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Table of Contents

A. Student Performance
B. Curriculum Development and Evaluation
C. Staff Development
D. Compensatory Education
E. Bilingual/English as a Second Language
F. Career and Technology Education (CATE)
G. Gifted and Talented Program
H. Special Student Populations
I. Instructional Technology

CURRENT SITUATION

Student performance on standardized tests is one indicator of the success of a district's educational delivery system. In MPISD, the percentage of students passing the TAAS stayed basically the same in 1995-96 for third, fourth, and fifth graders, but went down significantly for third graders in 1996-97. In 1996-97 average scores for fourth graders were up in writing and about the same in reading and math, while fifth graders were up significantly in math and down in reading. In 1997-98, third graders increased in reading, but declined in math; average scores for fourth graders declined in all areas, and for fifth graders increased in reading and declined in math (Exhibit 2-24).

Exhibit 2-24
Percentage of MPISD Elementary Students Passing TAAS
1994-95 through 1997-98
Grade/Subject 1994-95 1995-96 1996-97 1997-98
3rd-Reading 87% 88% 79% 81%
3rd-Math 95% 93% 81% 73%
4th-Reading 87% 82% 88% 82%
4th-Math 87% 88% 86% 81%
4th-Writing 91% 92% 97% 88%
5th-Reading 95% 92% 90% 91%
5th-Math 87% 89% 96% 94%
Source: Texas Education Agency, AEIS 1994-95 through 1997-98.

Compared to students in MPISD's peer districts in 1997-98, MPISD third grade elementary students had the second-lowest scores in reading, and the lowest in math; fourth grade had the second-lowest scores in reading and math and were in the middle in writing; and fifth graders had the second-highest scores in math and the third-highest in reading (Exhibit 2-25).

Compared with the region and the state, MPISD third graders were below regional and state averages; fourth graders were below both averages in reading and math, below the state average in writing, but at the regional average in writing; and fifth graders were above the regional and state averages.

Exhibit 2-25
Percentage of MPISD, Peer District, RESC VIII, and
State Elementary Students Passing TAAS
1997-98
  3rd Grade 4th Grade 5th Grade
Entity Reading Math Reading Math Writing Reading Math
Kilgore 91% 75% 93% 82% 93% 93% 91%
Kaufman 90% 85% 90% 93% 87% 86% 85%
Terrell 89% 80% 95% 91% 95% 95% 95%
RESC VIII 88% 83% 90% 88% 88% 90% 92%
Paris 86% 75% 88% 90% 86% 87% 90%
State 86% 81% 90% 86% 89% 88% 90%
Corsicana 83% 83% 81% 83% 79% 71% 75%
Greenville 83% 79% 87% 88% 90% 79% 81%
Liberty Eylau 83% 81% 91% 93% 91% 83% 92%
Athens 82% 74% 85% 90% 78% 84% 87%
Mt. Pleasant 81% 73% 82% 81% 88% 91% 94%
Texarkana 78% 74% 74% 77% 75% 87% 77%
Source: Texas Education Agency, AEIS 1997-98.

At the junior and high school levels, the percentage of students passing the TAAS generally improved from 1994-95 through 1997-98 (Exhibit 2-26). Of particular note were improved passing rates of students in grades 6 and 7 in math, grade 8 in science and math, and reading and math, and grade 10 in reading and math. On the down side, grade 6 reading scores declined 10 percentage points from 1996-97 to 1997-98.

Exhibit 2-26
Percentage of MPISD Junior High
and High School Students Passing TAAS
1994-95 through 1997-98
Grade/Subject 1994-95 1995-96 1996-97 1997-98
6th-Reading 78% 83% 87% 77%
6th-Math 73% 89% 87% 86%
7th-Reading 87% 83% 86% 82%
7th-Math 69% 74% 87% 87%
8th-Reading 85% 79% 87% 88%
8th-Math 56% 70% 76% 86%
8th-Writing 89% 79% 83% 83%
8th-Science 84% 82% 88% 90%
8th-Social Studies 70% 70% 73% 72%
10th-Reading 76% 73% 83% 82%
10th-Math 64% 59% 74% 81%
10th-Writing 91% 78% 79% 91%
Source: Texas Education Agency, AEIS 1994-95 through 1997-98.

Compared to its peer districts, MPISD junior high school students were generally lower at the grade 6 reading only level; and higher at the grade 8 science only level (Exhibit 2-27). MPISD junior high students were below the regional average in each area. The junior high students were above the state average in grade 7 math and all grade 8 areas except writing. They were below the state averages in all other areas, except in grade 6 math.

