library, the Burdeshaw-Solomon Senior Citizens Center, and a Welcome Center sponsored by the Headland Chamber of Commerce. The public library staff actively coordinates activities with the local schools. There is a community dinner theatre, Opus Nostrum, staffed by area volunteers. Boys and Girls Clubs are active in Headland. There is a volunteer fire department and ambulance service. The Auburn University Experiment Station in Headland is a part of the university that experiments with crops grown in the southeastern part of Alabama. They hold seminars to aid the farmers in the surrounding areas.
Community organizations include Lions Club, Kiwanis Club, and Headland Study Club. Within our area there is a Tri-State Community Orchestra in which our students may participate. Several of our adult and young citizens participate in theatrical productions of the Southeast Alabama Community Theatre in Dothan.
The city of Headland is involved in a campaign to beautify the downtown area. Renaissance Headland was begun by citizens inviting architects from Auburn University to design a face-lift for the businesses around the Square.
Sometime prior to 1911, the
Alabama State Legislature mandated that a new high school be located in each
county of the state. Headland was chosen as the location for Henry County�s
school that would be called �Henry County High School�. The site chosen for the
new school was near the old Headland Academy location. A beautiful, two story
brick building was completed in 1911. This building was tragically destroyed by
fire in 1945. The principal at the time was Professor J.J. Yarbrough. Mr.
Yarbrough retired two weeks after the school burned. The present athletic
stadium is named in his honor. The last class to graduate from the Henry County High School was the class of 1946 which consisted of 27 seniors. Several Army Airfield surplus housing barracks from nearby WWII airfields were moved to the campus to be used for temporary structures. The barracks were used for classrooms, concessions, and the principal�s office. The agricultural building and the Headland Elementary School Auditorium were also used for classrooms. Citizens of Headland purchased an adjoining house on the west side of the campus for school use. Meantime, a new school building was being constructed on the same site of the former Henry County High School.
On September 7, 1947, the PTA held a formal open-house for the public to tour the newly finished school which would be called Headland High School. The first day of classes in the new Headland High School was September 8, 1947. This public house of learning has been educating generations ever since.
Headland High School has seen many changes through the years. The curriculum and operation of the school have successfully adjusted to the changing needs of the times. HHS was admitted to the Southern Association of Colleges and Secondary Schools in 1955. Many changes and additions have occurred including a new Technology Center, a gymnasium, an auditorium, and a field house for football.
Figures 14-18 provide a summary of the data over the last several years related to average class size, the demographic profile of our teachers and administrators by race, age, and gender, and the percentage of teachers and administrators with advanced degrees and those who are considered to be highly qualified.
The average instructional class size is 20 students, as shown in Figure 14. Average daily attendance has declined over the last four years, as indicated in Figure 15. Figure 16 shows the Post Graduation Plans for seniors in 2003-04.
The racial background of teachers/administrators has changed only slightly over the last five years. This is represented in Figure 17. Figure 17 also shows the gender of teachers/administrators has averaged 63.6% female and 39.4% male. The average age of the staff is shown in Figure 18. Both of Headland High School�s administrators have advanced degrees, 89% of the teaching staff meet the highly qualified status with 54% having advanced degrees. These percentages are represented in Figure 19.
An additional set of data presented in Figure 20 is the comparison of the operating expenditures per pupil at Headland High School as compared to the state and national averages.
The curriculum used in any given class is based upon the standards set by the Alabama Course of Study and the competencies outlined by the Alabama High School Graduation Examination.
Several forms of assessment are used to determine if students have met the state�s proficient and advanced levels of performance. The State Department of Education has mandated that the following standardized tests be administered during the school year:
All teachers design assessment instruments for their grade levels as well as their own particular classes. Teachers use a combination of the following assessment tools for evaluation and for parent-teacher conferences:
In addition each teacher of the core curriculum in grades 9-12, documents remediation in the competencies of the Graduation Exam. This documentation is necessary for accurate remediation of the students who have not passed the AHSGE.
Progress Reports, parent-teacher conferences, and report cards are used to report student progress. The counselor is available for further assistance as requested.
The Henry County Board of Education has adopted a code of conduct that includes standards for all students. The code addresses issues such as dress, school attendance, and formal disciplinary actions. In addition, Headland High School issues a Student Handbook to every student each year. This handbook is to be read and signed by both students and parents. The signatures indicate that students and parents understand what is expected of students. As a result, there are few discipline problems.
The staff at Headland High School has proven themselves to be dedicated to excellence. All teachers are certified to teach in their particular subject areas. Continuing education is an on-going process. Teachers meet certification guidelines by earning 5 CEU or 50 clock hours toward professional development every five years. Many teachers attend in-service and workshops throughout the school year and during the summer. Some enroll in college classes during the summer months as well. In addition, many teachers are members of professional organizations. Through all of these efforts, educators can discover innovative teaching strategies, examine educational trends and issues, and obtain information leading to personal and professional growth.
4. Stakeholder Perspective on the Quality of Education
Headland High School used the NSSE�s Opinion Inventories to gather the opinions of students, teachers, parents, and community members about the quality of education at our school. The surveys reveal the five most favorable and five least favorable responses. (Figures 21-24)
Teachers:
Most Favorable:
Least Favorable
Students:
Most Favorable:
Least Favorable:
Parent:
Most Favorable:
Least Favorable:
Community:
Most Favorable:
Least Favorable:
Response Category Point Value Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1
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