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Our work is guided by the most currently available student achievement, course enrollment, and school performance data. We
believe in following the data and providing appropriate intervention throughout the k-12 continuum. For example, the 4th-grade
NAEP performance of Black and Hispanic students provides a clear indication of the importance of early intervention.
Without such intervention, the low performance on the 8th-grade NAEP testing is entirely predictable, as is the resulting
failure of Black and Hispanic students to enter into the middle school advanced math and foreign language pipelines and their
subsequent under enrollment in honors and AP classes at the high school level.
We believe that by working with parents and students during the primary grades, and supporting parents and students throughout
the middle and high school years, we can implement the necessary intervention strategies to propel students into higher level
coursework during the middle and high school grades.
Too frequently, Black and Hispanic students, along with students from low socioeconomic backgrounds are written off early
in the process. Low expectations, coupled with limited college planning information, denies these students and families access
into the programs and opportunities that prepare students for college admissions and college success.
Follow the data...
Georgia
North Carolina
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