Exhibit 2-27
Percentage of MPISD, Peer District, RESC VIII, and
State Junior High School Students Passing TAAS
Grades 6 - 8
1997-98
  6th Grade 7th Grade 8th Grade
Entity Reading Math Reading Math Reading Math Writing Science Social Studies
Kaufman 94% 98% 91% 93% 89% 91% 86% 84% 74%
Terrell 94% 94% 94% 90% 90% 93% 95% 88% 76%
Liberty Eylau 92% 90% 90% 89% 92% 89% 97% 92% 71%
Kilgore 91% 84% 87% 79% 89% 87% 88% 88% 75%
RESC VIII 90% 90% 90% 90% 91% 91% 90% 91% 79%
State 86% 86% 86% 84% 85% 84% 84% 84% 70%
Athens 82% 85% 82% 86% 88% 84% 75% 86% 73%
Corsicana 79% 86% 78% 79% 79% 80% 85% 76% 67%
Paris 79% 77% 84% 84% 81% 87% 87% 81% 70%
Texarkana 79% 75% 84% 83% 85% 88% 86% 83% 60%
Mt. Pleasant 77% 86% 82% 87% 88% 86% 83% 90% 72%
Greenville 73% 76% 73% 73% 74% 71% 73% 68% 61%
Source: Texas Education Agency, AEIS 1997-98.

Compared to students in MPISD peer districts, MPISD high school students had the third-lowest scores in writing, the lowest in reading, and the fourth-lowest scores in math during 1997-98 (Exhibit 2-28). Compared to students in the region, MPISD high school students were below average in all tests; compared to the state average, they were above average in math and writing.

Exhibit 2-28
Percentage of MPISD, Peer District, RESC VIII, and
State High School Students Passing TAAS
Grade 10
1997-98
  10th Grade
Entity Reading Math Writing
Kilgore 95% 89% 96%
Paris 94% 90% 97%
Athens 91% 74% 88%
Terrell 91% 78% 93%
RESC VIII 91% 85% 94%
Greenville 90% 83% 93%
Corsicana 89% 82% 92%
Kaufman 89% 80% 93%
Liberty Eylau 88% 81% 92%
State 88% 78% 90%
Texarkana 84% 69% 86%
Mt. Pleasant 82% 81% 91%
Source: Texas Education Agency, AEIS 1997-98.

In comparing student performance by ethnic group on the TAAS (all grade levels) to the region and the state, MPISD students as a group equaled the state averages of students passing in math, but were below state averages in reading, writing, on all tests, and the exit-level TAAS required for graduation. Compared with regional averages, MPISD students as a group were lower in all areas. Anglo student performance was above state averages in all areas except the exit-level test. MPISD African American students did not perform as well as African American students in the state on all tests, reading, or exit level exams, but exceeded averages for African American students statewide in writing and math. MPISD Hispanic students had a higher percentage passing the math test than the average for Hispanic students statewide (Exhibit 2-29), but do not meet statewide averages in other categories.

Exhibit 2-29
Percentage of MPISD, RESC VIII, and State Students Passing TAAS, All Levels
1997-98
  African
American		 Hispanic Anglo
Test State RESC VIII MPISD
Total		 State MPISD State MPISD State MPISD
Reading 87% 90% 83% 75% 72% 75% 70% 91% 93%
Writing 87% 91% 83% 77% 80% 77% 71% 90% 97%
Math 84% 89% 84% 67% 73% 73% 78% 89% 91%
All tests 78% 83% 75% 59% 58% 63% 60% 84% 88%
Exit level 89% 91% 81% 83% 76% 83% 61% 94% 89%
Source: Texas Education Agency, AEIS 1997-98.

Compared with students in peer districts, MPISD students were at or near the middle in reading, writing, and math (Exhibit 2-30). The percentage of students passing was below the region in all areas but met the state average in writing and math.

Exhibit 2-30
Percentage of MPISD, Peer District, RESC VIII, and State Students Passing TAAS,
Grades 3-8, and 10
1997-98
Entity Reading Writing Math All Tests
Terrell 93% 94% 89% 85%
Kilgore 91% 92% 84% 80%
Kaufman 90% 88% 89% 82%
RESC VIII 90% 91% 89% 83%
Liberty Eylau 88% 93% 88% 81%
State 87% 87% 84% 78%
Athens 85% 80% 83% 74%
Paris 85% 90% 85% 77%
Mt. Pleasant 83% 87% 84% 75%
Texarkana 81% 82% 78% 70%
Corsicana 80% 84% 81% 70%
Greenville 79% 85% 79% 70%
Source: Texas Education Agency, AEIS 1997-98.

MPISD students trailed the regional and state average Scholastic Aptitude Test (SAT) I scores from 1994 through 1997, the last year for which information is available from TEA (Exhibit 2-31). After a significant increase in scores by the class of 1996, the average score for the class of 1997 declined by 3 percent.

