SOUTHERN UNIVERSITY AT BATON ROUGE
COLLEGE OF EDUCATION
Capitol Pre-College
Academies
Data Analysis for the 2007-08 Annual Report
Prepared by: Lynda R. Louis, Ph.D.
Researcher/Evaluator
SUBR/EBRPSS Gates/Marshall School Reform Partnership
June 2008
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Table of Contents
Executive Summary ........................................................................................................................ 1
GEE Data Comparison .................................................................................................................... 7
Boxplots ...................................................................................................................................... 7
Scatterplots:............................................................................................................................... 11
Descriptive Statistics ................................................................................................................. 16
Dual and Concurrent Enrollment .................................................................................................. 18
9th Grade Student Survey .............................................................................................................. 24
10th and 11th Grade Student Survey .............................................................................................. 36
12th Grade Student Survey ............................................................................................................ 64
Administration .............................................................................................................................. 75
Teacher Survey ............................................................................................................................. 83
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SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Executive Summary
Capitol High School converted from a dual gender school in 2004 to 2 single sex academies in
the 2005-06 academic year: the Girls Academy and the Boys Academy. Data from the Louisiana
Graduate Exit Exam (GEE) will be used to assess progress at the Academies. The 2003-2004
aggregated scaled test scores, representing the percentage of students approaching basic or
above, is used as a baseline comparison to the scores of the 2005-06, 2006-2007 and 2007-2008
academic years to determine if significant progress is noted.
In 2006-07, analysis of boxplots, scatter plots, and a comparison of means of the percentages
revealed that:
Both girls and boys showed an increase in percentage approaching basic or above for
English.
Girls showed an increase percentage approaching basic or above for Mathematics, while
boys showed a decrease in this subject. Without the disaggregated data by gender from
the baseline year it was impossible to tell where boys actually ranked in that year.
In Science and Social Studies boys showed in increase over the baseline year while boys
showed increase only in the 2nd year of the academy.
The 2007-08 analysis of boxplots, scatter plots and a comparison of means show:
Both academies showed a decrease in approaching basic or above in English and
Mathematics; the lowest percentage in the existence of the academies.
Both academies had lower percentage approaching basic or above in Science from 200607, but higher percentages than in 2005-06.
Boys had a lower percentage of students approaching basic or above in Social Studies
from 2006-07 whereas girls had a higher percentage. This was the only group that
showed an increase over the three years.
In terms of passing both parts of their GEE exam:
o The largest number of students passing both parts was 11th grade: 63.6% Girls
Academy; 58.5% Boys Academy
o The least number of students passing both parts was the 8/9th (3 students in the
Girls Academy have their grade level reported on the GEE data supplied as 8th
grade) and the 10th grade
o The overall total passing in the Girls Academy was 40.5% and in the Boys
Academy was 41.3%
Over the three years, the 3-year aggregated means reveal:
o Girls Academy show increases over the baseline in English (13.3%), Mathematics
(5.6%) and Social Studies (4.5%)
o Boys Academy show increases over the baseline in Science (13.1%) and Social
Studies (6.2%)
1
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Students in the Dual and Concurrent Enrollment program, 9th grade, 10th/11thgrade, 12th grade
and instructors were asked to complete surveys at the end of the 2007-08 academic year.
Highlights of aggregated data reveal the following:
Student Demographics
227 students completed the surveys
o 63.9% from the Girls Academy; 36.1% from the Boys Academy
Dual and Concurrent Enrollment
18 students from the Girl’s Academy completed the survey
Of the courses taken, all (100%) of the students took Mathematics 135 and 140; 22.2 %
took Physics 141 and 142
Both Mathematics courses had equal ratings of Hard and Average (35.3% for
Mathematics 135 and 47.1% for Mathematics 140) and both Physics courses were rated
Average (100% each Physics 141 and Physics 142)
55.6 % rated their overall experience in their courses as a good experience; 38.9% as a
very good experience
88.9 % felt they were treated like college students
72.2% indicated they felt like college students
94.4% planned to attend college before enrolling in their courses
94.4% still plan to attend college
41.2% are willing to participate in a discussion group about their experience
The average GPA in the dual enrollment courses was 2.65 Fall semester and 2.82 Spring
semester while the University average was 2.05 Fall semester and 2.08 Spring semester.
The GPA of the dual enrollment students outpaced the University GPA in all courses
except for Physics 142.
9th Grade Student Survey (Only 9 students from the 9th grade Boys Academy completed
surveys. Results may not be a true representative of the entire 9th graders in the Boys
Academy)
Fifty five (55) students completed the survey: 16.4% Boys Academy; 83.6% Girls
Academy
36.4% indicated their days in the academy was what they expected (66.7% Boys; 30.4%
Girls
54.5% indicated their perception about the academy had changed since classes started
(33.3% Boys; 58.7% Girls)
69.1% indicated their perception was better (100% Boys; 63.0% Girls)
76.4% indicated the upperclassmen welcomed them to the school (77.8% Boys, 76.1%
Girls)
52.7% said the orientation answered their questions about what to expect while attending
Capital (33.3% Boys; 56.5% Girls)
For the ratings of the administration and teachers on their professionalism in dealing with
questions, comments and concerns:
o Principal – 47.3% Somewhat Professional (33.3% Boys; 50.0% Girls)
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SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
o Assistant Principal – 50.9% Somewhat Professional (22.2% Boys; 56.5% Girls)
o Guidance Counselor – 47.3% Professional (44.4% Boys; 47.8% Girls)
o Dean of Students – 37.0% Professional (44.4% Boys; 35.6% Girls)
o Teachers – 44.4% Professional (44.4% Boys; 44.4% Girls)
49.0% indicated that Mathematics was the most difficult course (37.5% Boys; 51.2%
Girls)
42.6% indicated that English was the easiest course (37.5% Boys; 43.6% Girls)
Mathematics (56.5% total; 88.9% Boys; 50.0% Girls) and English (52.7% total; 11.1%
Boys; 60.9% Girls) are viewed as the classes that use that use technology most to
enhance instruction
English (38.6% total; 33.3% Boys; 78.3% Girls) and Mathematics (26.7% total; 44.4%
Boys; 50.0% Girls) are viewed as the classes that most use a variety of teaching
techniques to make the subject matter more interesting and meaningful
10th and 11th Grade Survey
122 students completed the survey: 57.4% Girls Academy; 42.6% Boys Academy
53.3% were 10th graders while 46.7% were 11th graders
o Boys (52 students) – 51.9% 10th grade; 48.1% 11th grade
o Girls (70 students) – 54.3% 10th grade; 45.7% 11th grade
o 10th grade (65 students) – 41.5% Boys Academy; 58.5% Girls Academy
o 11th grade (57students) – 43.9% Boys Academy; 56.1% Girls Academy
55.7% indicated that had a negative attitude about attending a same sex school prior to
attending Capitol Academy
o Boys - 48.1%; Girls - 61.4%
o 10th grade – 58.5%; 11th grade – 52.8%
46.7% indicated that their attitude now is that they somewhat enjoy being with only one
gender
o Boys - 42.3%; Girls - 50%
o 10th grade - 50.8%; 11th grade – 42.1%
42.7% indicated they learned about what they expected; 35.9% learned more than they
expected
o about what they expected: Boys - 40.8%; Girls - 44.1%
o 10th grade – 44.4%; 11th grade – 40.7%
63.1% say the year provided greater challenge
o Boys - 78.8%; Girls - 51.4%
o 10th grade – 66.2%; 11th grade – 59.6%
For the ratings of the administration and teachers on their professionalism in dealing
with questions, comments and concerns:
o Principal – 27.0% each Somewhat Professional and Professional
 Boys – 15.4% Somewhat Professional; 38.5% Professional
 Girls – 35.7% Somewhat Professional; 18.6% Professional
 10th grade – 26.2% Somewhat Professional; 23.1% Professional
 11th grade – 28.1% Somewhat Professional; 31.6% Professional
o Assistant Principal – 31.1% Professional
 Boys – 44.0%; Girls 21.7%
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SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
 10th grade – 33.3%; 11th grade 28.6%
o Guidance Counselor – 29.4% each Somewhat Professional and Professional
 Boys – 36.0% Somewhat Professional; 32.0% Professional
 Girls – 24.6% Somewhat Professional; 27.5% Professional
 10th grade – 27.0% Somewhat Professional; 25.4% Professional
 11th grade – 32.1% Somewhat Professional; 33.9% Professional
o Dean of Students – 41.3% Very Professional
 Boys - 78.4% ; Girls 14.3%
 10th grade – 43.8%; 11th grade – 38.6%
o Teachers – 34.2% Professional
 Boys - 39.2%; Girls – 14.5%
 10th grade – 31.7%; 11th grade – 36.6%
o 10th and 11th grade girls gave a Not Professional rating to all 5 administrators with
the highest being 11th grade girls for the Assistant Principal (43.8%) and Principal
(40.6%)
o Boys only gave Not Professional rating to the Guidance Counselor (10th and 11th
grades) and Teachers (10th grade)
44.1% indicated that Mathematics was the most difficult course
o Boys - 59.2%; Girls - 32.3%
o 10th grade – 49.2%; 11th grade 38.5%
36.4% indicated that English was the easiest course
o Boys – 50.0%; Girls – 26.6%
o 10th grade - 23.6% ; 11th grade 49.1%
Science (63.1%) and Social Studies (36.9%) are viewed as the classes that use that use
technology most to enhance instruction
o Science: Boys – 73.1%; Girls - 55.7%
 10th grade – 69.2%; 11th Grade – 56.1%
o Social Studies: Boys – 36.5%; Girls – 37.1%
 10th grade - 38.5%; 11th Grade - 35.1%
Science (48.4%) and English (48.4%) are viewed as the classes that most use a variety of
teaching techniques to make the subject matter more interesting and meaningful
o Science: Boys – 53.8%; Girls - 44.3%
 10th grade – 63.1%; 11th grade – 31.6%
o English: Boys – 40.4%; Girls 54.3%
 10th grade – 33.8%; 11th grade – 64.9%
12th Grade Survey
Fifty (50) students completed the survey: 42.0% from the Boys Academy, 58.0% from
the Girls Academy
49.0% indicated they learned more in a coed setting
49.0% indicated they learned no different in a single sex setting
91.1% preferred the coeducational setting over the single sex setting
50.0% indicated that teachers more in coed settings
46.0% indicated teachers teach no differently in single sex setting
48.0% indicated teachers use technology more in coed setting
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SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
44.0% indicated no difference in teacher use of technology in single sex setting
48.0% indicated there is no difference in their learning from a male teacher
46.0% indicated there is no difference in their learning from a female teacher
For the ratings of the administration and teachers on their professionalism in dealing with
questions, comments and concerns:
o Principal: 35.4% either Not Professional or Very Professional
 Boys Academy scoring Very Professional at 80.0%
 Girls Academy scoring Not Professional at 60.7%.
 No Boys Academy students selected Not Professional
o Assistant Principal: 40.8% Not Professional
 This was overwhelmingly from the Girls Academy (69.0%).
 No Boys Academy students selected Not Professional
o Guidance Counselor: 42.9% Very Professional
o Dean of Students: 40.8% Very Professional
o Teachers: 55.1% Very Professional
Rating of the Administration
t-test analysis show that there was significant difference in the ratings of administration
professionalism between the academies and between the grades, except for the 9th grade
o Principal – 12th grade
o Dean of Students – 10th, 11th, and 12th grades
o Guidance Counselor – 12th grade
Boys Academy had a more positive rating of professionalism than the Girls Academy in
all area where significant difference exists.
Teacher
46 instructors completed the survey: 37.0% male, 63.0% female
In Girls Academy:
o 19.6% taught 9th grade
o 17.4% taught 10th grade
o 17.4% taught 11th grade
o 21.7% taught 12th grade
In Boys Academy:
o 41.3% taught 9th grade
o 41.3% taught 10th grade
o 39.1% taught 11th grade
o 37.0% taught 12th grade
In each Academy
o 16.3% taught 9th grade in Girls Academy; 39.5% in Boys Academy; 4.7% in both
o 16.3% taught 10th grade in Girls Academy; 41.9% in Boys Academy; 2.3% in
both
o 11.6% taught 11th grade in Girls Academy; 37.2% in Boys Academy; 4.7% in
both
o 16.3% taught 12th grade in Girls Academy; 32.6% in Boys Academy; 7.0% in
both
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SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
o 3 (6.5%) did not respond
54.3% indicated they had experience in only teaching in the single sex setting at Capitol
85.0% of those who have taught in both settings indicated the school culture was
changing
91.3% indicated they enjoy teaching in the single sex setting
Results of each of the surveys and the GEE Report card data follow. All student data is presented
as aggregated data and separated by academy. Additionally data for the 10th/11th graders is
presented by grade. Charts of each table are presented alongside each set of results. Additionally
comments are included with results.
