Alabama CPT Spring 2016 <Yellow Highlight> Indicates a Rider That Has
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NGPF's 2021 State of Financial Education Report
11 ++ 2020-2021 $$ xx %% NGPF’s 2021 State of Financial == Education Report ¢¢ Who Has Access to Financial Education in America Today? In the 2020-2021 school year, nearly 7 out of 10 students across U.S. high schools had access to a standalone Personal Finance course. 2.4M (1 in 5 U.S. high school students) were guaranteed to take the course prior to graduation. GOLD STANDARD GOLD STANDARD (NATIONWIDE) (OUTSIDE GUARANTEE STATES)* In public U.S. high schools, In public U.S. high schools, 1 IN 5 1 IN 9 $$ students were guaranteed to take a students were guaranteed to take a W-4 standalone Personal Finance course standalone Personal Finance course W-4 prior to graduation. prior to graduation. STATE POLICY IMPACTS NATIONWIDE ACCESS (GOLD + SILVER STANDARD) Currently, In public U.S. high schools, = 7 IN = 7 10 states have or are implementing statewide guarantees for a standalone students have access to or are ¢ guaranteed to take a standalone ¢ Personal Finance course for all high school students. North Carolina and Mississippi Personal Finance course prior are currently implementing. to graduation. How states are guaranteeing Personal Finance for their students: In 2018, the Mississippi Department of Education Signed in 2018, North Carolina’s legislation echoes created a 1-year College & Career Readiness (CCR) neighboring state Virginia’s, by which all students take Course for the entering freshman class of the one semester of Economics and one semester of 2018-2019 school year. The course combines Personal Finance. All North Carolina high school one semester of career exploration and college students, beginning with the graduating class of 2024, transition preparation with one semester of will take a 1-year Economics and Personal Finance Personal Finance. -
Hinders Desegregation by Permitting School District Secessions
Whiter and Wealthier: “Local Control” Hinders Desegregation by Permitting School District Secessions MEAGHAN E. BRENNAN* When a school district is placed under a desegregation order, it is to be monitored by the district court that placed the order until the district is declared unitary. Many school districts have been under desegregation orders since shortly after Brown v. Board, but have failed to desegregate. Even when a school district is making an honest attempt, fulfilling a de- segregation order is difficult. These attempts can be further complicated when a racially-identifiable set of schools secedes from the district. Such school district disaggregations make traditional desegregation remedies more difficult by further isolating children of different races. In the past few decades, dozens of school districts have seceded to create wealthy districts filled with white children adjacent to poorer districts with children of color. This Note argues that school district secessions harm desegregation efforts and, in turn, the educational achievement of students in those districts. Two school districts — one in Jefferson Coun- ty, Alabama and another in Hamilton County, Tennessee — serve as ex- amples of how secession movements arise and how the conversations pro- gress. Secession proponents often advocate for increased “local control” — seemingly innocuous rhetoric that serves as a guise for racism and other prejudice. This Note argues that school district disaggregation is made far too easy by judicial preoccupation with local control and by the moral- political failure of state legislatures. But it is possible to discourage segre- gative school district disaggregation by reworking the concept of local con- trol so that it prioritizes all children, and by adopting state legislation that promotes consolidated, efficient school districts. -
High Schools in Alabama Within a 250 Mile Radius of Middle Tennessee State University
