Student grades on the rise

The change in leadership and structure at Hot Springs County High School has been a bit confusing and sometimes frustrating for students and parents, however, those changes have created some excellent outcomes.

The most dramatic changes have come in the form of student grades.

During the first semester of the 2016-2017 school year, 41% of the student body had D or F grades. That amounted to 211 D and F grades among students.

During the first semester of this year, 2017-208, that number has dropped considerably, going all the way down to just 1% or 24 D and F grades.

Report cards reiterate the downward trend in failures as the first semester last year showed 50 failed courses divided among 26 students, a total of 11% failed courses.

This year, however, there were just three failed classes, divided among two students for a 1% failure rate.

Grades are, of course, affected by absenteeism. If a student is not in class, they generally fall behind and its difficult for them to catch back up.

Interventions for ninth through twelfth grades have been implemented, helping students get up to speed quicker, preventing failure.

Last year 99 students were absent 15 or more days in one or more classes. Thirty students were absent 30 or more days and 13 students were our of school 45 or more days in one or more classes.

That eventually led to 86 failed courses for the year.

One concern for many has been the drop out rates at the high school. Some have voiced those concerns, feeling that the change in leadership and structure has caused a higher than normal drop out rate among high school students.

A student can be considered a drop out for a number of reasons, not just walking out the front doors and never returning to class. A drop out can also be a student that moves from the district without re-registering at another school. In addition, special education students who receive just a certificate of attendance are considered a drop out. Leaving school to take online courses or attend a technical school can also count as a drop out.

For the 2016-2017 school year, there were a total of 11 drop outs under all circumstances. This year, there have been just eight drop outs.

Other numbers the district looks hard at are the ACT scores as those can determine what level of the Hathaway Scholarship a student will receive. Last year, 34% of students scored a 21+ on the ACT test compared to 58% this year, a 24% increase.

Additionally, just two students scored 30+ on the ACT test last year, while four students achieved that goal this year.

“Change can be difficult,” said superintendent Dustin Hunt. “I’m pleased with the changes, because ultimately, we are in charge of student education. I’m very proud of our Dean of Students and Principal for holding meetings with parents and the student body regarding goals for the Hathaway Scholarship.

“The different levels of the scholarship are an amazing gift and these meetings have laid out the expectations regarding grades and so forth to see that students get the highest amount of scholarship monies they can.”

Hunt went on to say the transition from last year to this year has been fairly smooth and he is continuously excited to see the results.

“I want to see every student succeed,” he said.

The state sets the expected graduation rates for school districts at 80% and Hunt is confident this year they will be closer to that rate than last year.