6
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
GEE Data Comparison
The GEE aggregated scaled scores representing the percentage of students approaching basic or
above from 2005-06 to 2007-08 years are compared to the baseline year (2004-05 – the last year
of Capitol High) for each Academy to determine if there is significant improvement in scores
between the academies. Boxplots and scatterplots of the data reveal:
GEE Percent Approaching Basic or Above
English
Capitol-04-05
Boys 05-06
Boys 06-07
Boys 07-08
Girls 05-06
Girls 06-07
Girls 07-08
Math
61.2
67.9
63.2
47.7
85.5
76.7
61.3
Social
Studies
59.4
60.0
71.0
65.9
52.3
68.2
71.2
Science
58.5
54.4
52.6
46.8
77.8
69.7
44.7
53.1
61.7
71.0
65.9
38.5
60.5
55.8
Boxplots
Key
School = 1 - Capitol High
= 2 - Boys Academy
= 3 - Girls Academy
Note: Arrows represent 2007-2008 year
English
2006-07
School
3
2
1
61.2
63.2
67.9
76.7
85.5
3
School
2007-08
2
1
47.7
61.2
61.3
7
63.2
67.9
76.7
85.5
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Mathematics
School
3
2
2006-07
1
52.6
54.4
58.5
69.7
77.8
3
School
2007-08
2
1
44.7
52.6
54.4
58.5
69.7
77.8
3
School
Science
2006-07
46.8
2
1
38.5
53.1
60.5
61.7
71.0
2007-08
School
3
2
1
38.5
53.1
55.8
8
60.5
61.7
65.9
71.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Social Studies
2006-07
School
3
2
1
52.3
59.4
60.0
68.2
71.0
2007-08
School
3
2
1
52.3
59.4
60.0
9
65.9
68.2
71.0
71.2
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Summary Plots
2006-07
English
Mathematics
Science
100.0
Social Studies
80.0
60.0
40.0
20.0
Base-Capitol High
Boys Academy
Girls Academy
2007-08
English
Mathematics
Science
100.0
Social
Studies
80.0
60.0
40.0
20.0
Base-Capitol High
Boys Academy
10
Girls Academy
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Scatterplots:
x-axis Key
1=English
2=Mathematics
3=Science
4=Social Studies
90
80
Capitol-04-05
70
Boys-05-06
60
Boys-06-07
50
Boys-07-08
40
Girls-05-06
30
Girls-06-07
20
0
1
2
3
Girls-07-08
4
90.0
80.0
70.0
Capitol-04-05
Boys-05-06
Boys-06-07
Boys-07-08
60.0
50.0
40.0
30.0
20.0
0
1
2
3
4
90
80
70
Capitol-04-05
60
Girls-05-06
50
Girls-06-07
40
Girls-07-08
30
20
0
1
2
3
11
4
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Bar Charts based on Scatterplots:
61.3
Girls-07-08
47.7
Boys-07-08
76.7
English
Girls-06-07
85.5
Girls-05-06
63.2
Boys-06-07
67.9
Boys-05-06
61.2
Capitol-04-05
-
20.0
40.0
60.0
80.0
100.0
47.7
Boys-07-08
63.2
English
Boys-06-07
67.9
Boys-05-06
61.2
-
20.0
40.0
60.0
Capitol-04-05
80.0
100.0
61.3
Girls-07-08
76.7
English
Girls-06-07
85.5
Girls-05-06
Capitol-04-05
61.2
-
20.0
40.0
60.0
12
80.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
44.7
Girls-07-08
46.8
Boys-07-08
69.7
Math
Girls-06-07
77.8
Girls-05-06
52.6
Boys-06-07
54.4
58.5
Boys-05-06
Capitol-04-05
-
20.0
40.0
60.0
80.0
100.0
46.8
Boys-07-08
52.6
Math
Boys-06-07
54.4
Boys-05-06
58.5
-
20.0
40.0
Capitol-04-05
60.0
80.0
100.0
44.7
Girls-07-08
69.7
Math
Girls-06-07
77.8
Girls-05-06
58.5
-
20.0
40.0
60.0
13
Capitol-04-05
80.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
55.8
Girls-07-08
65.9
Boys-07-08
60.5
Science
Girls-06-07
38.5
Girls-05-06
71.0
Boys-06-07
61.7
Boys-05-06
53.1
Capitol-04-05
-
20.0
40.0
60.0
80.0
100.0
65.9
Boys-07-08
71.0
Science
Boys-06-07
61.7
Boys-05-06
Capitol-04-05
53.1
-
20.0
40.0
60.0
80.0
100.0
55.8
Girls-07-08
60.5
Science
Girls-06-07
38.5
Girls-05-06
53.1
-
20.0
40.0
60.0
14
Capitol-04-05
80.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
71.2
Girls-07-08
65.9
Boys-07-08
68.2
Social Studies
Girls-06-07
52.3
Girls-05-06
71.0
60.0
Boys-06-07
59.4
Boys-05-06
Capitol-04-05
-
20.0
40.0
60.0
80.0
100.0
65.9
Boys-07-08
71.0
Social Studies
Boys-06-07
60.0
Boys-05-06
59.4
-
20.0
40.0
Capitol-04-05
60.0
80.0
100.0
71.2
Girls-07-08
68.2
Social Studies
Girls-06-07
52.3
Girls-05-06
Capitol-04-05
59.4
-
20.0
40.0
60.0
15
80.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
2008 GEE - % Students Passing All
40.5%
41.3%
Total
45.5%
44.2%
12th
63.6%
11th
Girls
58.5%
Boys
14.0%
10th
21.4%
21.4%
8/9th
11.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Descriptive Statistics
School
Base-Capitol High
Boys Academy
Girls Academy
Std.
Mean Deviation Variance
N
English
Mathematics
Science
Social Studies
Valid N (listwise)
English
Mathematics
Science
Social Studies
Valid N (listwise)
English
Mathematics
Science
Social Studies
Valid N (listwise)
1
61.2
1
58.5
1
53.1
1
59.4
1
3
59.6
10.570
111.730
3
51.3
3.972
15.773
3
66.2
4.657
21.690
3
65.6
5.505
30.303
3
74.5
12.249
150.040
3
64.1
17.254
297.703
3
51.6
11.586
134.230
3
63.9
10.157
103.170
3
3
NOTE: bold, italicized means indicate aggregated 3-year mean increase over baseline year.
16
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
School
Base-Capitol High
Boys Academy
Girls Academy
Total
N
Mean
Std. Deviation
Variance
Kurtosis
Std. Error of Kurtosis
Skewness
Std. Error of
Skewness
N
Mean
Std. Deviation
Variance
Kurtosis
Std. Error of Kurtosis
Skewness
Std. Error of
Skewness
N
Mean
Std. Deviation
Variance
Kurtosis
Std. Error of Kurtosis
Skewness
Std. Error of
Skewness
N
Mean
Std. Deviation
Variance
Kurtosis
Std. Error of Kurtosis
Skewness
Std. Error of
Skewness
Social
Studies
English
1
61.2
Mathematics
1
58.5
Science
1
53.1
3
59.6
10.570
111.730
3
51.3
3.972
15.773
3
66.2
4.657
21.690
3
65.6
5.505
30.303
-1.355
-1.340
0.289
-0.217
1.225
1.225
1.225
1.225
3
74.5
12.249
150.040
3
64.1
17.254
297.703
3
51.6
11.586
134.230
3
63.9
10.157
103.170
-0.782
-1.313
-1.417
-1.564
1.225
1.225
1.225
1.225
7
66.2
12.151
147.648
0.363
1.587
0.223
7
57.8
12.064
145.551
-0.436
1.587
0.792
7
58.1
10.491
110.069
1.505
1.587
-0.996
7
64.0
7.025
49.357
-0.639
1.587
-0.650
0.794
0.794
0.794
0.794
17
1
59.4
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Dual and Concurrent Enrollment
Eighteen (18) students from the Girls Academy completed the Dual and Concurrent Enrollment
survey. Results are:
College Courses Taken
Number
%
Physics 142
22.2%
Physics 141
22.2%
English 110
0
0.0%
English 111
0
0.0%
Mathematics 135
18
100.0%
Mathematics 140
18
100.0%
Mathematics 264
0.0%
Mathematics 264
0
0.0%
Mathematics 140
100.0%
World History 114
2
11.1%
Mathematics 135
100.0%
World History 115
2
11.1%
English 111
0.0%
Physics 141
4
22.2%
English 110
0.0%
Physics 142
4
22.2%
World History 115
11.1%
World History 114
11.1%
0.0% 20.0% 40.0% 60.0% 80.0% 100.0%
Describe the level of difficulty of each course.
Mathematics 135
Easy
Average
Hard
Total
Missing
Number
5
6
6
%
27.8
33.3
33.3
Valid %
29.4
35.3
35.3
17
1
94.4
5.6
100.0
Hard
35.3
Average
35.3
Easy
29.4
0.0
10.0
20.0
30.0
40.0
Mathematics 140
Easy
Average
Hard
Total
Missing
Number
1
8
8
17
1
%
5.6
44.4
44.4
94.4
5.6
Valid %
5.9
47.1
47.1
100.0
Hard
47.1
Average
47.1
Easy
5.9
0.0
18
10.0
20.0
30.0
40.0
50.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
World History 114
Easy
Average
Number
1
1
Total
Missing
2
16
%
5.6
5.6
11.1
88.9
Valid %
50.0
50.0
100.0
Hard
Average
Easy
50.0
50.0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
40.0
50.0
60.0
World History 115
Easy
Average
Number
1
1
Total
Missing
%
5.6
5.6
Valid %
50.0
50.0
2
16
11.1
88.9
100.0
Number
4
%
22.2
Valid %
100.0
4
14
22.2
77.8
Hard
Average
Easy
50.0
50.0
0.0
10.0
20.0
30.0
Physics 141
Average
Total
Missing
Hard
Average
100.0
Easy
0
20
40
60
80
100
60
80
100
Physics 142
Average
Total
Missing
Number
4
%
22.2
4
14
22.2
77.8
Valid %
100.0
Hard
Average
100.0
Easy
0
19
20
40
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
How would you rate your overall experience in the dual/concurrent enrollment
program?
Poor experience
Good experience
Very good experience
Number
1
10
7
%
5.6
55.6
38.9
Valid %
5.6
55.6
38.9
18
100.0
100.0
Total
38.9
55.6
5.6
0.0
20.0
40.0
60.0
Were you treated like a college student?
No
Yes
Total
Number
2
16
%
11.1
88.9
Valid %
11.1
88.9
18
100.0
100.0
Yes
88.9
No
11.1
0.0
20.0
40.0
60.0
80.0
100.0
Did you feel like a college student?
No
Yes
Total
Number
5
13
%
27.8
72.2
Valid %
27.8
72.2
Yes
18
100.0
100.0
No
72.2
27.8
0.0
20.0
40.0
60.0
80.0
Did you plan to go to college before enrolling in the dual/concurrent enrollment
program?
No
Yes
Total
Number
1
17
%
5.6
94.4
Valid %
5.6
94.4
Yes
18
100.0
100.0
No
94.4
5.6
0.0
20.0
20
40.0
60.0
80.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
After having experienced college coursework, do you plan to attend college now?
No
Yes
Total
Number
1
17
18
%
5.6
94.4
Valid %
5.6
94.4
Yes
100.0
100.0
No
94.4
5.6
0.0
20.0
40.0
60.0
80.0
100.0
Are you willing to participate in a discussion group about your experience with
the Dual/Concurrent course?
No
Yes
Total
Missing
Number
10
7
%
55.6
38.9
Valid %
58.8
41.2
Yes
17
1
94.4
5.6
100.0
No
41.2
58.8
0.0
21
20.0
40.0
60.0
80.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Careers interested in pursuing
First Choice
Doctor
Second Choice
Trauma Nurse
Anesthesiologist
Math Teacher
Child Care Worker
Art/Fine Artist
Artist/Animation
Real Estate
Police
Doctor
Education (Early Childhood)
Business Management
Nursing
Pre-Med
Entrepreneur
Journalism
Political Science
Lawyer
Engineering
Architecture
Business Management
Computer Technology
Nursing
Medical Doctor
Bioengineer
Education (English And Math)
Social Work
Doctor (Surgical)
Massage Therapy
Comments
My teacher, Mrs. Byrd is wonderful, her and her teachers.
