South Carolina Kids Count
›› 2007 Greenville County Kids Count Report
By the end of elementary school, significant numbers of students perform below minimum standards. The following standardized test measures, comparing student performance to state minimum standards, should be used in combination with routine classroom assessments more reflective of real-world performance skills.
Special Education: Special education placements reflect both the significant number of children with serious handicapping conditions and a large number of students with mild learning and behavioral problems that have not been accommodated successfully by the regular educational program. The result is a large system of self-contained, resource, and itinerant services for 1,937 speech and language impaired, 5,313 learning disabled, 565 emotionally disabled, 785 mentally impaired, and 1,097 physically handicapped, deaf, blind, and other handicapped students. Special education classes served approximately 14.6% of all students in grades 1 - 12 during 2006-2007.
Achievement Trends: How has performance on standardized achievement tests changed over the past 20 years? During the 1980s, student performance on the BSAP tests improved dramatically. Between 1981 and 1990, the percentage of 8th grade students in Greenville County who did not meet standards declined from 49.7% to 23.4% in math and from 39.1% to 21.9% in reading. During the 1990's the BSAP trend changed, with 36.7% not meeting 8th grade math standards in 1998 and 31.7% in reading. On commercial standardized tests, the first year when South Carolina students take the exam is comparable to the challenge encountered by the national norm group which took the test only once. Looking at first year data, the percentage of 4th grade students at or below the 25th percentile of national norms was 23.0% in 1983 on the CTBS, 24.6% in 1990 on the Stanford, and 23.8% in 1995 on the Metropolitan; for 9th graders, the percentage in the bottom quarter was 23.8% in 1990 and 23.3% in 1995. The percent below basic on the 4th grade PACT in 1999, the first year of administration, was 29.8%, but in 2007 19.3% of 4th graders were below basic in reading and math. The percentage of 8th graders below basic in reading and math averaged 39.4% in 1999 and 29.8% in 2007. Sample data from the National Assessment of Educational Progress (NAEP) shows that South Carolina has made dramatic progress over the past 15 years in math but only limited progress in reading. Between 1992 and 2007 the percentage of South Carolina students scoring basic or better increased on math from 48% to 80% in the 4th grade and from 48% to 71% in the 8th grade; but in reading only from 53% to 59% in the 4th grade and from 66% to 69% in the 8th grade.
PACT: The Palmetto Achievement Challenge Test (PACT) was first administered in 1999 for grades 3 - 8 in math and reading/language arts. Math assesses skills in numbers, numerical and algebraic concepts, patterns and functions, geometry, measurement, probability and statistics. The percentage of students scoring below basic in math has decreased by 39.4% of students in grades 3-8 between 1999 and 2007. In 2007 there were 3,532 students below basic in grades 3-8 but there would have been an additional 2,292 at 1999 performance rates. The 2007 percentage proficient and advanced was 35.6% in 3rd grade and 19.0% in 8th grade.
Figure 7A: PACT Math Below Basic in Grade 3
| Year | Total | White Males | White Females | African-American and Other Males | African-American and Other Females |