Exhibit 2-31
Mean SAT I Score for MPISD, RESC VIII, and the State
Classes of 1994 through 1997
Entity Class of 1994 Class of 1995 Class of 1996 Class of 1997
Mt. Pleasant 873 849 987 962
RESC VIII 876 882 989 981
State 885 891 993 992
Source: Texas Education Agency, AEIS 1995-96 through 1997-98.

Compared to its peer districts, MPISD mean scores on the SAT I were the third lowest (Exhibit 2-32).

Exhibit 2-32
Mean SAT I Score for MPISD, Peer Districts, RESC VIII, and State
Class of 1997
District Score Percentage of Students Tested
Athens 1065 42.3%
Kilgore 1064 44.1%
Texarkana 1010 71.9%
Paris 1002 58.2%
Liberty Eylau 995 61.5%
Kaufman 993 50.4%
State 992 63.6%
RESC VIII 981 64.0%
Greenville 974 48.7%
Mt. Pleasant 962 41.7%
Corsicana 951 63.3%
Terrell 934 48.3%
Source: Texas Education Agency, AEIS 1997-98.

Exhibit 2-33 shows the attendance rate of MPISD students versus averages for the region, state, and among peer districts through 1996-97, which is the last data available through TEA.

Exhibit 2-33
Attendance Rate of MPISD Students Compared
to Peer Districts, RESC VIII and the State
1994-95 through 1996-97
Entity 1994-95 1995-96 1996-97
Terrell 97% 97% 96%
Mt. Pleasant 95% 95% 96%
Paris 95% 96% 96%
RESC VIII 96% 96% 96%
Athens 96% 95% 95%
Kaufman 95% 95% 95%
Kilgore 95% 95% 95%
Liberty Eylau 96% 95% 95%
Texarkana 95% 95% 96%
State 95% 95% 95%
Corsicana 95% 94% 94%
Greenville 95% 94% 95%
Source: Texas Education Agency, AEIS 1995-96 through 1997-98.

Within MPISD, all the major ethnic student groups have high attendance rates (Exhibit 2-34). The "other" student category represents only 1 percent of the total student population, making it prone to fluctuations from year to year.

Exhibit 2-34
Attendance Rate of MPISD Students by Ethnicity
1993-94 through 1996-97
Ethnicity 1993-94 1994-95 1995-96 1996-97
African American 96% 96% 94% 96%
Anglo 96% 96% 95% 96%
Hispanic 96% 96% 95% 97%
Other 95% 94% 87% 96%
Source: Texas Education Agency, AEIS 1995-96 through 1997-98.

Retention rates for students show the percentage of students who start the school year enrolled in the same grade that they were in at the end of the previous school year. According to state requirements, a district can only retain a student in grades K-8. Exhibit 2-35 shows that among regular education students, MPISD's retention rates are comparable to the region and below those for the state for most grades.

Exhibit 2-35
Regular Education Retention Rates of MPISD by Grade Level
Compared to Peer Districts, RESC VIII, and the State
1997-98
Entity K 1st 2nd 3rd 4th 5th 6th 7th 8th
Athens 0.5% 2.0% 0.4% 0.9% 0.5% 0.8% 0.8% 3.0% 1.7%
Corsicana 4.8% 7.5% 1.8% 0.3% 0.9% 0.7% 0.3% 4.7% 1.0%
Greenville 1.8% 7.1% 3.8% 1.2% 0.3% 0.6% 0.6% 2.1% 2.4%
Kaufman 1.1% 2.4% 2.2% 1.1% 2.2% 1.1% 1.1% 3.0% 1.1%
Kilgore 0.9% 1.4% 0.9% 0 0 0 0.4% 4.2% 0.8%
Liberty Eylau 1.8% 6.1% 4.2% 3.3% 0 0 3.3% 7.6% 3.9%
Mt. Pleasant 3.1% 2.8% 1.1% 0 0.4% 0 1.7% 0.4% 0.4%
Paris 3.9% 5.8% 4.1% 0.8% 0 0.4% 3.2% 1.8% 1.4%
Terrell 2.4% 1.3% 2.5% 1.0% 0.4% 0 0 1.7% 0
Texarkana 0.8% 7.8% 2.6% 1.5% 1.0% 0.9% 1.0% 5.5% 1.7%
RESC VIII 2.4% 4.3% 1.6% 0.9% 0.7% 0.4% 1.4% 1.7% 0.9%
State 1.4% 5.0% 2.3% 1.4% 1.0% 0.6% 1.5% 2.6% 1.8%
Source: Texas Education Agency, AEIS 1997-98.