22
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Average GPA Dual Enrollment vs. University Average
ENGL110
ENGL111
HIST114
HIST115
MATH135
MATH140
PHYS141
PHYS142
Total Average
University
2007F
2008S
2.12
2.02
2.49
2.47
1.43
1.38
1.80
2.23
2.17
1.88
3.00
2.92
2.05
2.08
Dual-Enrollment
2007F
2008S
4.00
4.00
3.71
4.00
2.33
3.00
2.44
2.43
2.64
2.65
2.82
23
Dual vs.
University
2007F 2008S
+1.88
+1.98
+1.23
+1.53
+0.91
+1.62
+0.20
+0.26
(0.28)
0.60
0.73
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
9th Grade Student Survey
For the survey administered to 9th graders at the Capitol Academy, 55 responses were received.
NOTE: Only 9 students from the 9th grade Boys Academy completed surveys. Results reported
may not be a true representative of the entire 9th graders.
Results reveal the following:
Academy
Number
9
46
55
Boys
Girls
Total
%
16.4
83.6
100.0
Valid %
16.4
83.6
100.0
Girls
Boys
83.6
16.4
0.0
50.0
100.0
1. How would you describe your first days at CPCA?
Not what I expected
Less than what I expected
What I expected
More than I expected
Total
Girls
Number
9
13
20
13
55
17.4
Boys
Total
%
16.4
23.6
36.4
23.6
100.0
10.0
Number
1
Valid %
11.1
6
2
9
66.7
22.2
100.0
66.7
22.2
100.0
28.3
11.1
0.0
Valid %
16.4
23.6
36.4
23.6
100.0
Boys
%
11.1
Number
8
13
14
11
46
30.4
Not what I expected
30.0
40.0
Valid %
17.4
28.3
30.4
23.9
100.0
23.9
66.7
20.0
Girls
%
17.4
28.3
30.4
23.9
100.0
22.2
50.0
Less than what I expected
24
60.0
70.0
What I expected
80.0
90.0
100.0
More than I expected
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
2. Has your perception changed now that classes have started?
Total
Number
25
30
55
No
Yes
Total
Girls
Boys
%
45.5
54.5
100.0
Valid %
45.5
54.5
100.0
Number
6
3
9
%
66.7
33.3
100.0
41.3
Girls
Valid %
66.7
33.3
100.0
66.7
10.0
20.0
%
41.3
58.7
100.0
Valid %
41.3
58.7
100.0
90.0
100.0
58.7
Boys
0.0
Number
19
27
46
30.0
33.3
40.0
50.0
No
60.0
70.0
80.0
Yes
3. Is your perception better or worse?
Total
Worse
Better
Total
Number
17
38
55
Girls
37.0
Boys
%
30.9
69.1
100.0
Valid %
30.9
69.1
100.0
Number
%
9
9
Girls
Valid %
100.0
100.0
100.0
100.0
Number
17
29
46
%
37.0
63.0
100.0
Valid %
37.0
63.0
100.0
63.0
Boys
100.0
0
10
20
30
40
Worse
50
Better
25
60
70
80
90
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
4. How did the students in the upper grades make you feel when you came to
CPCA?
Total
Number
13
42
55
Unwelcomed
Welcomed
Total
Girls
Boys
%
23.6
76.4
100.0
Valid %
23.6
76.4
100.0
Number
2
7
9
%
22.2
77.8
100.0
23.9
Boys
10.0
Valid %
22.2
77.8
100.0
Number
11
35
46
%
23.9
76.1
100.0
Valid %
23.9
76.1
100.0
76.1
22.2
0.0
Girls
77.8
20.0
30.0
40.0
50.0
60.0
Unwelcomed
70.0
80.0
90.0
100.0
Welcomed
5. Did the Orientation session answer any questions you had about what to
expect while attending CPCA?
Total
Number
26
29
55
No
Yes
Total
Girls
Boys
%
47.3
52.7
100.0
Valid %
47.3
52.7
100.0
Number
6
3
9
%
66.7
33.3
100.0
43.5
Boys
Girls
Valid %
66.7
33.3
100.0
10.0
20.0
%
43.5
56.5
100.0
Valid %
43.5
56.5
100.0
56.5
66.7
0.0
Number
20
26
46
30.0
33.3
40.0
50.0
No
Yes
26
60.0
70.0
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
6. Rate the Administration in terms of their professional when dealing with
questions, comments or concerns:
Principal
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Girls
Number
9
26
16
4
55
%
16.4
47.3
29.1
7.3
100.0
17.4
Boys
Valid %
16.4
47.3
29.1
7.3
100.0
Number
1
3
2
3
9
Valid %
11.1
33.3
22.2
33.3
100.0
20.0
Not Professional
22.2
30.0
40.0
Number
8
23
14
1
46
%
17.4
50.0
30.4
2.2
100.0
30.4
33.3
10.0
%
11.1
33.3
22.2
33.3
100.0
Girls
50.0
11.1
0.0
Boys
50.0
2.2
33.3
60.0
Somewhat Professional
Valid %
17.4
50.0
30.4
2.2
100.0
70.0
Professional
80.0
90.0
100.0
Very Professional
Assistant Principal
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Girls
Number
10
28
13
4
55
%
18.2
50.9
23.6
7.3
100.0
Boys
Valid %
18.2
50.9
23.6
7.3
100.0
17.4
Boys
10.0
%
22.2
22.2
22.2
33.3
100.0
Valid %
22.2
22.2
22.2
33.3
100.0
Number
8
26
11
1
46
56.5
22.2
0.0
Number
2
2
2
3
9
Girls
23.9
22.2
20.0
Not Professional
30.0
22.2
40.0
%
17.4
56.5
23.9
2.2
100.0
50.0
Somewhat Professional
27
Valid %
17.4
56.5
23.9
2.2
100.0
2.2
33.3
60.0
70.0
Professional
80.0
90.0
Very Professional
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Guidance Counselor
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Girls
4.3
Boys
Number
3
7
26
19
55
%
5.5
12.7
47.3
34.5
100.0
10.9
11.1
0.0
Boys
Valid %
5.5
12.7
47.3
34.5
100.0
Number
1
2
4
2
9
Valid %
11.1
22.2
44.4
22.2
100.0
Number
2
5
22
17
46
47.8
20.0
Not Professional
44.4
30.0
40.0
%
4.3
10.9
47.8
37.0
100.0
Valid %
4.3
10.9
47.8
37.0
100.0
37.0
22.2
10.0
%
11.1
22.2
44.4
22.2
100.0
Girls
50.0
Somewhat Professional
22.2
60.0
70.0
80.0
Professional
90.0
100.0
Very Professional
Dean of Students
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Missing
Girls
Number
3
19
20
12
54
1
6.7
%
5.5
34.5
36.4
21.8
98.2
1.8
Boys
Valid %
5.6
35.2
37.0
22.2
100.0
Number
4
5
9
%
44.4
55.6
100.0
42.2
Boys
Girls
Valid %
44.4
55.6
100.0
35.6
44.4
0
10
20
Not Professional
Number
3
19
16
7
45
1
%
6.5
41.3
34.8
15.2
97.8
2.2
Valid %
6.7
42.2
35.6
15.6
100.0
15.6
55.6
30
40
50
Somewhat Professional
28
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Teachers
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Missing
Girls
4.4
Boys
Number
2
10
24
18
54
1
%
3.6
18.2
43.6
32.7
98.2
1.8
Valid %
3.7
18.5
44.4
33.3
100.0
Number
Girls
%
1
4
4
9
20.0
Valid %
11.1
44.4
44.4
100.0
Number
2
9
20
14
45
1
11.1
44.4
44.4
100.0
20
30
Not Professional
Valid %
4.4
20.0
44.4
31.1
100.0
31.1
44.4
10
%
4.3
19.6
43.5
30.4
97.8
2.2
44.4
11.1
0
Boys
44.4
40
50
60
Somewhat Professional
70
Professional
80
90
100
Very Professional
7. Which one subject was the most difficult for you?
Total
Number
24
16
3
6
49
6
Mathematics
Science
English
Social Studies
Total
Missing
Girls
%
43.6
29.1
5.5
10.9
89.1
10.9
Boys
Valid %
49.0
32.7
6.1
12.2
100.0
Girls
Number
3
5
%
33.3
55.6
Valid %
37.5
62.5
8
1
88.9
11.1
100.0
51.2
Boys
26.8
37.5
0.0
10.0
Number
21
11
3
6
41
5
%
45.7
23.9
6.5
13.0
89.1
10.9
Valid %
51.2
26.8
7.3
14.6
100.0
7.3
14.6
62.5
20.0
30.0
Mathematics
40.0
50.0
Science
29
60.0
English
70.0
Social Studies
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
8. Which one subject was the easiest for you?
Total
Number
10
3
20
14
47
8
Mathematics
Science
English
Social Studies
Total
Missing
Girls
25.6
Boys 0.0
25.0
0.0
10.0
Boys
%
18.2
5.5
36.4
25.5
85.5
14.5
Valid %
21.3
6.4
42.6
29.8
100.0
Number
%
2
3
3
8
1
2.6
Girls
Valid %
22.2
33.3
33.3
88.9
11.1
25.0
37.5
37.5
100.0
Number
10
1
17
11
39
7
%
21.7
2.2
37.0
23.9
84.8
15.2
43.6
28.2
37.5
20.0
30.0
37.5
40.0
Mathematics
Valid %
25.6
2.6
43.6
28.2
100.0
50.0
Science
60.0
English
70.0
80.0
90.0
100.0
Social Studies
9 Which classes used technology to enhance instruction?
Total
Number
25
31
29
19
Mathematics
Science
English
Social Studies
Girls
47.8%
Boys
33.3%
Boys
% of total
45.5%
56.4%
52.7%
34.5%
Number
3
8
1
1
Girls
% of total
33.3%
88.9%
11.1%
11.1%
50.0%
Number
22
23
28
18
60.9%
88.9%
Mathematics
Science
30
English
% of total
47.8%
50.0%
60.9%
39.1%
39.1%
11.1% 11.1%
Social Studies
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
10. Which classes used a variety of teaching techniques to make the subject
matter interesting and meaningful?
Total
Number
27
17
39
18
Mathematics
Science
English
Social Studies
Girls
Boys
50.0%
Boys
% of total
26.7%
16.8%
38.6%
17.8%
Number
4
3
3
3
30.4%
44.4%
% of total
44.4%
33.3%
33.3%
33.3%
Number
23
14
36
15
78.3%
33.3%
Mathematics
Girls
33.3%
Science
31
English
Social Studies
% of total
50.0%
30.4%
78.3%
32.6%
32.6%
33.3%
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Comment items (unedited):
Girls Academy
Question 11a: What do
you like about the
academy?
None at all.
1.
2.
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
How they tell us what not to
wear. And how we dress.
I dislike how some of the other
students act.
Some teachers don’t teach well.
Uniform; let boys be the girls in
class; the food; jakets.
3.
Some classes are fun and easy.
4.
I don’t like it at all.
5.
We’re split up from the boys.
6.
The students
The some of the teachers teach.
7.
I like about the academy that they
have strict teachers who care
about their students.
I dislike about the academy is
the ignorant students and no
good administration.
8.
All the activities we had
throughout the year.
I the fact that you go home very
entertained.
The attitudes of some of the
teachers.
I dislike that fact we don’t have
enough freedom to express.
10.
I like my English and math class
because they help me learn.
I don’t like some of my classes.
11.
I like the fact that the student –
teacher ratio is low.
I dislike how some of the
teachers do not care about our
education.
12.
I like the teachers because they
really show that they care.
13.
The teachers and students here. I
also like some of the activities
that they have here and I like
attending the school games.
14.
Fun. Memory. Friends. Favorite
teachers.
Sometimes I don’t like the rules
and the principal, but
eventually I get over it.
What I dislike about the
academy is all the mess they
have. All the events they
cancelled and the students who
don’t sit in class and try to
learn.
Separated. No dances.
Students. Minutes of getting to
class.
9.
That we never do anything fun
and school suppose to be fun.
We have no fun, and the good
suffer for the bad.
32
By making the class more fun and
understanding.
The subject would be more fun.