High Schools in Alabama within a 250 mile radius of Middle Tennessee State University CEEB High School Name City Zip Code CEEB High School Name City Zip Code 010395 A H Parker High School Birmingham 35204 012560 B B Comer Memorial School Sylacauga 35150 012001 Abundant Life School Northport 35476 012051 Ballard Christian School Auburn 36830 012751 Acts Academy Valley 36854 012050 Beauregard High School Opelika 36804 010010 Addison High School Addison 35540 012343 Belgreen High School Russellville 35653 010017 Akron High School Akron 35441 010035 Benjamin Russell High School Alexander City 35010 011869 Alabama Christian Academy Montgomery 36109 010300 Berry High School Berry 35546 012579 Alabama School For The Blind Talladega 35161 010306 Bessemer Academy Bessemer 35022 012581 Alabama School For The Deaf Talladega 35161 010784 Beth Haven Christian Academy Crossville 35962 010326 Alabama School Of Fine Arts Birmingham 35203 011389 Bethel Baptist School Hartselle 35640 010418 Alabama Youth Ser Chlkvlle Cam Birmingham 35220 012428 Bethel Church School Selma 36701 012510 Albert P Brewer High School Somerville 35670 011503 Bethlehem Baptist Church Sch Hazel Green 35750 010025 Albertville High School Albertville 35950 010445 Beulah High School Valley 36854 010055 Alexandria High School Alexandria 36250 010630 Bibb County High School Centreville 35042 010060 Aliceville High School Aliceville 35442 012114 Bible Methodist Christian Sch Pell City 35125 012625 Amelia L Johnson High School Thomaston 36783 012204 Bible Missionary Academy Pleasant 35127 -
NGPF's 2021 State of Financial Education Report
11 ++ 2020-2021 $$ xx %% NGPF’s 2021 State of Financial == Education Report ¢¢ Who Has Access to Financial Education in America Today? In the 2020-2021 school year, nearly 7 out of 10 students across U.S. high schools had access to a standalone Personal Finance course. 2.4M (1 in 5 U.S. high school students) were guaranteed to take the course prior to graduation. GOLD STANDARD GOLD STANDARD (NATIONWIDE) (OUTSIDE GUARANTEE STATES)* In public U.S. high schools, In public U.S. high schools, 1 IN 5 1 IN 9 $$ students were guaranteed to take a students were guaranteed to take a W-4 standalone Personal Finance course standalone Personal Finance course W-4 prior to graduation. prior to graduation. STATE POLICY IMPACTS NATIONWIDE ACCESS (GOLD + SILVER STANDARD) Currently, In public U.S. high schools, = 7 IN = 7 10 states have or are implementing statewide guarantees for a standalone students have access to or are ¢ guaranteed to take a standalone ¢ Personal Finance course for all high school students. North Carolina and Mississippi Personal Finance course prior are currently implementing. to graduation. How states are guaranteeing Personal Finance for their students: In 2018, the Mississippi Department of Education Signed in 2018, North Carolina’s legislation echoes created a 1-year College & Career Readiness (CCR) neighboring state Virginia’s, by which all students take Course for the entering freshman class of the one semester of Economics and one semester of 2018-2019 school year. The course combines Personal Finance. All North Carolina high school one semester of career exploration and college students, beginning with the graduating class of 2024, transition preparation with one semester of will take a 1-year Economics and Personal Finance Personal Finance. -
National Blue Ribbon Schools Recognized 1982-2015
NATIONAL BLUE RIBBON SCHOOLS PROGRAM Schools Recognized 1982 Through 2015 School Name City Year ALABAMA Academy for Academics and Arts Huntsville 87-88 Anna F. Booth Elementary School Irvington 2010 Auburn Early Education Center Auburn 98-99 Barkley Bridge Elementary School Hartselle 2011 Bear Exploration Center for Mathematics, Science Montgomery 2015 and Technology School Beverlye Magnet School Dothan 2014 Bob Jones High School Madison 92-93 Brewbaker Technology Magnet High School Montgomery 2009 Brookwood Forest Elementary School Birmingham 98-99 Buckhorn High School New Market 01-02 Bush Middle School Birmingham 83-84 C.F. Vigor High School Prichard 83-84 Cahaba Heights Community School Birmingham 85-86 Calcedeaver Elementary School Mount Vernon 2006 Cherokee Bend Elementary School Mountain Brook 2009 Clark-Shaw Magnet