|---|---|---|---|---|---|
| 1999 | 33.0% | 24.0% | 23.0% | 55.0% | 55.0% |
| 2007 | 18.2% | 12.9% | 10.1% | 30.8% | 32.8% |
Figure 7B: PACT Math Below Basic in Grade 8
| Year | Total | White Males | White Females | African-American and Other Males | African-American and Other Females |
|---|---|---|---|---|---|
| 1999 | 45.0% | 37.0% | 34.0% | 71.0% | 66.0% |
| 2007 | 32.0% | 20.9% | 21.2% | 55.2% | 56.6% |
Test Results of Students on PACT in 2007
Math %
| Test Result | Grade | Total | White Male | White Female | African-American and Other Male | African-American and Other Female |
|---|---|---|---|---|---|---|
| Below Basic | 3 | 18.2% | 12.9% | 10.1% | 30.8% | 32.8% |
| 4 | 21.7% | 11.5% | 15.1% | 39.9% | 38.5% | |
| 5 | 20.5% | 13.5% | 13.4% | 42.5% | 29.7% | |
| 6 | 24.3% | 19.5% | 11.7% | 46.6% | 39.6% | |
| 7 | 24.0% | 16.0% | 14.8% | 42.7% | 39.9% | |
| 8 | 32.0% | 20.9% | 21.2% | 55.2% | 56.6% | |
| Basic | 3 | 46.2% | 43.9% | 44.3% | 53.6% | 49.7% |
| 4 | 36.9% | 31.6% | 37.5% | 43.7% | 43.1% | |
| 5 | 42.7% | 38.0% | 40.3% | 48.2% | 53.0% | |
| 6 | 39.2% | 33.8% | 39.7% | 42.9% | 45.5% | |
| 7 | 43.3% | 40.3% | 41.6% | 44.7% | 50.3% | |
| 8 | 49.1% | 49.7% | 55.7% | 41.2% | 40.2% | |
| Proficient | 3 | 22.0% | 25.7% | 27.3% | 10.3% | 13.2% |
| 4 | 20.7% | 25.2% | 23.1% | 11.7% | 11.5% | |
| 5 | 20.3% | 24.9% | 25.5% | 6.6% | 11.0% | |
| 6 | 20.8% | 23.7% | 28.9% | 7.3% | 11.2% | |
| 7 | 17.7% | 21.4% | 23.5% | 8.5% | 8.2% | |
| 8 | 13.6% | 19.5% | 17.1% | 3.6% | 2.1% | |
| Advanced | 3 | 13.6% | 17.5% | 18.3% | 5.3% | 4.4% |
| 4 | 20.7% | 31.7% | 24.3% | 4.7% | 6.9% | |
| 5 | 16.5% | 23.6% | 20.8% | 2.7% | 6.3% | |
| 6 | 15.8% | 23.0% | 19.8% | 3.2% | 3.6% | |
| 7 | 15.0% | 22.2% | 20.2% | 4.0% | 1.5% | |
| 8 | 5.4% | 9.9% | 6.0% | 0.0% | 1.2% |
Reading/Language Arts assesses reading, listening, speaking, writing, research, and communication with technology. The first PACT assessment found a high percentage of elementary and middle grades students performing below standards and only a modest number above basic. The percentage of students scoring below basic in reading/language arts has decreased by 30.5% of students in grades 3-8 between 1999 and 2007. In 2007 there were 3,271 students below basic in grades 3 - 8 but there would have been an additional 1,433 at 1999 performance rates. The 2007 percentage proficient and advanced was 58.0% in 3rd grade and 25.5% in 8th grade.
Figure 8A: PACT Reading/Language Arts Below Basic in Grade 3
| Year | Total | White Males | White Females | African-American and Other Males | African-American and Other Females |
|---|---|---|---|---|---|
| 1999 | 29.0% | 25.0% | 16.0% | 55.0% | 43.0% |
| 2007 | 13.6% | 13.4% | 4.3% | 26.4% | 18.0% |
Figure 8B: PACT Reading/Language Arts Below Basic in Grade 8
| Year | Total | White Males | White Females | African-American and Other Males | African-American and Other Females |
|---|---|---|---|---|---|
| 1999 | 34.0% | 34.0% | 16.0% | 68.0% | 46.0% |
| 2007 | 27.7% | 25.3% | 10.6% | 56.6% | 42.8% |
Test Results of Students on PACT in 2007
Reading/Language Arts %
| Test Result | Grade | Total | White Male | White Female | African-American and Other Male | African-American and Other Female |
|---|---|---|---|---|---|---|
| Below Basic | 3 | 13.6% | 13.4% | 4.3% | 26.4% | 18.0% |
| 4 | 16.9% | 13.7% | 9.9% | 33.1% | 21.8% | |
| 5 | 19.5% | 15.3% | 8.4% | 45.7% | 25.9% | |
| 6 | 28.4% | 26.0% | 13.0% | 58.4% | 35.3% | |
| 7 | 27.4% | 23.0% | 12.9% | 54.4% | 34.6% | |
| 8 | 27.7% | 25.3% | 10.6% | 56.6% | 42.8% | |