Try making school fun, so that the
others would want to learn. And
treat the good students w/o
worrying about the bad.
Get some new teachers and
students willing to learn.
I would change the school by
having a positive attitude and
hopefully some students will
follow.
Get some reliable teachers that
explain fully and thoroughly.
I would change the school by
having both acad. together and
make learning more fun.
I would change the school by
getting more students involved in
learning.
I would change the school by
putting the boys and girls back
together and getting new
administrations; also by doing
more for the children.
I would change the rules and give
the students more activities to
do.
By making the school more fun
making kids have more fun doing
class work also.
Have more fun. Put students
together. Give more activities.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy
Question 11a: What do
you like about the
academy?
15. The variety of teaching techniques
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
The administrators.
Make it a exciting place to learn
at.
It is not what I thought it would
be.
The dress code.
I would change the school by
having more activities.
Suspend or discipline all messy
kids that cause any type of
disturbance.
I would have free dress every
Friday. Put the boys and girls
together.
More fn and fell welcomed when
we come through
16.
that they have to enhance
learning.
I really don’t like it.
17.
The teachers.
18.
How they have club 220
How the boys and girls is not
together.
19.
I like my friends and some of the
teachers.
20.
I like that some teachers care
about who you are and what we
will become.
Nothing the school colors.
I do like the sizes of the classes.
The largest class has only about
12 students. I can get a better
one-one with the teachers.
I really like how I learned more
things I didn’t know.
I don’t like 3 min class change.
We have no dances, we have no
fun and we don’t feel welcomed
when we come through the
gates.
That its just not what I expected
at all.
21.
22.
23.
24.
I think that this academy is
understanding.
25.
When we have assemblies. And
when we go on field trips and
when learning is fun.
It good but to much mess with
just girls in classes together.
I like the way the teach because
they help you understand it in a
better way.
Everything.
I dislike the learning
environment. It was too much
negativity. I feel like I was being
put down by one of teachers.
I dislike some of the dress code
rules and how the schools are
separated.
I fact that the boys do more
activities than us. And their
dress code.
Were separated from boys. And
have different principals.
28.
My English teacher.
The separation and us different
schools don’t get the same.
I dislike the time because some
people classes are far apart and
they only get 3 minutes to get
there.
The rules.
29.
I like that I can be more
comfortable around girls. I might
need something persona.
I dislike that some girls are
messy and I can’t be around
boys.
26.
27.
33
Deseparate the schools, have
principals the students can relate
and talk to.
Just make it a better place.
I would just make the school fun.
We didn’t have enough activities.
I would become a better and
intelligent person.
By bring smarter kids and kids
who want to learn – put them
together.
Put boys and girls together and
get 1 principal.
Put them back together and have
everything the same.
I would change the way they have
the sex separated cause people
(students girls) are messy.
The dress code color of belts and
jackets.
I can’t change the school.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy
Question 11a: What do
you like about the
academy?
30. The students, and some of the
cafeteria workers.
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
The rules, the administration,
the gender separation, the
school hours, and the dress
code.
Teacher; principal; time to get
out of school; separation
between boys and girls; lunch.
Put boys and girls back together
and have Mr. Perry as the
principal, and change school
hours back.
Girls and boys together; teachers
who care; better lunch; cleaner
facility; longer break; get out of
school at 2:25.
31.
Long break
32.
I like that…
33.
That my friends go here.
34.
Well I have great teachers who
teach well.
35.
The environment. I feel so safe
and myself here. I do learn a lot.
Some of the teachers here make
you want to learn.
That the girls do not take classes
with the boys. They keep you
from learning what you need to
know.
I like how some teachers at the
school make work fun.
Nothing really but the rules.
Nothing. They don’t do thing to
make you want to come to school.
Boring!
My teachers and my friends.
Everything. Ex. Teachers, staff,
principal.
40.
I like the fact that I get to see my
friends everyday. I like the
activities that the teachers plan
every once in a while.
41.
What I like about the academy is
the teachers.
42.
I don’t like it.
I dislike the students with the
nasty attitudes. I dislike the
gruel at lunch. I dislike the
unnecessary rules, such as the
belt color, and hair color. I
dislike the fact that this is an
outside school.
What I dislike is how the
principal and the dean be trying
to take over you.
I hate it.
36.
37.
38.
39.
I dislike too many things to
name.
I dislike that they have too
many rules.
They have mess kids who are
rude.
I would change the school by
dropping some of the rules.
I would change the school by
boosing the score of tests up;
making fun activities for the
students and letting them have
the day to themselves.
The principal. My attitude about
learning.
The rules that they have and
the principal and the asst.
principal.
By doin my work and trying to me
good test grades.
I didn’t like how the principal
doesn’t let us do fun activities.
The only thing I would change is
the principal and the assistant
principal. They are unfair.
Make more activities, dances, a
band and more. Fun! Ten we
would want to come.
I would change it by letting the
students have more fun activities,
such as dances, and talent shows,
etc.
Make sure that the rules are
reasonable. Kick out students
who don’t care about their
education. Make sure this is an
inside school.
Everything. I dislike every thing
about it.
34
I wouldn’t change it. It is a good
school. It is a good place that you
can learn much about it.
Everything.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy
Question 11a: What do
you like about the
academy?
43. That I can identify with my
teachers.
44.
One thing I like about the
academy is that they have some
teachers really work with us to
get us where we going or should
be going.
45.
The teachers and the way they
make the work easier for us.
The food, teachers and the things
I learned in each class.
46.
Boys Academy
Question 11a: What do
you like about the
academy?
The academy has nice people.
1.
It fun in class and not all board
2.
3.
4.
5.
6.
work and boring.
We have fun in the classes while
doing work and you can get along
with people easier.
Nothing.
Football Baby Yeah!!!
It have a good football team.
8.
It brought a profession to my
education.
The teachers.
9.
It is a good school.
7.
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
The separation of the genders,
the principal, and how bored
the school is.
One things I dislike about this
academy is that the way most
teachers teach should be able
to explain what they are trying
to teach more meanful so we
can understand.
How students show their home
training and
The separation between the
boys and girls. Certain type of
jackets. We can only wear
pants.
The things that I don’t like.
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
Some of the teachers.
That the boys and girls split up.
Don’t know.
Put the boys and girls together.
We don’t have a band.
I would bring girls and boys back
together and get a band.
We’re not with the girls.
Gay boys, gay boys ever
Gay boys and girls not with the
boys
I dislike nothing at all.
Putting the girls back.
Bring us together.
Bring us together.
The boys separated from the
girls
All of the fights.
35
One way I would change the
school is by putting more
teachers in our class so if we
don’t get it one person way we
might get it the other person
way.
Let the students come as they
are. They are her for an education
not how and what we have on.
By getting more help for the
teachers.
Put them back together and make
more activities for the students.
By stop the fights.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
10th and 11th Grade Student Survey
For the survey administered to 10th and 11th graders at the Capitol Academy, 122 responses were
received. Results reveal the following:
Academy
Number
Valid
%
%
Boys Academy
52
42.6
42.6
Girls Academy
Total
70
122
57.4
100.0
57.4
100.0
Girls Academy
57.4
Boys Academy
42.6
0.0
20.0
40.0
60.0
80.0
Grade
Total
Number
%
Valid %
Number
Boys
%
Valid %
Number
Girls
%
Valid %
53.3
27
51.9
51.9
38
54.3
54.3
10th
65
11th
Total
57
46.7
46.7
25
48.1
48.1
32
45.7
45.7
122
100.0
100.0
52
100.0
100.0
70
100.0
100.0
Girls
53.3
54.3
Boys
45.7
51.9
0.0
10.0
20.0
30.0
48.1
40.0
50.0
10th
36
11th
60.0
70.0
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
1. Prior to attending CPCA, what was your attitude about being a student at a
school with only boys or girls?
Total
Negative
Positive
Boys
Girls
Number
68
%
55.7
Valid %
55.7
Number
25
%
48.1
Valid %
48.1
Number
43
%
61.4
Valid %
61.4
54
44.3
44.3
27
51.9
51.9
27
38.6
38.6
122
100.0
100.0
52
100.0
100.0
70
100.0
100.0
Total
Girls
61.4
Boys
38.6
48.1
0.0
10.0
20.0
51.9
30.0
40.0
50.0
Negative
60.0
70.0
80.0
90.0
100.0
Positive
2. How would you now describe your attitude about being a student at a school
with only boys or girls?
Total
I do not enjoy being with only one gender
I somewhat enjoy being with only one gender
I enjoy being with only one gender
I completely enjoyed being with only one
gender
Total
Girls
Num
ber
52
57
7
Boys
%
42.6
46.7
5.7
Valid
%
42.6
46.7
5.7
Number
23
22
4
6
4.9
4.9
122
100.0
100.0
41.4
Boys
10.0
20.0
%
44.2
42.3
7.7
Number
29
35
3
%
41.4
50.0
4.3
Valid
%
41.4
50.0
4.3
3
5.8
5.8
3
4.3
4.3
52
100.0
100.0
70
100.0
100.0
50.0
44.2
0.0
Girls
Valid
%
44.2
42.3
7.7
4.3 4.3
42.3
30.0
40.0
50.0
60.0
7.7
70.0
I do not enjoy being with only one gender
I somewhat enjoy being with only one gender
I enjoy being with only one gender
I completely enjoyed being with only one gender
37
80.0
90.0
5.8
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
3. How would you describe your learning this year?
Total
I did not learn anything
I learned less than what I expected
I learned about what I expected
I learned more than I expected
8.8
Boys
Valid %
5.1
16.2
42.7
Number
6
20
11.5
38.5
12.2
40.8
Number
6
13
30
42
34.4
35.9
23
44.2
46.9
19
27.1
27.9
117
95.9
100.0
49
94.2
100.0
68
97.1
100.0
5
4.1
3
5.8
2
2.9
19.1
44.1
12.2
0
27.9
40.8
10
Valid %
8.8
19.1
44.1
%
4.9
15.6
41.0
Missing
Valid %
Girls
%
8.6
18.6
42.9
Number
6
19
50
Total
Girls
Boys
%
20
30
46.9
40
50
60
70
80
90
I did not learn anything
I learned less than what I expected
I learned about what I expected
I learned more than I expected
100
4. Has this year provided you with greater challenges?
Total
No
Yes
Number
45
%
36.9
Valid %
36.9
Number
11
Boys
%
21.2
Valid %
21.2
Number
34
Girls
%
48.6
Valid %
48.6
77
63.1
63.1
41
78.8
78.8
36
51.4
51.4
122
100.0
100.0
52
100.0
100.0
70
100.0
100.0
Total
Girls
48.6
Boys
51.4
21.2
0.0
10.0
78.8
20.0
30.0
40.0
50.0
No
38
Yes
60.0
70.0
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
5. Rate the Administration in terms of their professionalism when dealing with
questions, comments and concerns you have.