School Mobile 2015 Corpus Christi School Mobile 89-90 Crestline Elementary School Mountain Brook 01-02, 2015 Daphne High School Daphne 2012 Demopolis High School Demopolis 2008 East Highland Middle School Sylacauga 84-85 Edgewood Elementary School Homewood 91-92 Elvin Hill Elementary School Columbiana 87-88 Enterprise High School Enterprise 83-84 EPIC Elementary School Birmingham 93-94 Eura Brown Elementary School Gadsden 91-92 Forest Avenue Academic Magnet Elementary School Montgomery 2007 Forest Hills School Florence 2012 Fruithurst Elementary School Fruithurst 2010 George Hall Elementary School Mobile 96-97 George Hall Elementary School Mobile 2008 1 of 216 School Name City Year Grantswood Community School Irondale 91-92 Guntersville Elementary School Guntersville 98-99 Heard Magnet School Dothan 2014 Hewitt-Trussville High School Trussville 92-93 Holtville High School Deatsville 2013 Holy Spirit Regional Catholic School Huntsville 2013 Homewood High School Homewood 83-84 Homewood Middle School Homewood 83-84, 96-97 Indian Valley Elementary School Sylacauga 89-90 Inverness Elementary School Birmingham 96-97 Ira F. -
1 “Race Was a Motivating Factor”: the Rise of Re
1 “Race was a motivating factor”: The Rise of Re-Segregated Schools in the American States Richard Johnson (Lancaster) & Desmond King (Oxford) . 2 Introduction. In the two decades after the Brown v Board of Education (1954) decision, analysis of school desegregation focused on federal, judicial mechanisms. However, as the federal courts withdrew from school integration efforts, state-level mechanisms to advance school desegregation gained greater relevance. The salience of state actions grew during the eight years of the Obama presidency when Republicans gained over 1,000 state legislative seats from the Democrats. As Obama left office, Republicans dominated thirty-two state legislatures and thirty-three governorships, a record high since the New Deal. A major but largely unexamined consequence of this profound shift in state-level partisan control is the resurgence of efforts to re-segregate public education. School integration across the United States has been uneven, but many states responded to the departure of the federal courts from school integration by maintaining integrationist mechanisms. As Republicans gained partisan control during the Obama presidency, state legislatures reversed their earlier initiatives and proposed measures to erect new barriers to integration. One strategy is reviving ‘neighbourhood schools’, a code phrase for schools which reflect narrow, racially homogenous communities rather than more racially heterogeneous school districts (Delmont 2016); the term unabashedly resurrects language from the 1960s when it was used to fight the Brown directive to desegregate (Hackett and King 2017). We examine new re-segregation policies, especially school district secession and anti-busing laws, which have passed in states where Republicans assumed control during the Obama presidency. -
Rigor at Risk
COLLEGE READINESS Rigor at Risk: Reaffirming Quality in the High School Core Curriculum ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas of education and workforce development. Each year we serve millions of people in high schools, colleges, professional associations, businesses, and government agencies, nationally and internationally. Though designed to meet a wide array of needs, all ACT programs and services have one guiding purpose— helping people achieve education and workplace success. © 2007 by ACT, Inc. All rights reserved. IC 0508A2070 9437 Rigor at Risk: Reaffirming Quality in the High School Core Curriculum Contents A Message from the President and COO of ACT’s Education Division ......................................................... iii Introduction ................................................................................... 1 1. The Core Curriculum: An Unfulfilled Promise ............. 5 2. A Rigorous Core: Aligning the Essentials ..................... 15 3. The Impact of Rigor: Real Evidence of Progress ........ 