| Basic | 3 | 28.4% | 23.9% | 22.1% | 42.1% | 32.5% |
| 4 | 41.9% | 38.4% | 36.0% | 53.4% | 51.8% | |
| 5 | 45.3% | 47.6% | 39.7% | 47.0% | 52.0% | |
| 6 | 40.5% | 40.7% | 40.5% | 34.6% | 48.3% | |
| 7 | 42.6% | 47.1% | 39.0% | 36.2% | 50.6% | |
| 8 | 46.8% | 47.2% | 47.5% | 40.0% | 48.4% | |
| Proficient | 3 | 49.7% | 54.5% | 59.3% | 29.5% | 46.0% |
| 4 | 37.4% | 44.7% | 48.2% | 12.8% | 24.6% | |
| 5 | 33.0% | 35.6% | 47.3% | 7.3% | 20.7% | |
| 6 | 24.9% | 27.0% | 35.5% | 6.1% | 14.7% | |
| 7 | 26.9% | 27.9% | 40.7% | 9.1% | 14.5% | |
| 8 | 22.1% | 23.7% | 35.9% | 3.1% | 7.9% | |
| Advanced | 3 | 8.3% | 8.2% | 14.3% | 2.1% | 3.5% |
| 4 | 3.8% | 3.1% | 5.9% | 0.7% | 1.8% | |
| 5 | 2.3% | 1.6% | 4.5% | 0.0% | 1.4% | |
| 6 | 6.2% | 6.3% | 11.0% | 0.9% | 1.7% | |
| 7 | 3.1% | 2.0% | 7.4% | 0.3% | 0.3% | |
| 8 | 3.4% | 3.8% | 6.0% | 0.3% | 0.9% |
High School Assessment Program (HSAP): Starting in 2004, the Exit Exam was replaced by the High School Assessment Program. The HSAP tests achievement of state standards in Math and English-Language Arts.
% Below Basic Standards
| Total | White Male | White Female | African-American Male | African-American Female | |
|---|---|---|---|---|---|
| Math: | |||||
| 2007 HSAP | 22.2% | 14.2% | 11.7% | 45.5% | 36.9% |
| 2003 Exit Exam | 20.1 % | 9.0% | 15.3% | 40.7% | 45.1% |
| English/Language Arts: | |||||
| 2007 HSAP | 11.7% | 8.1% | 3.7% | 30.5% | 12.9% |
| 2003 Exit Exam | 13.0% | 7.4% | 6.6% | 32.4% | 26.8% |
Dropout Rate - 8th grade students no longer enrolled in grade 12 (average of students for the three years ending 2001-2003)
1,133 students drop out per cohort
25.1% students drop out*
Figure 9: High School Dropout Rate* 2001-2003
| White Males | White Females | African-American and Other Males | African-American and Other Females | |
|---|---|---|---|---|
| Greenville County | 27.1% | 19.5% | 36.8% | 21.0% |
Dropouts: Distressing numbers of students drop out and fail to graduate. An average of 23.7% of 8th graders failed to graduate** from county schools four years later during the period 1980-84, 28.7% during 1985-89, 24.0% during 1990-94, 24.5% during 1995-99 and 28.1% during 2002-2005. These calculations include state high school diplomas and certificates and local certificates as graduation.
During 2004-05, 92.6% of all who did graduate received the State High School Diploma, while 2.4% received a State Certificate for meeting the required Carnegie units but not passing the Exit Exam and 5.0% received a District Certificate. If only state diplomas are included, the 2002-2005 graduation rate was 66.8%; therefore, 33.2% had not graduated with a state diploma.
Fortunately, many dropouts enroll in adult education programs and either earn a high school diploma or obtain a GED. During 2002-03, 121 Adult Education high school diplomas were awarded to school completers and in 2006-07, 622 GEDs were awarded in the county. Over time, adult education high school diplomas and GEDs increase the effective school completion rate substantially. In the 2000 Census, 15.3% of county resident 25 - 34 year-olds said they had not obtained either a high school degree or a GED.
Achievement Summary: The numbers of students testing below basic on the PACT and dropping out range from 13.6% to 32.0%. Thus, far too many students fail to acquire the knowledge, skills, learning habits, and motivation necessary to compete in the economy or contribute substantially to society in the 21st Century.
Graphs
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