Principal
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Number
25
33
33
%
20.5
27.0
27.0
Valid %
20.5
27.0
27.0
Number
Boys
%
Valid %
8
20
15.4
38.5
31
25.4
25.4
24
122
100.0
100.0
52
Total
Girls
35.7
Boys
15.4
38.5
Number
25
25
13
Girls
%
35.7
35.7
18.6
Valid %
35.7
35.7
18.6
46.2
46.2
7
10.0
10.0
100.0
100.0
70
100.0
100.0
35.7
15.4
18.6
38.5
0
46.2
20
Not Professional
10.0
40
60
Somewhat Professional
80
Professional
100
Very Professional
Assistant Principal
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Missing
Girls
10
Girls
%
34.3
35.7
21.4
Valid %
34.8
36.2
21.7
40.4
42.0
5
7.1
7.2
50
96.2
100.0
69
98.6
100.0
2
3.8
1
1.4
Valid %
20.2
26.9
31.1
Number
7
22
13.5
42.3
26
21.3
21.8
21
119
97.5
100.0
3
2.5
Valid %
36.2
14.0
0
14.0
44.0
Number
24
25
15
%
19.7
26.2
30.3
34.8
Boys
Boys
%
Number
24
32
37
21.7
44.0
20
Not Professional
30
7.2
42.0
40
50
Somewhat Professional
39
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Guidance Counselor
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Boys
0.0
20.0
Not Professional
24
34.3
34.8
50
96.2
100.0
69
98.6
100.0
2
3.8
1
1.4
37
30.3
31.1
13
119
97.5
100.0
3
2.5
27.5
36.0
10.0
26.0
Number
3
18
16
24.6
6.0
25.0
Valid %
10.1
29.4
29.4
Missing
13.0
Number
9
17
19
%
9.8
28.7
28.7
Total
Girls
Valid %
6.0
36.0
32.0
Girls
%
12.9
24.3
27.1
Number
12
35
35
Boys
%
5.8
34.6
30.8
34.8
32.0
30.0
40.0
Valid %
13.0
24.6
27.5
50.0
26.0
60.0
Somewhat Professional
70.0
Professional
80.0
90.0
100.0
Very Professional
Dean of Students
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Missing
Girls
Boys
0
Valid %
28.6
35.7
21.4
%
16.4
22.1
19.7
Valid %
16.5
22.3
19.8
Number
2
9
3.8
17.3
3.9
17.6
Number
20
25
15
50
41.0
41.3
40
76.9
78.4
10
14.3
14.3
121
99.2
100.0
51
98.1
100.0
70
100.0
100.0
1
0.8
1
1.9
35.7
21.4
17.6
10
Valid %
Girls
%
28.6
35.7
21.4
Number
20
27
24
28.6
3.9
Boys
%
14.3
78.4
20
Not Professional
30
40
50
Somewhat Professional
40
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Teachers
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Boys 2.0
0.0
34.6
35.3
21
30.0
30.4
51
98.1
100.0
69
98.6
100.0
1
1.9
1
1.4
Valid %
5.0
28.3
34.2
Number
1
12
20
39
32.0
32.5
18
120
98.4
100.0
2
1.6
Missing
7.2
Number
5
22
21
%
4.9
27.9
33.6
Total
Girls
Valid %
2.0
23.5
39.2
Girls
%
7.1
31.4
30.0
Number
6
34
41
31.9
Boys
%
1.9
23.1
38.5
30.4
23.5
30.4
39.2
10.0
20.0
Not Professional
30.0
40.0
Valid %
7.2
31.9
30.4
35.3
50.0
60.0
Somewhat Professional
70.0
80.0
Professional
90.0
100.0
Very Professional
6. Which one subject was the most difficult for you?
Total
Mathematics
Science
English
Social Studies
Total
Missing
Girls
Valid %
59.2
20.4
6.1
Number
20
26
7
Girls
%
28.6
37.1
10.0
13.5
14.3
9
12.9
14.5
49
94.2
100.0
62
88.6
100.0
3
5.8
8
11.4
Number
49
36
10
%
40.2
29.5
8.2
Valid %
44.1
32.4
9.0
Number
29
10
3
16
13.1
14.4
7
111
91.0
100.0
11
9.0
32.3
Boys
%
55.8
19.2
5.8
41.9
Boys
11.3
59.2
0.0
10.0
20.0
30.0
Mathematics
20.4
40.0
50.0
Science
60.0
English
41
70.0
6.1
80.0
Social Studies
Valid %
32.3
41.9
11.3
14.5
14.3
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
7. Which one subject was the easiest for you?
Total
Mathematics
Science
English
Social Studies
0.0
10.0
28
40.0
43.8
46
88.5
100.0
64
91.4
100.0
6
11.5
6
8.6
38
31.1
34.5
10
110
90.2
100.0
12
9.8
4.7
26.6
50.0
30.0
Mathematics
Valid %
25.0
4.7
26.6
43.8
10.9
20.0
21.7
Number
8
5
23
25.0
17.4
19.2
Valid %
21.8
7.3
36.4
Missing
Boys
Number
16
3
17
%
19.7
6.6
32.8
Total
Girls
Valid %
17.4
10.9
50.0
Girls
%
22.9
4.3
24.3
Number
24
8
40
Boys
%
15.4
9.6
44.2
40.0
50.0
Science
21.7
60.0
English
70.0
80.0
90.0
100.0
Social Studies
8. Which classes used technology to enhance instruction?
Total
Number
% of total
38
31.1%
77
63.1%
34
27.9%
45
36.9%
Mathematics
Science
English
Social Studies
Girls
31.4%
Boys
30.8%
Boys
Number
% of total
16
30.8%
38
73.1%
10
19.2%
19
36.5%
55.7%
34.3%
73.1%
Mathematics
Science
42
19.2%
English
Social Studies
Number
22
39
24
26
Girls
% of total
31.4%
55.7%
34.3%
37.1%
37.1%
36.5%
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
9. Which classes used a variety of teaching techniques to make the subject
matter interesting and meaningful?
Total
Number
% of total
37
30.3%
59
48.4%
59
48.4%
41
33.6%
Mathematics
Science
English
Social Studies
Girls
28.6%
Boys
32.7%
Boys
Number
% of total
17
32.7%
28
53.8%
21
40.4%
22
42.3%
44.3%
Girls
% of total
28.6%
44.3%
54.3%
27.1%
54.3%
53.8%
Mathematics
Number
20
31
38
19
27.1%
40.4%
Science
English
42.3%
Social Studies
By Grades
Academy
10th Grade
Boys Academy
Girls Academy
Total
Number
27
%
41.5
Valid %
41.5
38
58.5
58.5
65
100.0
100.0
Girls Academy
58.5
Boys Academy
41.5
0.0
10.0 20.0 30.0 40.0 50.0 60.0 70.0
11th Grade
Boys Academy
Girls Academy
Total
Number
25
32
%
43.9
56.1
Valid %
43.9
56.1
Girls Academy
57
100.0
100.0
Boys Academy
56.1
43.9
0.0
43
10.0
20.0
30.0
40.0
50.0
60.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
1. Prior to attending CPCA, what was your attitude about being a student at a
school with only boys or girls?
10th Grade
Total
Negative
Positive
Number
38
%
58.5
Valid %
58.5
Number
12
Boys
%
44.4
27
41.5
41.5
15
55.6
55.6
12
31.6
31.6
65
100.0
100.0
27
100.0
100.0
38
100.0
100.0
Total
Girls
Valid %
44.4
Number
26
Girls
%
68.4
Valid %
68.4
68.4
Boys
31.6
44.4
0.0
10.0
20.0
55.6
30.0
40.0
50.0
Negative
60.0
70.0
80.0
90.0
100.0
Positive
11th Grade
Total
Negative
Positive
Total
Boys
Girls
Number
30
%
52.6
Valid %
52.6
Number
13
%
52.0
Valid %
52.0
Number
17
%
53.1
Valid %
53.1
27
47.4
47.4
12
48.0
48.0
15
46.9
46.9
57
100.0
100.0
25
100.0
100.0
32
100.0
100.0
Girls
53.1
46.9
Boys
52.0
48.0
0.0
10.0
20.0
30.0
40.0
50.0
Negative
44
60.0
Positive
70.0
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
2. How would you now describe your attitude about being a student at a school
with only boys or girls?
10th Grade
Total
I do not enjoy being with only one gender
I somewhat enjoy being with only one gender
I enjoy being with only one gender
I completely enjoyed being with only one gender
Number
10
13
2
%
37.0
48.1
7.4
Valid
%
37.0
48.1
7.4
%
38.5
50.8
7.7
2
3.1
3.1
2
7.4
7.4
65
100.0
100.0
27
100.0
100.0
39.5
Boys
10.0
Number
15
20
3
%
39.5
52.6
7.9
Valid
%
39.5
52.6
7.9
38
100.0
100.0
52.6
37.0
0.0
Girls
Number
25
33
5
Total
Girls
Boys
Valid
%
38.5
50.8
7.7
7.9
48.1
20.0
30.0
40.0
50.0
7.4
60.0
70.0
80.0
7.4
90.0
100.0
I do not enjoy being with only one gender
I somewhat enjoy being with only one gender
I enjoy being with only one gender
I completely enjoyed being with only one gender
11th Grade
Total
I do not enjoy being with only one gender
I somewhat enjoy being with only one gender
I enjoy being with only one gender
I completely enjoyed being with only one gender
%
47.4
42.1
3.5
4
7.0
7.0
1
4.0
4.0
3
9.4
9.4
57
100.0
100.0
25
100.0
100.0
32
100.0
100.0
Number
13
9
2
43.8
Boys
10.0
20.0
%
52.0
36.0
8.0
Valid
%
52.0
36.0
8.0
Number
14
15
%
43.8
46.9
Valid
%
43.8
46.9
46.9
52.0
0.0
Girls
Number
27
24
2
Total
Girls
Boys
Valid
%
47.4
42.1
3.5
30.0
9.4
36.0
40.0
50.0
60.0
70.0
8.0
80.0
90.0
4.0
100.0
I do not enjoy being with only one gender
I somewhat enjoy being with only one gender
I enjoy being with only one gender
I completely enjoyed being with only one gender
45
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
3. How would you describe your learning this year?
10th Grade
Total
I did not learn anything
I learned less than what I expected
I learned about what I expected
I learned more than I expected
Total
%
4.6
13.8
43.1
Valid %
4.8
14.3
44.4
Number
2
11
7.4
40.7
23
35.4
36.5
13
63
96.9
100.0
2
3.1
Missing
Girls
8.1
Boys
7.7
0
Boys
Number
3
9
28
18.9
%
Girls
Valid %
7.7
42.3
Number
3
7
17
%
7.9
18.4
44.7
Valid %
8.1
18.9
45.9
48.1
50.0
10
26.3
27.0
26
96.3
100.0
37
97.4
100.0
1
3.7
1
2.6
45.9
27.0
42.3
10
20
50.0
30
40
50
60
70
80
90
I did not learn anything
I learned less than what I expected
I learned about what I expected
I learned more than I expected
100
11th Grade
Total
I did not learn anything
I learned less than what I expected
I learned about what I expected
I learned more than I expected
Total
Number
3
10
22
%
5.3
17.5
38.6
Valid %
5.6
18.5
40.7
Number
4
9
16.0
36.0
19
33.3
35.2
10
54
94.7
100.0
3
5.3
Missing
Girls
9.7
Boys
19.4
10
%
Girls
Valid %
17.4
39.1
Number
3
6
13
%
9.4
18.8
40.6
Valid %
9.7
19.4
41.9
40.0
43.5
9
28.1
29.0
23
92.0
100.0
31
96.9
100.0
2
8.0
1
3.1
41.9
17.4
0
Boys
29.0
39.1
20
30
40
43.5
50
60
70
80
I did not learn anything
I learned less than what I expected
I learned about what I expected
I learned more than I expected
46
90
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
4. Has this year provided you with greater challenges?
10th Grade
Total
No
Yes
Girls
%
33.8
Valid %
33.8
Number
4
%
14.8
Valid %
14.8
Number
18
%
47.4
Valid %
47.4
43
66.2
66.2
23
85.2
85.2
20
52.6
52.6
65
100.0
100.0
27
100.0
100.0
38
100.0
100.0
Total
Girls
Boys
Number
22
47.4
Boys
52.6
14.8
0.0
85.2
10.0
20.0
30.0
40.0
50.0
No
60.0
70.0
80.0
90.0
100.0
Yes
11th Grade
Total
No
Yes
Number
23
%
40.4
Valid %
40.4
Number
7
Boys
%
28.0
Valid %
28.0
Number
16
Girls
%
50.0
Valid %
50.0
34
59.6
59.6
18
72.0
72.0
16
50.0
50.0
57
100.0
100.0
25
100.0
100.0
32
100.0
100.0
Total
Girls
50.0
Boys
50.0
28.0
0.0
10.0
72.0
20.0
30.0
40.0
50.0
No
47
Yes
60.0
70.0
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
5. Rate the Administration in terms of their professionalism when dealing with
questions, comments and concerns you have.