26 4. It Can Be Done .................................................................. 30 Appendix ..................................................................................... 35 References ................................................................................... 47 i A Message from the President and COO of ACT’s Education Division For decades, ACT research has consistently shown that high school students who take a minimum recommended core curriculum—four years of English and three years each of mathematics, science, and social studies—are likely to be more prepared for college when they graduate than are students who do not take this curriculum. But in recent years it has become increasingly apparent that, while taking the right number of courses is certainly better than not, it is no longer enough to guarantee that students will graduate ready for life after high school. -
Mobile, Alabama
“Choosing Education as a Career” Seminar: Mobile, Alabama In an effort to recruit more racially/ethnically diverse candidates, the COE held a national diverse student recruitment seminar in Mobile, Alabama, on June 7 – 8, 2018, titled “Choosing Education as a Career.” Invitations were extended to middle and high school principals, counselors, and parents in schools across Alabama, Mississippi, Florida, Georgia, South Carolina, Arkansas, and Kentucky. Thirty-seven individuals from six states attended the seminar and learned from MSU COE personnel about admissions, multicultural leadership scholarships, and year-long internship opportunities. The goal was to form partnerships with schools to recruit middle and high school students from underrepresented groups to choose teaching as a career. Some of these schools are now exploring options for working with the MSU EPP. Follow-up will be conducted in the late fall 2018 / early spring 2019 to determine how many students from the schools represented may be choosing education as a career as a result of this effort. INVITATION To: Personalize before sending. From: David Hough, Dean, College of Education, Missouri State Univesity Date: January 12, 2018 / January 16 / January 17 / January 18 / etc. Re: Seminar on Choosing Education as a Career You are invited to attend a Seminar to learn how high school sophomores and juniors can begin planning for a career in education. The Seminar will begin with a reception at 5:00 p.m. followed by a dinner meeting at 6:00 p.m. on Thursday, June 7, 2018. On Friday, June 8, 2018, sessions will begin at 9:00 a.m. -
Past Award Recipients
ASAHPERD Award Recipients 1953 – 2020 Honor Award 2002 Linda Hatchett, O’Rourke Elementary School 1953 H.A. Flowers, Florence State College 2003 No award Jessie G. Mehling, Alabama Department of Education 2004 Carolyn Sapp Bishop, retired, Tuscaloosa City Schools Jackson R. Sharman, University of Alabama 2005 Willie Hey, Jacksonville State University Ethel J. Saxman, University of Alabama Donald Staffo, Stillman College 1954 William Battle, Birmingham Southern College 2006 Allison Jackson, Samford University Jeanetta T. Land, Auburn University 2007 Connie Dacus, Alabama State University Margaret McCall, Alabama College Sherri Huff, Birmingham City Schools 1955 Louise Temerson, University of Alabama Diane Shelton, Hartselle Jr. High 1956 Jimmie H. Goodman, Shades Valley High School, Birmingham 2008 Emily Pharez, L. Newton School, Fairhope Vernon W. Lapp, Auburn University Steve Pugh, University of South Alabama Louise F. Turner, Auburn University Charles D. Sands, Samford University 1958 Cliff Harper, AL High School Athletic Association 2009 Benny Eaves, Mountain Brook High School Willis Baughman, University of Alabama Kay Hamilton, Alabama A&M University 1959 Bernice Finger, Alabama College 2010 Suzanne Stone, Morris Elementary, Huntsville 1960 Harriet Donahoo, Auburn University Hank Williford, Auburn Montgomery 1961 Geneva Myrick, Alabama College 2011 Brian Geiger, University of Alabama at Birmingham 1965 Blondie Crawford, Cullman Co. Board of Education James Angel, Samford University Minnie Sellers, Tuscaloosa Recreation Department -
X‐Indicates Schools Not Participating in Football.