Exhibit 2-36 shows retention rates for special education students in MPISD compared to the region and the state. As shown, MPISD did not retain any special education students in grades 3 and 5. MPISD is comparable to the regional and state averages for students retained in grades K-5, although it is well below both the regional and state averages in grade 1. At grades 6-8, MPISD's special education retention rate was higher than the region and state.

Exhibit 2-36
Special Education Retention Rates for MPISD, Peer Districts, RESC VIII, and State
1997-98
Entity K 1st 2nd 3rd 4th 5th 6th 7th 8th
Athens 0 2.6% 0 0 14.3% 0 0 3.8% 0
Corsicana 5.0% 7.8% 0 0 9.7% 0 0 6.7% 2.3%
Greenville 9.6% 12.2% 11.1% 1.5% 1.7% 0 2.3% 5.6% 0
Kaufman 3.4% 5.0% 13.0% 0 0 0 0 2.6% 0
Kilgore 3.4% 2.3% 0 0 0 3.5% 0 0 0
Liberty Eylau 4.8% 3.7% 0 0 0 0 0 10.2% 0
Mt. Pleasant 6.8% 1.4% 2.1% 0 3.7% 0 2.1% 3.8% 5.6%
Paris 8.8% 8.1% 7.5% 2.2% 0 0 0 4.8% 0
Terrell 10.3% 0 0 1.5% 0 0 1.2% 0 2.0%
Texarkana 0 12.3% 12.9% 4.7% 4.1% 6.3% 0 0 0
RESC VIII 6.0% 7.8% 3.4% 1.3% 1.9% 2.0% 1.4% 1.6% 0.9%
State 7.0% 10.2% 3.8% 2.2% 1.6% 2.0% 2.0% 3.0% 3.2%
Source: Texas Education Agency, AEIS 1997-98.

Exhibit 2-37 compares the MPISD dropout rate to its peer districts, the region, and the state for 1994-95 through 1996-97, which is the last year for which TEA has data available. MPISD remained below the state average, but it was slightly above the regional average in 1995-96 and 1996-97. Compared to its peer districts, MPISD ranked in the middle.

Exhibit 2-37
Dropout Rate for MPISD, Peer Districts, RESC VIII, and the State
1994-95 through 1996-97
Entity 1994-95 1995-96 1996-97
Kaufman 0.2% 0.7% 0.1%
Kilgore 1.9% 1.2% 0.8%
Liberty Eylau 0.9% 0.7% 0.9%
Terrell 0.7% 0.3% 1.0%
Paris 3.4% 2.6% 1.0%
RESC VIII 1.7% 1.4% 1.3%
Mt. Pleasant 1.6% 1.5% 1.4%
Greenville 1.8% 1.2% 1.6%
State 1.8% 1.8% 1.6%
Corsicana 2.5% 1.8% 1.7%
Athens 2.5% 2.0% 2.7%
Texarkana 1.8% 1.0% 3.5%
Source: Texas Education Agency, AEIS 1995-96 through 1997-98.

Exhibit 2-38 compares the MPISD dropout rate by ethnicity from 1993-94 through 1996-97.

Exhibit 2-38
Dropout Rate for MPISD Students by Ethnicity
1993-94 through 1996-97
Ethnicity 1993-94 1994-95 1995-96 1996-97
African American 0 0.9% 0.6% 1.4%
Anglo 0 1.0% 1.4% 1.3%
Hispanic 0.3% 3.8% 2.3% 1.9%
Other 0 0 0 N/A
Source: Texas Education Agency, AEIS 1993-94 through 1997-98.

FINDING

The Texas Education Agency (TEA) designates advanced courses as more challenging courses. MPISD has had a far greater percentage of students taking and completing advanced courses than the regional and state averages (Exhibit 2-39). According to the deputy superintendent for Curriculum, the reasons for this higher percentage include: (1) a tradition of offering advanced courses; (2) a large selection of advanced courses such as fourth and fifth years of foreign language, math, and science; (3) encouragement by counselors and other high school staff for students they determine to have the ability to take advanced courses; and (4) an emphasis on training teachers to teach advanced courses.

The number of students taking advanced courses is based on the number of students who completed and received credit for at least one advanced academic course in grades 9-12. From 1994-95 through 1996-97, the number of students taking advanced courses declined from 49 to 42 percent. With the exception of Kilgore and Texarkana ISDs, however, MPISD had more than double the percentage of students in advanced courses than any peer district in 1996-97, which is the last year of data available through TEA.