Principal
10th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Number
12
17
15
%
18.5
26.2
23.1
Valid %
18.5
26.2
23.1
Number
Boys
%
3
7
11.1
25.9
11.1
25.9
Number
12
14
8
21
32.3
32.3
17
63.0
63.0
4
10.5
10.5
65
100.0
100.0
27
100.0
100.0
38
100.0
100.0
Total
Girls
31.6
Boys
36.8
11.1
0
20
Not Professional
Valid %
31.6
36.8
21.1
21.1
25.9
10
Valid %
Girls
%
31.6
36.8
21.1
10.5
63.0
30
40
50
60
Somewhat Professional
70
80
Professional
90
100
Very Professional
11th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Girls
Number
13
16
18
%
22.8
28.1
31.6
Valid %
22.8
28.1
31.6
Number
Boys
%
5
13
20.0
52.0
20.0
52.0
Number
13
11
5
10
17.5
17.5
7
28.0
28.0
3
9.4
9.4
57
100.0
100.0
25
100.0
100.0
32
100.0
100.0
40.6
Boys
34.4
20.0
0
10
Valid %
Not Professional
30
40
Valid %
40.6
34.4
15.6
15.6
52.0
20
Girls
%
40.6
34.4
15.6
9.4
28.0
50
Somewhat Professional
48
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Assistant Principal
10th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
%
15.4
26.2
32.3
Valid %
15.9
27.0
33.3
Number
2
12
7.4
44.4
15
23.1
23.8
12
63
96.9
100.0
2
3.1
Missing
Girls
Boys
Number
10
17
21
27.0
Boys
Girls
Valid %
7.7
46.2
Number
10
15
9
%
26.3
39.5
23.7
Valid %
27.0
40.5
24.3
44.4
46.2
3
7.9
8.1
26
96.3
100.0
37
97.4
100.0
1
3.7
1
2.6
40.5
7.7
0
%
24.3
46.2
10
20
Not Professional
8.1
46.2
30
40
50
60
Somewhat Professional
70
Professional
80
90
100
Very Professional
11th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Missing
Girls
10
Girls
%
43.8
31.3
18.8
Valid %
43.8
31.3
18.8
36.0
37.5
2
6.3
6.3
24
96.0
100.0
32
100.0
100.0
1
4.0
Valid %
25.0
26.8
28.6
Number
5
10
20.0
40.0
11
19.3
19.6
9
56
98.2
100.0
1
1.8
Valid %
31.3
20.8
0
20.8
41.7
Number
14
10
6
%
24.6
26.3
28.1
43.8
Boys
Boys
%
Number
14
15
16
18.8
41.7
20
Not Professional
30
6.3
37.5
40
50
Somewhat Professional
49
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Guidance Counselor
10th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Valid %
3.2
27.0
25.4
Number
1
9
5
%
3.7
33.3
18.5
Valid %
4.0
36.0
20.0
Number
1
8
11
%
2.6
21.1
28.9
Valid %
2.6
21.1
28.9
28
43.1
44.4
10
37.0
40.0
18
47.4
47.4
63
96.9
100.0
25
92.6
100.0
38
100.0
100.0
2
3.1
2
7.4
Missing
Boys
21.1
4.0
28.9
47.4
36.0
0.0
10.0
Girls
%
3.1
26.2
24.6
Total
Girls 2.6
Boys
Number
2
17
16
20.0
Not Professional
20.0
30.0
40.0
50.0
Somewhat Professional
40.0
60.0
70.0
Professional
80.0
90.0
100.0
Very Professional
11th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Number
10
18
19
%
17.5
31.6
33.3
Valid %
17.9
32.1
33.9
Number
2
9
11
Boys
%
8.0
36.0
44.0
9
15.8
16.1
3
12.0
12.0
6
18.8
19.4
56
98.2
100.0
25
100.0
100.0
31
96.9
100.0
1
1.8
1
3.1
Total
Missing
Girls
25.8
Boys
29.0
8.0
0.0
20.0
Not Professional
30.0
Number
8
9
8
Valid %
25.8
29.0
25.8
25.8
36.0
10.0
Valid %
8.0
36.0
44.0
Girls
%
25.0
28.1
25.0
19.4
44.0
40.0
50.0
Somewhat Professional
50
60.0
70.0
Professional
12.0
80.0
90.0
Very Professional
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Dean of Students
10th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
%
13.8
24.6
16.9
Valid %
14.1
25.0
17.2
Number
1
3
3.7
11.1
28
43.1
43.8
22
64
98.5
100.0
1
1.5
Missing
Girls
23.7
Boys
3.8
Boys
Number
9
16
11
10
Girls
Valid %
3.8
11.5
Number
9
15
8
%
23.7
39.5
21.1
Valid %
23.7
39.5
21.1
81.5
84.6
6
15.8
15.8
26
96.3
100.0
38
100.0
100.0
1
3.7
39.5
21.1
11.5
0
%
15.8
84.6
20
Not Professional
30
40
50
Somewhat Professional
60
70
80
Professional
90
100
Very Professional
11th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Girls
Boys
Number
11
11
13
%
19.3
19.3
22.8
Valid %
19.3
19.3
22.8
Number
Boys
%
Valid %
1
6
4.0
24.0
22
38.6
38.6
18
57
100.0
100.0
25
34.4
4.0
0
4.0
24.0
Number
11
10
7
Girls
%
34.4
31.3
21.9
Valid %
34.4
31.3
21.9
72.0
72.0
4
12.5
12.5
100.0
100.0
32
100.0
100.0
31.3
21.9
24.0
10
12.5
72.0
20
Not Professional
30
40
50
Somewhat Professional
51
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Teachers
10th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Valid %
6.3
30.2
31.7
Number
1
6
10
%
3.7
22.2
37.0
Valid %
3.8
23.1
38.5
Number
3
13
10
%
7.9
34.2
26.3
Valid %
8.1
35.1
27.0
20
30.8
31.7
9
33.3
34.6
11
28.9
29.7
63
96.9
100.0
26
96.3
100.0
37
97.4
100.0
2
3.1
1
3.7
1
2.6
Missing
Boys
8.1
35.1
3.8
27.0
23.1
0.0
10.0
Girls
%
6.2
29.2
30.8
Total
Girls
Boys
Number
4
19
20
29.7
38.5
20.0
Not Professional
30.0
40.0
34.6
50.0
Somewhat Professional
60.0
70.0
Professional
80.0
90.0
100.0
Very Professional
11th Grade
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Girls
6.3
Boys
Number
2
15
21
%
3.5
26.3
36.8
Valid %
3.5
26.3
36.8
Number
Boys
%
6
10
24.0
40.0
24.0
40.0
Number
2
9
11
19
33.3
33.3
9
36.0
36.0
10
31.3
31.3
57
100.0
100.0
25
100.0
100.0
32
100.0
100.0
90
100
28.1
34.4
24.0
0
10
Valid %
Not Professional
30
40
Valid %
6.3
28.1
34.4
31.3
40.0
20
Girls
%
6.3
28.1
34.4
36.0
50
Somewhat Professional
52
60
70
Professional
80
Very Professional
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
6. Which one subject was the most difficult for you?
10th Grade
Total
Mathematics
Science
English
Social Studies
Girls
%
44.6
24.6
12.3
Valid %
49.2
27.1
13.6
Number
16
6
2
%
59.3
22.2
7.4
Valid %
64.0
24.0
8.0
Number
13
10
6
%
34.2
26.3
15.8
Valid %
38.2
29.4
17.6
6
9.2
10.2
1
3.7
4.0
5
13.2
14.7
59
90.8
100.0
25
92.6
100.0
34
89.5
100.0
6
9.2
2
7.4
4
10.5
Total
Missing
Girls
Boys
Number
29
16
8
38.2
29.4
Boys
64.0
0.0
10.0
20.0
30.0
40.0
Mathematics
50.0
Science
60.0
English
17.6
14.7
24.0
8.0
70.0
80.0
90.0
4.0
100.0
Social Studies
11th Grade
Total
Mathematics
Science
English
Social Studies
Number
7
16
1
24.0
25.0
4
12.5
14.3
24
96.0
100.0
28
87.5
100.0
1
4.0
4
12.5
%
35.1
35.1
3.5
Valid %
38.5
38.5
3.8
Number
13
4
1
10
17.5
19.2
6
52
91.2
100.0
5
8.8
Total
Missing
Girls
Valid %
54.2
16.7
4.2
Girls
%
21.9
50.0
3.1
Number
20
20
2
25.0
57.1
Boys
3.6
54.2
0.0
10.0
Boys
%
52.0
16.0
4.0
20.0
30.0
Mathematics
16.7
40.0
50.0
Science
60.0
English
53
4.2
70.0
Valid %
25.0
57.1
3.6
14.3
25.0
80.0
Social Studies
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
7. Which one subject was the easiest for you?
10th Grade
Total
Mathematics
Science
English
Social Studies
Boys
Girls
Number
13
5
13
%
20.0
7.7
20.0
Valid %
23.6
9.1
23.6
Number
3
4
8
%
11.1
14.8
29.6
Valid %
13.0
17.4
34.8
Number
10
1
5
%
26.3
2.6
13.2
Valid %
31.3
3.1
15.6
24
36.9
43.6
8
29.6
34.8
16
42.1
50.0
Total
55
84.6
100.0
23
85.2
100.0
32
84.2
100.0
Missing
10
15.4
4
14.8
6
15.8
Girls
31.3
Boys
13.0
0.0
10.0
3.1
15.6
17.4
50.0
34.8
20.0
30.0
40.0
Mathematics
34.8
50.0
Science
60.0
70.0
English
80.0
90.0
100.0
Social Studies
11th Grade
Total
Mathematics
Science
English
Social Studies
Boys
0.0
10.0
8.0
8.7
12
37.5
37.5
23
92.0
100.0
32
100.0
100.0
2
8.0
14
24.6
25.5
2
55
96.5
100.0
2
3.5
Boys
%
20.0
4.0
60.0
37.5
37.5
4.3
20.0
Valid %
18.8
6.3
37.5
Number
5
1
15
6.3
21.7
Girls
%
18.8
6.3
37.5
Valid %
20.0
5.5
49.1
Missing
18.8
Number
6
2
12
%
19.3
5.3
47.4
Total
Girls
Valid %
21.7
4.3
65.2
Number
11
3
27
65.2
30.0
Mathematics
40.0
50.0
Science
54
60.0
English
8.7
70.0
Social Studies
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
8. Which classes used technology to enhance instruction?
10th Grade
N
20
45
14
25
Mathematics
Science
English
Social Studies
Girls
23.7%
Boys
Total
Percent
30.8%
69.2%
21.5%
38.5%
68.4%
40.7%
N
Boys
Percent
11
40.7%
19
70.4%
6
22.2%
11
40.7%
9
26
8
14
21.1%
70.4%
Mathematics
N
Science
36.8%
22.2%
English
Girls
Percent
23.7%
68.4%
21.1%
36.8%
40.7%
Social Studies
11th Grade
N
18
32
20
20
Mathematics
Science
English
Social Studies
Girls
Boys
40.6%
Total
Percent
31.6%
56.1%
35.1%
35.1%
40.6%
20.0%
Boys
Percent
5
20.0%
19
76.0%
4
16.0%
8
32.0%
50.0%
76.0%
Mathematics
N
English
55
13
13
16
12
Girls
Percent
40.6%
40.6%
50.0%
37.5%
37.5%
16.0%
Science
N
Social Studies
32.0%
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
9. Which classes used a variety of teaching techniques to make the subject
matter interesting and meaningful?
10th Grade
N
16
41
22
23
Mathematics
Science
English
Social Studies
Girls
21.1%
Boys
Total
Percent
24.6%
63.1%
33.8%
35.4%
55.3%
N
44.7%
29.6%
74.1%
Mathematics
Boys
Percent
8
29.6%
20
74.1%
5
18.5%
9
33.3%
Science
8
21
17
14
Girls
Percent
21.1%
55.3%
44.7%
36.8%
36.8%
18.5%
English
N
33.3%
Social Studies
11th Grade
N
21
18
37
18
Mathematics
Science
English
Social Studies
Girls
Boys
37.5%
36.0%
Total
Percent
36.8%
31.6%
64.9%
31.6%
31.3%
Boys
Percent
9
36.0%
8
32.0%
16
64.0%
13
52.0%
64.0%
Science
N
12
10
21
5
Girls
Percent
37.5%
31.3%
65.6%
15.6%
65.6%
32.0%
Mathematics
N
English
56
15.6%
52.0%
Social Studies
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Comments: (unedited)
Girls Academy 10th Grade
Question 10a: What do
you like about the
academy?
I like my friends and a few
1.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
I would change everything; it’s
too many specific things to list, so
I say everything.
2.
3.
8 classes.
Nothing just peers and some
teachers.
4.
Nothing.
Where should I begin. I don’t
like that we don’t have a band. I
dislike just a few teachers her. I
don’t like the asst. principal,
and the principal (just a little). I
dislike all the unnecessary rules.
Everything else.
I don’t like the fact that we
don’t have activities and field
trips.
Everything.
5.
6.
Nothing.
I learned more than I expected
and I have real educated teachers.
Everything.
I don’t like how the girls are
separated from the boys.
7.
I like that the teachers really care
about the students.
8.
My friends. Some of my teachers.
9.
10.
I likes all the credits.
The teachers.