(x‐Indicates schools not participating in football.) Hoover High School 1,902.95 Sparkman High School 1,833.70 Baker High School 1,622.25 Murphy High School 1,601.00 Prattville High School 1,516.15 Bob Jones High School 1,491.35 Enterprise High School 1,482.50 Virgil Grissom High School 1,467.05 Auburn High School 1,445.95 Jeff Davis High School 1,442.60 Smiths Station High School 1,358.00 Vestavia Hills High School 1,355.25 Thompson High School 1,319.70 Mary G. Montgomery High School 1,316.60 Huntsville High School 1,296.70 Central High School, Phenix City 1,267.35 Pelham High School 1,259.30 R. E. Lee High School 1,258.65 Oak Mountain High School 1,258.05 Theodore High School 1,228.60 Alma Bryant High School 1,168.65 Foley High School 1,145.80 McGill‐Toolen High School 1,131.30 Spain Park High School 1,128.10 Tuscaloosa County High School 1,117.35 Gadsden City High School 1,085.65 W.P. Davidson High School 1,056.35 Mountain Brook High School 1,009.15 Shades Valley High School 1,006.15 Northview High School 1,002.35 Fairhope High School 994.80 Hewitt‐Trussville High School 991.00 Austin High School 976.75 Hazel Green High School 976.50 Clay‐Chalkville High School 965.55 Florence High School 960.30 Pell City High School 924.45 G. W. Carver High School, Montgomery 918.80 Opelika High School 910.55 Buckhorn High School 906.25 Northridge High School 901.25 Lee High School, Huntsville 885.85 Oxford High School 883.75 Stanhope Elmore High School 880.70 Hillcrest High School 875.40 Robertsdale High School 871.05 Mattie T. -
2020-22 Reclassification
2020-22 Reclassification (x-Indicates schools not participating in football.) (xx-Indicates school does not participate in any sport.) Listed below are the 2020-2021; 2021-22 Average Daily Enrollment Numbers issued by the State Department of Education which classifies each member school of the Alabama High School Athletic Association. These numbers do not include Competitive Balance for applicable schools. You will find the area/region alignment for each class in each sport under the sports area/region alignment. CLASS 7A School Name Enrollment Hoover High School 2,126.15 Auburn High School 2,034.80 Baker High School 1,829.10 Sparkman High School 1,810.20 Dothan High School 1,733.15 Enterprise High School 1,611.85 James Clemens High School 1,603.05 Vestavia Hills High School 1,532.00 Thompson High School 1,525.90 Mary G. Montgomery High School 1,522.15 Grissom High School 1,437.35 Prattville High School 1,425.20 Huntsville High School 1,410.85 Bob Jones High School 1,386.00 Central High School, Phenix City 1,377.60 Smiths Station High School 1,365.00 Davidson High School 1,311.65 Fairhope High School 1,293.20 Alma Bryant High School 1,266.75 Tuscaloosa County High School 1,261.70 Spain Park High School 1,240.40 Albertville High School 1,222.95 Jeff Davis High School 1,192.65 Oak Mountain High School 1,191.35 Hewitt-Trussville High School 1,167.85 Austin High School 1,139.45 Daphne High School 1,109.75 Foley High School 1,074.25 Gadsden City High School 1,059.55 Florence High School 1,056.95 Murphy High School 1,049.10 Theodore High School 1,046.20 2020-22 Reclassification (x-Indicates schools not participating in football.) (xx-Indicates school does not participate in any sport.) Listed below are the 2020-2021; 2021-22 Average Daily Enrollment Numbers issued by the State Department of Education which classifies each member school of the Alabama High School Athletic Association. -
2010 Annual Report
College of Sciences and Mathematics Educational Outreach Programs 2010 Annual Report Table of Contents Introduction .................................................................................................. 1 Mission Statement.............................................................................................................1 Goals of COSAM Outreach .............................................................................................1 COSAM Outreach Summary ...........................................................................................1 2010 Activities ..................................................................................................................1 COSAM Outreach Staff .............................................................................. 2-5 2010 Outreach Events .................................................................................... 6 2010 Outreach Programs ........................................................................... 7-12 AU Explore .......................................................................................................................7 AU Math-a-thon ...............................................................................................................7 G.E.A.R.S.E.F. ..................................................................................................................7 G.U.T.S ............................................................................................................................8 Science