Exhibit 2-39
Percentage of MPISD, Peer District, Regional,
and State Students Taking Advanced Courses
1994-95 through 1996-97
Entity 1994-95 1995-96 1996-97
Mt. Pleasant 49% 46% 42%
Kilgore 38% 45% 41%
Kaufman 25% 23% 21%
RESC VIII 17% 18% 20%
Texarkana 16% 19% 24%
State 15% 17% 20%
Paris 15% 17% 19%
Terrell 15% 18% 14%
Corsicana 14% 18% 18%
Athens 12% 13% 13%
Liberty Eylau 11% 9% 9%
Greenville 10% 13% 16%
Source: Texas Education Agency, AEIS 1995-96 through 1997-98.

Exhibit 2-40 shows the ethnic breakdown of MPISD students in advanced courses.

Exhibit 2-40
Percentage of MPISD Students by Ethnicity Taking Advanced Courses
1993-94 through 1996-97
Ethnicity 1993-94 1994-95 1995-96 1996-97
African American 30% 25% 22% 16%
Anglo 52% 55% 53% 43%
Hispanic 21% 47% 44% 54%
Other N/A N/A N/A N/A
Source: Texas Education Agency, AEIS 1994-95 through 1997-98.

COMMENDATION

MPISD emphasizes advanced courses to challenge students and students take advantage of the availability of these courses.

FINDING

The percentage of MPISD minority and economically disadvantaged students passing the TAAS trailed state and regional averages and those of Anglo students in the district in 1997-98 (Exhibit 2-41).

Exhibit 2-41
Percentage of MPISD Students Passing TAAS Test
1997-98
  All Tests Math Reading Writing
All students 75.0% 84.3% 83.3% 87.3%
Anglo 87.5% 90.7% 93.4% 96.5%
Economically disadvantaged 63.1% 77.9% 73.5% 77.2%
Hispanic 59.9% 78.4% 70.2% 71.3%
African American 58.4% 72.7% 71.7% 80.0%
Source: TEA, Accountability Profile, MPISD, September 1998.

Recognizing this situation as a serious issue, MPISD has implemented two strategies that focus particularly on at-risk students: the Maximum Achievement Learning Lab (MALL) and Accelerated Schools teaching strategies. The most important instructional strategy supplementing the achievement of at-risk students is the content mastery MALL. All students are allowed to come to the MALL for assistance as needed. Participation is tracked by program, and the MALL is funded by a combination of Title I, compensatory, local, and technology allotment funds.

The district created the MALL on every campus in 1994-95. The MALL is an enhanced content mastery lab that serves every child in the school, especially in the elementary grades. A technology center is part of every MALL. There are telephone lines, modems, scanners, digital cameras, video cameras, and color printers. There are five multimedia machines for enrichment for gifted and talented students.

Goals of the MALL include:

  • Keep all students in the regular classroom as much as possible.
  • Assist all students with methods designed to enhance learning.
  • Provide classroom teachers with effective instructional methods for teaching different learning styles.
  • Assist classroom teachers in dealing with special students.
  • Create one set of goals and learning objectives for all students.
  • Unite the expertise of classroom educators and consulting teachers.
  • MALL teachers and classroom teachers plan and monitor student progress during team meetings.
  • Encourage students to take responsibility for their learning.

Staffing for each MALL varies from campus to campus. However, each MALL has at least one certified special education teacher and one certified Gifted and Talented teacher. MALL personnel serve as at-risk coordinators for each campus.

The district at-risk list is generated at the beginning of the school year so students who are in need of special services can be monitored by MALL personnel. Three- and six-week progress reports are sent to the MALL so that monitoring remains ongoing. Services provided to at-risk students in the MALL include:

  • Tutoring,
  • Small group assistance on classroom assignments,
  • Materials on variations in learning styles that help MALL and regular classroom teachers adapt to different student needs,
  • Classroom assignment and test modifications provided to the classroom teacher on request,
  • Before/after school assistance on class assignments,
  • After-school tutoring in reading and math,
  • Study skills assistance,
  • TAAS remediation,
  • Computer activities involving problem solving and the Internet,
  • Enrichment activities,
  • Accelerated Reading program, and
  • Reading Recovery strategies.

In addition to these activities, the middle school, junior high school, and high school MALLs offer activities to specifically address the needs of at-risk students, including: Accelerated Learning Systems video courseware for students not functioning on grade level, PLATO 2000 courseware for students who need TAAS remediation, and special classes offered to students who need assistance to pass the TAAS.

According to the deputy superintendent for Instruction and Technology, principals at each campus, and teachers, the MALL creates a collaborative relationship between classroom and consulting teachers, promotes individual and group reteaching and preteaching for all children, promotes individual and group enrichment for all children, and eliminates the stigma associated with leaving the regular classroom.