I don’t like that the boys get
more privileges than the girls
and we never get to be around
the boys.
The rules. The attitudes of some
teachers. No fun on the girls
school.
Some of the rules
How we are separated.
11.
I like the elective classes.
12.
We somewhat get along with
each other at this school.
13.
Some of the teachers are fun.
14.
The teachers.
15.
It’s better than it used to be and I
feel it is good.
16.
That we learn more without boys
disturbing us.
teachers, and I think that’s about
it.
I dislike the amount of time
given to get to each class.
What I dislike about the
academy is al lot of fights and
mess.
With one gender there have
been more fights.
They worry about dress code
more than grades.
Its so strict and no fun at all.
We don’t have enough
activities.
57
Making it how used to be.
I would change the school by
giving field trips, the boys and
girls together, and good teachers.
Put the schools together and
change the principal, asst
principal, dean of students and
some teachers.
Don’t care.
Put the girls and boys back
together to see how it will work
out.
I would put the school back
together and allow girls to wear
shorts and get out of school at
2:35.
More field trips. More dances.
More fun.
Change some of the rules.
Put the boys and girls back
together.
I’d change some of the dress code
rules.
I would put the girls and boys
back together and it will be a
better school.
Put the girls and boys back
together and make the
bathrooms more cleaner.
Get more teachers and activities.
Co-ed. Pep rallies; school dances;
better school that kids would
want to go to.
I would join some classes with
boys and have more activities.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy 10th Grade
Question 10a: What do
you like about the
academy?
17. You learn better and you
18.
19.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
concentrate on your work. The
classes go by faster.
The dress-code is too strict. The
administrators worry about
your dress code than your
education.
I will put the boy and girls back
together.
Nothing.
The academy is very interesting
when it want to be.
They are disorganized.
I would change the school by
changing the colors.
Paint. Make it look fun.
20.
21.
Everything.
22.
New things that I learn.
23.
Education I am receiving from
here.
Where it is located and some of
the teachers.
I mostly like the teachers and the
faculty, because they actually
taught me things, and they are
patience with you and are willing
to take time out of the busy
schedule for you!
Nothing.
I like how we have excellent
teachers.
24.
25.
26.
27.
28.
Really nothing.
29.
That we kinda learn more being
one gender.
Girls Academy 11th Grade
Question 10a: What do
you like about the
academy?
Some teachers and students.
1.
2.
Being with all girls and not the
smelly boys.
We don’t have fun like the boys
do (everything).
Nothing.
We don’t get a lot of incentives
or rewards.
One gender classes.
More opportunities and
challenges.
Make it better.
Everyone come back together.
The teacher, the principal, how
the school is run.
At first I dislike the 8 class
periods, but they’re ok now. At
times I don’t like how we don’t
really get to
In everyway possible.
Everything.
I dislike that we don’t have any
good activities and I dislike the
rules.
Everything. We have no fun
learning activities. Get put out
for hair color and dress code,
and have very little hands on
equipment.
Being separated from the boys.
By changing schools.
I would change the rules and the
bored activities. Most of all our
uniforms.
To start doing more interesting
activities to make children come
to school.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
Everything.
The policies and the uniform
strictness and more need for
education concerns.
A new principal and asst.
principal.
The asst. principal ask as if she’s
mentally challenge.
58
Put the girls and boys back
together.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy 11th Grade
Question 10a: What do
you like about the
academy?
That we learn a lot of things.
3.
Teachers.
4.
5.
The teachers
6.
7.
8.
I like the teachers and their
teaching strategies.
Small classes.
Teachers.
9.
That I learned a lot.
10.
That they teach somewhat.
11.
Teacher.
12.
Excellent teachers (Mr. H)
13.
I like that it’s a nice school…
14.
I like the small class sizes.
15.
I learn more than I expected.
16.
Nothing… I honestly dislike CPCA.
17.
My English III teacher.
18.
Teachers.
19.
20.
The learning.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
That we are not with the boys.
Worried about dress-out; Hair
color; *purpose is education not
appearance.
Being with girls; the dress code;
the time we get; the principal.
The strict dress code and short
time to get to class.
The rules.
They worry about the wrong
things like (dress code).
That they are very unorganized
and very rude staff.
That they don’t give us a
enough time to get to class.
That worry to much about dress
cloths to much.
Dress clothes; short time to get
to class.
Strict dress code (shorts); short
time to get to class (3 min) (at
least 5 min).
I wouldn’t change anything.
Change administration. All
together are complicated;
different ones has different rules.
Changing the time back; being
one school; let us wear shorts.
Shorts or bermudas and Capitol
as one – not split.
Rewrite the rules and regulations.
Limited some rules.
I dislike he crème and I dislike
that we only see the boys in …
That there is some caos with
the separation of genders and
administration.
Nothing, but some of the
clothing rules.
Principal, asst. principal,
guidance counselor and Dean of
students. And teachers.
That by having girls together it
cause more problems.
The administration, dress code,
gender (school’s faculty to
strict). It is to hot to wear pant
for 180 days of school (shorts is
the answer).
The girls.
Dress code
59
Everything.
To give enough time to get to
class; better administration.
By changing the school time to
8:00 a.m.; dress code.
Capitol High school as one (no
gender); dress code; we need to
concentrate on what we are
learning not what we are
wearing.
Have one set of administration
and just have separate classes
and not lunch and break.
Don’t worry about what they
wear, just how far their going to
make it in life.
Bring it back to Capitol High
School. Extended lunch and class
bells.
By changing everything.
Bring Capitol High School back,
not the gender schools because
the score haven’t improved. We
should concentrate on the
students learning, their our dress
code.
The one gender.
To much to mane.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy 11th Grade
Question 10a: What do
you like about the
academy?
21. It’s fun sometimes. Really
22.
nothing.
The students.
23.
Nothing really except we have
college classes; dual enrollment.
24.
I like the colors.
25.
I like the school colors.
26.
I like that it gives you an
opportunity to get ahead. It gives
you credit for college.
27.
28.
Really nothing. Cheerleading,
mentoring.
We are not crowded in the class.
29.
College courses.
30.
I like some teachers and the way
we can still be on a professional
level with them, but learn too.
31.
Nothing.
32.
Like most of the teachers. The
cafeteria committee.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
The rules, but I follow them and
gender.
The teachers, dean of students
do favoritism and they also
don’t teach what be on test.
I dislike at least half of the rules.
Put the boys back w/ the girls.
I hate that we get out at 3:00
p.m. I have having all girls in a
class and I hate that the
students voice don’t count.
I dislike that the boys and girls
are very separate. They rarely
have classes together. Also, I
don’t like that they have a lot of
rules.
Everything except cheerleading.
Being separated.
The genders separated. Dislike
the dress code: undershirt,
jackets, earrings, belts.
The way the other academy
gets more and the teachers are
too uptight and barely care
about the students because
they think they are failures.
Nothing fun and all boring.
The rules, the ID policy. 3 min
between class. Splited lunch
shift.
60
Not attending it next year.
By closing the school down
because no one wants it open.
I would put the time back at 2:25
p.m. and let students have a say
so in what goes on.
I would change the strictness of
the administration. Also, all the
rules that don’t pertain to
everybody.
Moe activities.
By putting the school back
together.
I would put the two genders back
together. I also would change the
school time to be 7:10 to 2:25.
I would put the schools back
together and have more
qualified, willing-to-teach
teachers.
Having fun while learning
sometimes at least.
The name back to “Capitol Sr.
High”, the asst principal.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy 10th Grade
Question 10a: What do
you like about the
academy?
I like the teaching.
1.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
One thing I dislike about the
academy is the separation.
That we only have a one gender
school. We need the school to
be mixed with boys and girls.
Separation.
2.
That you can learn about a lot of
things hands on activities.
3.
4.
Everything.
The teachers.
Boys and girls and food.
Boys and girls separation.
5.
6.
A lot of freedom.
I like all of the teachers and staff.
They helped make learning easy.
Separate boys/girls.
I dislike the time that we get
dismissed from school.
7.
I like all of the teachers that are
here.
What I like about this school is fun
and I like the classes.
I had some good teachers that
taught us what we need to know
and was on us about it.
When want to learn they break it
down for you
The attitude of some of the
teachers, and dean. (football
program).
Everything.
The academy is pretty good.
I dislike some of the rules that
are here.
They are to strict on us.
I would want to change the
school a lot because if there was
a change in the school, some
things would be better for the
students.
I don’t know.
Putting the boys and girls
together.
Combine together.
I would put the boys and girls
back together and make it so the
school would kinda stay the
same.
I would change some of the rules
and bring in more technology.
Boys and girls back together.
I dislike being in class with boys
everyday.
By putting the boys and girls back
together.
All the boys.
Back to seven classes.
The way some of the teachers
teach.
Mix the population.
Lunch.
Nothing.
The administration and the way
they keep everything together
Good source of learning and a lot
of fun.
Football.
The academy is great, I learn new
things everyday.
That there is not that many
students in class and we can learn
more better or concentrate.
Some of the student’s attitudes
about their education.
Not being able to wear shorts.
Everything.
The amount of hours.
Put everyone back together.
Put the boys and girls back
together.
By putting both gender’s
together.
Putting more activities being
scheduled throughout the year.
The rules.
I would change the school time
back to 7:10 to 2:25.
If I was a teacher I would be more
thankful of the student’s and
what would make learning more
easy.
We would go back to having 7
classes.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Some of the teachers.
I dislike the same gender being
in the classes and the time.
That we have to be in class with
just our gender when our test
scores improve every year.
61
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy 10th Grade
Question 10a: What do
you like about the
academy?
20. I like that the teachers are here to
21.
help and want us to do better in
life. I like that the classes are
smaller you can learn more.
I like how much the teachers care
about us.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
I dislike that we are separated
by gender. And sometimes I get
tired of seeing the same people
everyday.
I dislike about how we have an
extra class that we really don’t
need.
I dislike the academy because
its composed of all boys.
I will change the school by putting
boys and girls together and taking
away eight hours so we can get
out 2:25.
A change that I would make at
the school is the 8 hours in day
that we have to spend at school.
I would get more discipline more.
I would make sure the students
are doing what they are supposed
to do.
Put boys and girls back together
and go back to getting out at
2:25.
Put girls back with boys.
22.
Nothing really.
23.
The grades improved.
The suspensions and expulsions
plus the 3 o’clock day.
24.
I like that you can do more things
and get away with it here.
What I like about the academy is
that it’s a very nice school. Except
for the math geometry teacher.
She didn’t teacher very well this
year.
I like that we were separated. I
also like the fact that we could
any kind of pants (cargos).
That the girls are separated
from the boys.
The only thing I dislike is that
we have to take the edusoft
test. That we don’t have a band.
25.
26.
27.
The academy is great.
Boys Academy 11th Grade
Question 10a: What do
you like about the
academy?
Most of the teachers are really
1.
2.
3.
4.
dedicated to helping students
that want to do good.
Nothing.
The athletic program and the
teachers and staff.
I actually didn’t like anything
about the same gender school.
I would change it by giving the
school back all their extra
curricular activities and new
geometry teacher.
I dislike that fact that we have
two different lunch shits. I also
dislike that we had to wear
pants throughout the week
except for Friday’s.
Nothing.
I would change the school by
putting more teachers like my
Biology teacher (Tasha Eames?). I
also would change it by letting us
wear shorts.
By have a shorter class periods.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
I don’t like the cafeteria food at
all.
By bringing boys and girls back
together.
New get to go on field trips.
I dislike the fact that the school
is going through so many
changes.
When I am in class, sometimes
the students pressure me to do
things I don’t and know I
shouldn’t be doing.
Boy and girls but with high GPA.
I would just remove our school
from EBR, and get new sponsors.
62
I would put the girls back
together with the boys and
maybe the school would be
better.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy 11th Grade
Question 10a: What do
you like about the
academy?
5.
Question 10b: What do
you dislike about the
academy?
Question 11: How would
you change the school?
I didn’t really like the students
being in the same gender, but it
come out to be alright.
I don’t like being with just boys
all the time.
I would change the school by
having more activities in the
school.
By combining us back together
and change us back to how we
were.
Become a leader, and fix it up.
6.
I like the staff that we have. They
are really helpful.
7.
The …. it is, and what we can do,
we do stuff that nobody else
does.
It gives you good opportunities.
The teachers.
Teachers.
Frazier’s class.
The girls and boys separated.
13.
I like the way it is ran.
14.
The teachers.
I dislike some of the choices the
principals make.
