Decatur County schools close to state averages in new scoring system

Published 9:02 am Friday, May 10, 2013

While Decatur County Schools administrators were pleased by some of the results of the state’s recent College and Career Ready Performance Index (CCRPI) scores, they still feel there is improvement that can be made.

The new CCRPI scores were released earlier this week by the Georgia Department of Education. They replace the old benchmarks under the No Child Left Behind Act, including the “Adequate Yearly Progress” scoring system. The data that is used in the recently released CCRPI index is based on the 2012 graduation rate and test scores — CCRPI scores based on this year’s graduation rate and test scores will likely not be available until the fall.

Under the new CCRPI system, schools can receive up to 110 points, including 100 standard points and up to 10 bonus points. The schools and districts receive these points based on doing well in a number of different factors, including end-of-course test scores and graduation rate in high school, and CRCT standardized test scores in elementary school.

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As a district, Decatur County Schools earned a CCRPI score of 83 points for its elementary schools, 81.1 points for its middle schools and 68.7 points for its high schools. The state averages are 83.4 points for elementary schools, 81.4 points for middle schools and 72.6 points for high schools.

The CCRPI scores for each individual school were as follows:

• Bainbridge High School — 69.3 points.

• Bainbridge Middle School — 82.4 points.

• Elcan-King Elementary School — 76.9 points.

• Hutto Middle School — 78.5 points.

• John Johnson Elementary School — 90.6 points.

• Jones-Wheat Elementary School — 80.6 points.

• Potter Street Elementary School — 86.7 points.

• West Bainbridge Elementary School — 84 points.

Dr. Suzi Bonifay, assistant superintendent for curriculum and instruction for the Decatur County Schools, said that school administrators are still analyzing the data and it’s not yet clear why there was some disparity among the different schools. However, she did note that teachers and administrators definitely prefer the CCRPI system to the old AYP.

“AYP was more of a single photograph, while CCRPI is like an entire photo album,” Bonifay said. “CCRPI looks at a number of different factors that AYP didn’t consider, so it’s a much clearer picture of how a school is performing.”

One difference, Bonifay said, is that the CCRPI awards some points based on whether a school improved its scores from the previous year. Under AYP, schools were given a benchmark and they either “passed” or “failed.” Bonifay said the CCRPI system is fairer because it rewards schools that might not have extremely high scores, but they have at least made improvements from previous years.

Bonifay also said that school administrators, lead teachers and central office staff will continue to analyze the data during the summer months, to determine what the schools are doing well and also what they can improve.

“We’ve also got some internal survey data that we’ll be looking at,” she said. “We’re going to be looking at ways that we can be consistent in all our schools. If one school is doing something especially well, we’ll try and see how we can replicate that success in other schools and with other teachers.”


What makes up these scores?

The 110 points possible under the CCRPI system are based on 70 points in “Achievement,” 15 points in “Progress” and 15 points in “Achievement Gap.” Schools can also receive up to 10 bonus “Challenge Points” if they have a significant number of economically-disadvantaged students, English Learner students and Students With Disabilities, who meet their expectations. Schools can also receive points by going beyond the targets of the CCRPI by challenging students to exceed expectations and participate in college and career-readiness programs.

High-school achievement points are based primarily on three factors: students’ scores for end-of-course tests in eight subjects, assessments of students’ post-graduation readiness measured by factors such as how many students completed a CTAE pathway or took remedial classes upon entering college, and the percentage of four- and five-year graduates.

Middle-school and elementary-school achievement points are based on CRCT scores.

Progress points are based on the percent of a school’s students that score above the state average on state tests. Achievement gap points can be earned by improving its state test scores from the previous year.


For additional data and results, visit the Georgia Department of Education online at