MPISD teachers in several schools have received training in the Accelerated Schools program and methods. The district has not formally adopted the program at any of its schools but has been using some of the program's practices in addressing the needs of at-risk students. TEA, through Title I grants, is making funding available to districts to adopt programs such as Accelerated Schools, and MPISD plans to adopt this approach in conjunction with receiving funding to train teachers and parents on all campuses.

The program was created by the National Center for the Accelerated Schools at Stanford University. The program has the goal of "bringing all students into the educational mainstream by the end of elementary school so they can perform at levels appropriate to their age group." The term "accelerated" emphasizes that at-risk students must learn at a faster rate than more privileged students, not at a slower rate that puts them farther behind.

Accelerated schools are based on three principles: (1) unity of purpose, which refers to a striving among parents, teachers, students, and administrators toward common goals for the school that will be the focal point of everyone's efforts; (2) school-site empowerment, which refers to the ability of the key participants of a school community in the school and at home to make important educational decisions, take responsibility to implement them, and take responsibility for the outcomes; and (3) an instructional approach that builds on the strengths of students, teachers, administrators, other staff, and parents, rather than their weaknesses. Among key elements of the program are high expectations for all students; deadlines for making children in the program academically able; combining curriculum, diverse instructional techniques, and creative school organization; problem-solving applications rather than "drill and kill" worksheets; campus-level identification of problems and solutions; and involving parents.

The program's curriculum emphasizes language development in all subjects including math and science, an early introduction to writing and reading for meaning, using applications tied to each student's culture and everyday experiences, and a focus on problem-solving and higher order analytical skills. Also, there are curricular objectives for all students.

Individual schools, not districts, become program members. The basic partnership agreement requires a minimum three-year commitment because the experience of program managers is that it takes at least five years for a school to undergo a full transformation to the approach. In each member school, 90 percent of full-time staff and school community representatives must indicate a willingness to transform their school using the approach.

Principals and teachers at schools that have adopted this approach suggested that accelerating learning increased achievement levels of minority and at-risk students. TEA, in research results contained in Closing the Gap: Acceleration vs. Remediation and The Impact of Retention in Grade on Student Achievement (1993), states: "Accelerated Instruction, or building quality into the process of education, particularly for students in at-risk situations, holds immense promise...Accelerated Instruction focuses curricular priorities around student needs and builds on student strengths."

Since the MALL was created and the Accelerated Schools approach was initiated, student TAAS scores have increased in MPISD, especially among economically disadvantaged and African American students(Exhibit 2-42).

Exhibit 2-42
Percentage of MPISD Economically Disadvantaged
and Minority Students Passing All TAAS Tests
1993-94 through 1997-98
Year Economically
Disadvantaged		 African
American		 Hispanic
1997-98 63.1% 58.4% 59.9%
1996-97 61.3% 57.4% 59.7%
1995-96 56.8% 48.6% 58.8%
1994-95 54.1% 40.4% 60.4%
1993-94 44.8% 34.6% 52.8%
Source: TEA, Accountability Profile, MPISD, September 1998.

COMMENDATION

The MALL and the Accelerated Schools approach are innovative programs that address the needs of all students and target assistance to at-risk and minority students.

FINDING

School districts strive to maintain as low a student-teacher ratio as possible. Texas sets a maximum student-teacher ratio of one teacher for 22 students for grades K-4, but the law provides no guidelines for higher grade levels.

In 1997-98, the student-teacher ratio in MPISD was less than regional and state averages (Exhibit 2-43). Compared to its peer districts, MPISD had the lowest student-teacher ratio. All the peer districts except Kaufman were below the state average.

Exhibit 2-43
MPISD, Peer District, RESC VIII, and State Student-Teacher Ratio
1997-98
Entity Student-Teacher Ratio
Mt. Pleasant 13.2
Paris 13.3
RESC VIII 13.4
Liberty Eylau 13.6
Greenville 14.0
Terrell 14.3
Kilgore 14.5
Corsicana 14.6
Texarkana 14.8
Athens 15.1
State 15.3
Kaufman 17.0
Source: Texas Education Agency, AEIS 1997-98.

By campus, the 1998-99 average class sizes ranged from 9.9 at Fowler Elementary School to 13.7 at Wallace Middle School (Exhibit 2-44).

Exhibit 2-44
Average Class Sizes at MPISD Elementary,
Intermediate, Middle, and Junior High Schools
1993-94 through 1997-98
  Number of
Student		 Number of
Teacher		 Student-Teacher
Ratio
Campus 1998-99 1998-99 1998-99
Mt. Pleasant Junior High School 618 51 12.1
Wallace Middle School 643 47 13.7
Corprew Intermediate School 659 49 13.5
Sims Elementary School 368 32 11.5
Brice Elementary School 334 28 11.9
Fowler Elementary School 287 29 9.9
Source: TEA, Accountability Profile, MPISD, September 1998.

From 1994-95 through 1997-98, MPISD's average elementary class size fell 8.1 percent (Exhibit 2-45). MPISD's average elementary class size was less than averages for the region or the state in 1997-98.

Exhibit 2-45
MPISD, RESC VIII, and State Average Elementary School Class Size
1994-95 through 1997-98
Entity 1994-95 1995-96 1996-97 1997-98 Percentage of Change
over the Period
Mt. Pleasant 19.8 18.9 18.5 18.2 -8.1%
RESC VIII 18.9 18.8 18.9 18.8 0
State 20.2 20.0 19.8 19.8 -2.0%
Source : Texas Education Agency, AEIS 1994-95 through 1997-98.

Compared to its peer districts, MPISD had the lowest elementary class size in 1997-98(Exhibit 2-46). Only one of its peer districts had an average elementary class size less than the state average. Reasons MPISD's class sizes are much smaller than classes in its peer districts are: (1) Corprew Intermediate School, Wallace Middle School, and Mt. Pleasant Junior High School use a team-teaching concept that groups five teachers and rotates them across a group of students, lowering the average number of students served per teacher; (2) grades K-4 in each elementary school use a dual language approach for ELS/bilingual students, so each class has two teachers; (3) only one campus exists at grades 5-6, 7-8, and high school, where class sizes are not regulated; (4) two or three Maximum Achievement Learning Lab teachers on each campus are not assigned to any students; and (5) teachers who teach Reading Recovery at the first-grade level teach only five students each.

Exhibit 2-46
MPISD, Peer District, Regional,
and State Average Elementary School Class Size
1997-98
Entity Class Size
Mt. Pleasant 18.2
RESC VIII 18.8
Texarkana 19.6
Terrell 19.8
State 19.8
Greenville 20.1
Corsicana 20.6
Athens 20.7
Kilgore 20.8
Liberty Eylau 20.9
Paris 21.0
Kaufman 21.6
Source: Texas Education Agency, AEIS 1997-98.

At the secondary school level, average class sizes in English, math, and social studies decreased from 1994-95 through 1997-98. Average class sizes increased in foreign languages and science (Exhibit 2-47). Block scheduling was implemented at the high school in 1998-99, but there was no increase in the number of teachers. The student-teacher ratio at Mt. Pleasant High school is 96 teachers for 1,215 students, or 12.7 students for every teacher. The master schedule listed several classes with 10 or fewer students in courses including English II, Journalism, Algebra/Geometry I, Algebra II, Biology I, Economics, Art, Keyboarding, Introductory Business, Office Support Systems, Home Economics, and Interior Design. In all of these classes, there were multiple offerings of the same course, suggesting the smaller classes could have been consolidated. None of the low enrollment courses represented advanced placement courses, nor did they serve targeted populations such as ESL/bilingual students.

Exhibit 2-47
MPISD Average Secondary School Class Size
1994-95 through 1997-98
Subject 1994-95 1995-96 1996-97 1997-98 Percentage of Change
over the Period
English 18.4 17.9 19.0 17.0 -7.6%
Foreign language 20.3 16.8 23.7 21.9 7.9%
Math 19.2 16.8 19.0 17.9 -6.8%
Science 19.9 19.3 20.9 20.6 3.5%
Social studies 22.0 19.6 19.7 19.6 -10.9%
Source: Texas Education Agency, AEIS 1994-95 - 1997-98.

MPISD secondary classes are smaller than the state average with the exception of foreign language classes. Compared to the regional averages, MPISD has larger average secondary classes with the exception of English and social studies classes (Exhibit 2-48). Compared to its peer districts, MPISD secondary class sizes were the smallest in social studies, the second smallest in English and math, the fourth smallest in science, and the third highest in foreign language.

Exhibit 2-48
MPISD, Peer District, RESC VIII,
and State Average Secondary School Class Size
1997-98
  Class Size
Entity English Foreign
Language		 Math Science Social
Studies
Mt. Pleasant 17.0 21.9 17.9 20.6 19.6
RESC VIII 17.8 18.4 16.5 18.7 20.0
State 20.8 21.4 20.7 21.7 22.7
Athens 17.7 24.7 20.8 20.6 20.8
Corsicana 21.1 19.7 21.7 22.3 22.8
Greenville 22.6 17.4 18.4 20.5 20.7
Kaufman 23.2 21.7 21.7 22.0 20.8
Kilgore 19.6 18.3 18.0 19.8 20.7
Paris 18.1 20.2 18.1 20.8 21.2
Texarkana 19.9 23.8 21.1 20.9 22.2
Liberty Eylau 16.2 19.7 16.0 18.4 19.7
Terrell 18.2 21.1 21.6 21.9 23.1
Source: Texas Education Agency, AEIS 1997-98.

Small class sizes and the low student-teacher ratios mean that more teachers than needed are employed by the district, and the cost of the instructional program is higher than it may need to be.

Recommendation 9:

Consolidate low-enrollment courses at the secondary level and use the savings generated to offset the cost of raising teachers' salaries to regional averages.

Consolidating low enrollment classes at the secondary level would allow the district to eliminate seven teaching positions at the high school level. Additional positions may be eliminated at the junior high and middle school as well, but are not considered in these estimates since educational goals may make it desirable for the district to retain those positions.

IMPLEMENTATION STRATEGIES AND TIMELINE
1. The deputy superintendents for Curriculum and for Administration and Operations evaluate class sizes by campus and determine where modifications can be made to the master schedule. March-April 1999
2. The deputy superintendents review their findings with the superintendent and develop a recommended plan for implementation in 1999-2000. April-May 1999
3. The superintendent presents this plan to the board during budget meetings. June-July 1999
4. The deputy superintendents implement the plan. August 1999

FISCAL IMPACT

By consolidating low-enrollment classes the district should be able to reduce the number of secondary teachers from 96 to 89. Assuming that the district's average teacher turnover rate continues at 15.2 percent, the cost savings for not hiring seven new teachers, based upon the 1999 beginning salary for a bachelor degree teacher in MPISD ($22,496), would be $196,840 (7 teacher positions x $22,496 = $157,472 plus 25 percent benefits). These savings should be redirected to cover the cost of raising teachers salaries as discussed in the Personnel Management Chapter of this report.

Recommendation 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
Consolidate low enrollment courses at the secondary level.

$196,840

$196,840

$196,840

$196,840

$196,840

FINDING

MPISD offers nine advanced placement (AP) courses at the high school: English III, English IV, Calculus, Biology 111, Chemistry H, Spanish V, French IV, Economics, and U.S. Government. The district also offers 10 pre-AP courses at the high school and three pre-AP courses at the junior high school.

Enrollment in AP courses for 1996-97 through 1998-99 is shown in Exhibit 2-49.

Exhibit 2-49
MPISD Enrollment in Advanced Placement Courses
1996-97 through 1998-99
Advanced Placement Course 1995-96 1996-97 1997-98
Calculus 35 34 34
English III 33 34 31
English IV 17 19 16
Chemistry II N/A 32 30
Biology II N/A 41 21
French IV N/A 7 4
Spanish V N/A 11 10
Economics/US Government N/A 36 38
N/A=not available in 1996-97 Source : MPISD Gifted and Talented Coordinator.

Only 2.9 percent, or less than 130, MPISD students took AP tests in 1997-98, compared to 5.1 percent of the students in RESC VIII and 9.7 percent of the students in the state (Exhibit 2-50).

Exhibit 2-50
Percentage of MPISD Students Taking Advanced Placement Tests
1994-95 through 1997-98
Ethnicity 1994-95 1995-96 1996-97 1997-98
African American 0% 0% 1.3% 2.5%
Anglo 0% 1.5% 1.3% 3.4%
Hispanic 0% 0% 0% 0.9%
Other N/A N/A N/A N/A
Source: Texas Education Agency, AEIS 1994-95 through 1997-98.

Most universities award college credit based on AP exam scores of "3" or higher. Of MPISD students talking the tests since 1994-95, only two African American students have received scores of "3" or higher; one in 1996-97 and one in 1997-98.

Recommendation 10:

Increase the proportion of African American and Hispanic high school students enrolled in Advanced Placement courses.

MPISD should motivate all students to participate in more rigorous classes. Encouraging students, especially minority students, to enroll in Advanced Placement classes will improve district and school performance and continue MPISD's efforts to close the achievement gap among ethnic groups.

IMPLEMENTATION STRATEGIES AND TIMELINE
1. The deputy superintendent for Curriculum and the Gifted and Talented program coordinator meet with elementary, intermediate, middle, junior high, and high school counselors and with African American and Hispanic students and parents to discuss the nature and benefit of the advanced courses, and receive input from those attending regarding factors that might be inhibiting greater participation.
 March-April 1999
2. The deputy superintendent and coordinator prepare a report of these meetings and recommendations to improve minority student enrollment in advanced courses.
 May 1999
3. The superintendent reviews the report and authorizes its implementation with changes, as necessary.
 June 1999
4. The coordinator implements the recommendations. Ongoing

FISCAL IMPACT

There is no fiscal impact associated with this recommendation.