We don’t have a lot of events.
8.
9.
10.
11.
12.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
The teachers are cool and yall do
have some attractive females
here.
The attending of the teachers and
students and the greater
challenges of the school.
Everything.
That it’s great and the boys learn
better.
Mr. Jackson and Durant???
We are a family and when it’s
time to work we work.
By being one school I got to know
everyone.
The teachers.
What I like about the academy is
that they have some teachers that
really takes the time out to make
sure you understand the lesson
more.
The all boys rule.
The separation.
The separation.
No girls in the classroom.
The guidance counselor doesn’t
help the students.
The fact that the schools are
split.
By putting both genders together.
Putting girls in class with boys.
Putting girls in class with boys.
Put the boys and girls together.
More strict. More college prep
courses.
By being more discipline and
putting more activities into it.
I would add more activities for
the students.
I wouldn’t change the school at
all.
I’d put the schools back together
and add more elective options.
Not a lot of heads on.
I would not change the school.
Love as is.
Nothing.
No uniform and girls and boys
have lunch together.
By having more activities.
Not having activities.
Being with one gender.
Nothing.
Not being able to take classes
with girls.
How hard the work is. The
uniforms; how we can’t wear
shorts at anytime.
What I dislike about the
academy is that some teacher
judge me for how I look instead
in getting to know me and to
see were I come from.
63
By ???
By trying to get everybody on the
honor Roll.
I would like more events with
both schools.
Easier work and more teaching
and less testing.
I would change the school by
getting more teachers that really
cares about the students, not
saying all the teachers don’t care.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
12th Grade Student Survey
Fifty (50) students completed the 12th grade survey. Results include:
Academy
Number
21
29
50
Boys Academy
Girls Academy
Total
%
42.0
58.0
100.0
Valid
%
42.0
58.0
100.0
Girls Academy
58.0
Boys Academy
42.0
0.0
20.0
40.0
60.0
80.0
1. In the coed setting, I
Total
No Difference
Learned less
Learned More
Total
Number
22
3
24
49
%
44.0
6.0
48.0
98.0
1
2.0
Missing
Girls
Boys
Valid %
44.9
6.1
49.0
100.0
Number
7
1
12
20
%
33.3
4.8
57.1
95.2
1
4.8
51.7
Boys
35.0
0.0
10.0
20.0
Girls
Valid %
35.0
5.0
60.0
100.0
6.9
40.0
No Difference
%
51.7
6.9
41.4
100.0
Valid %
51.7
6.9
41.4
100.0
41.4
5.0
30.0
Number
15
2
12
29
60.0
50.0
Learned less
64
60.0
70.0
Learned More
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
2. In the single sex setting, I
Total
No Difference
Learned Less
Learned More
Total
Boys
Girls
Number
24
9
16
%
48.0
18.0
32.0
Valid %
49.0
18.4
32.7
Number
7
3
10
%
33.3
14.3
47.6
Valid %
35.0
15.0
50.0
Number
17
6
6
%
58.6
20.7
20.7
Valid %
58.6
20.7
20.7
49
98.0
100.0
20
95.2
100.0
29
100.0
100.0
1
2.0
1
4.8
Missing
Girls
58.6
Boys
20.7
35.0
0.0
10.0
15.0
20.0
20.7
50.0
30.0
40.0
50.0
60.0
70.0
No Difference
Learned Less
Learned More
80.0
90.0
100.0
3. Which setting do you prefer?
Total
Coeducational
Single Sex
Total
Boys
Girls
Number
41
4
%
82.0
8.0
Valid %
91.1
8.9
Number
18
1
%
85.7
4.8
Valid %
94.7
5.3
Number
23
3
%
79.3
10.3
Valid %
88.5
11.5
45
90.0
100.0
19
90.5
100.0
26
89.7
100.0
5
10.0
2
9.5
3
10.3
Missing
Girls
88.5
Boys
11.5
94.7
0.0
10.0
20.0
30.0
40.0
50.0
Coeducational
65
5.3
60.0
Single Sex
70.0
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
4. In the coed setting, teachers teach:
Total
No Difference
Less
More
Total
Boys
Girls
Number
23
2
25
%
46.0
4.0
50.0
Valid %
46.0
4.0
50.0
Number
6
2
13
%
28.6
9.5
61.9
Valid %
28.6
9.5
61.9
Number
17
12
41.4
41.4
50
100.0
100.0
21
100.0
100.0
29
100.0
100.0
Girls
58.6
Boys
28.6
0.0
10.0
Valid %
58.6
41.4
9.5
20.0
%
58.6
30.0
61.9
40.0
50.0
No Difference
60.0
Less
70.0
80.0
90.0
100.0
More
5. In the single sex setting, teachers teach:
Total
No Difference
Less
More
Total
Boys
Girls
Number
23
12
15
%
46.0
24.0
30.0
Valid %
46.0
24.0
30.0
Number
6
3
12
%
28.6
14.3
57.1
Valid %
28.6
14.3
57.1
Number
17
9
3
%
58.6
31.0
10.3
Valid %
58.6
31.0
10.3
50
100.0
100.0
21
100.0
100.0
29
100.0
100.0
Girls
58.6
Boys
28.6
0.0
10.0
31.0
14.3
20.0
30.0
10.3
57.1
40.0
50.0
No Difference
66
Less
60.0
More
70.0
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
6. In the coed setting, teachers use technology:
Total
No Difference
Less
More
Total
Boys
%
38.0
14.0
48.0
Valid %
38.0
14.0
48.0
Number
6
4
11
%
28.6
19.0
52.4
Valid %
28.6
19.0
52.4
Number
13
3
13
%
44.8
10.3
44.8
Valid %
44.8
10.3
44.8
50
100.0
100.0
21
100.0
100.0
29
100.0
100.0
Girls
44.8
Boys
10.3
28.6
0.0
10.0
Girls
Number
19
7
24
44.8
19.0
20.0
30.0
52.4
40.0
50.0
60.0
70.0
No Difference
Less
More
80.0
90.0
100.0
7. In the single sex setting, teachers use technology:
Total
No Difference
Less
More
Total
Boys
%
44.0
28.0
28.0
Valid %
44.0
28.0
28.0
Number
7
6
8
%
33.3
28.6
38.1
Valid %
33.3
28.6
38.1
Number
15
8
6
%
51.7
27.6
20.7
Valid %
51.7
27.6
20.7
50
100.0
100.0
21
100.0
100.0
29
100.0
100.0
Girls
51.7
Boys
33.3
0.0
10.0
Girls
Number
22
14
14
20.0
27.6
28.6
30.0
40.0
50.0
60.0
70.0
No Difference
Less
More
67
20.7
38.1
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
8. From male teachers, I learn:
Total
No Difference
Less
More
Total
Boys
Girls
Number
24
6
20
%
48.0
12.0
40.0
Valid %
48.0
12.0
40.0
Number
6
2
13
%
28.6
9.5
61.9
Valid %
28.6
9.5
61.9
Number
18
4
7
%
62.1
13.8
24.1
Valid %
62.1
13.8
24.1
50
100.0
100.0
21
100.0
100.0
29
100.0
100.0
Girls
62.1
Boys
28.6
0.0
10.0
13.8
9.5
20.0
30.0
24.1
61.9
40.0
50.0
No Difference
60.0
Less
70.0
80.0
90.0
100.0
More
9. From female teachers, I learn:
Total
No Difference
Less
More
Total
Boys
Girls
Number
23
6
21
%
46.0
12.0
42.0
Valid %
46.0
12.0
42.0
Number
6
6
9
%
28.6
28.6
42.9
Valid %
28.6
28.6
42.9
Number
17
12
41.4
41.4
50
100.0
100.0
21
100.0
100.0
29
100.0
100.0
Girls
58.6
Boys
28.6
0.0
10.0
30.0
Valid %
58.6
41.4
28.6
20.0
%
58.6
42.9
40.0
50.0
No Difference
68
Less
60.0
More
70.0
80.0
90.0
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
10. Rate the Administration in terms of their professionalism when dealing with
questions, comments and concerns you have.
Principal
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Boys
Number
17
7
7
17
%
34.0
14.0
14.0
34.0
Valid %
35.4
14.6
14.6
35.4
48
96.0
100.0
2
4.0
Missing
Girls
Number
%
1
3
16
4.8
14.3
76.2
5.0
15.0
80.0
Number
17
6
4
1
20
95.2
100.0
28
96.6
1
4.8
1
3.4
60.7
Boys
5.0
0
Girls
Valid %
21.4
15.0
%
58.6
20.7
13.8
3.4
Valid %
60.7
21.4
14.3
3.6
100.0
14.3
3.6
80.0
10
20
Not Professional
30
40
50
Somewhat Professional
60
70
Professional
80
90
Very Professional
100
Assistant Principal
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Boys
Number
20
6
10
13
%
40.0
12.0
20.0
26.0
Valid %
40.8
12.2
20.4
26.5
49
98.0
100.0
1
2.0
Missing
Girls
Number
%
Girls
Valid %
1
6
13
4.8
28.6
61.9
5.0
30.0
65.0
20
95.2
100.0
1
4.8
69.0
Boys
5.0
0
20
Not Professional
%
69.0
17.2
13.8
Valid %
69.0
17.2
13.8
29
100.0
100.0
17.2
30.0
10
Number
20
5
4
13.8
65.0
30
40
50
Somewhat Professional
69
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Guidance Counselor
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
%
22.0
16.0
18.0
42.0
Valid %
22.4
16.3
18.4
42.9
49
98.0
100.0
1
2.0
Missing
Girls
Boys
Number
11
8
9
21
Number
37.9
Boys
Girls
Valid %
4
16
19.0
76.2
20.0
80.0
Number
11
8
5
5
20
95.2
100.0
29
1
4.8
27.6
20.0
0
%
17.2
%
37.9
27.6
17.2
17.2
Valid %
37.9
27.6
17.2
17.2
100.0
100.0
17.2
80.0
10
20
Not Professional
30
40
50
Somewhat Professional
60
70
Professional
80
90
Very Professional
100
Dean of Students
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
%
18.0
18.0
22.0
40.0
Valid %
18.4
18.4
22.4
40.8
49
98.0
100.0
1
2.0
Missing
Girls
31.0
Boys
5.0
0
Boys
Number
9
9
11
20
Number
Girls
Valid %
1
4
15
4.8
19.0
71.4
5.0
20.0
75.0
Number
9
8
7
5
20
95.2
100.0
29
1
4.8
27.6
20.0
10
20
Not Professional
%
24.1
%
31.0
27.6
24.1
17.2
Valid %
31.0
27.6
24.1
17.2
100.0
100.0
17.2
75.0
30
40
50
Somewhat Professional
70
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Teachers
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
%
8.0
10.0
26.0
54.0
Valid %
8.2
10.2
26.5
55.1
49
98.0
100.0
1
2.0
Missing
Girls
13.8
Boys
10.0
0
Boys
Number
4
5
13
27
10.3
Number
%
2
4
14
9.5
19.0
66.7
10.0
20.0
70.0
Number
4
3
9
13
20
95.2
100.0
29
1
4.8
31.0
20
Not Professional
%
13.8
10.3
31.0
44.8
Valid %
13.8
10.3
31.0
44.8
100.0
100.0
44.8
20.0
10
Girls
Valid %
70.0
30
40
50
Somewhat Professional
71
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Comment items:
Girls Academy
Question 11a: What do
you like about the
academy?
Mentoring for success.
1.
2.
3.
4.
5.
6.
Mentoring for success.
Nothing.
Learn more.
Nothing.
Nothing.
7.
The mentor administration.
8.
9.
10.
11.
12.
It unnecessary.
Nothing.
I am closer to my teachers.
Nothing.
I don’t like nothing about this
academy.
Some of the teachers.
I like nothing at all about this
academy.
Nothing. Ms Brooks.
The one thing that I like is Miss
Brooks, Mr. Johnson, Mrs. Ware
and Ms. Wilkerson. Also Mrs.
Johnson.
The classes are smaller so you
learn more and you have a better
chance of one on one with school
work.
English IV.
Teachers.
Nothing.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
I don’t know.
We have the opportunity to take
college course.
Some teachers teach very
professional and to our
understanding.
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
I dislike being trapped in classes
with same sex and
administration.
Administration.
Everything.
Too much of mess.
The administration.
All the principal and asst.
principal.
The setting of being with all
girls.
Everything.
Nothing.
Nothing.
The principal.
I dislike everything about this
academy.
The stupid rules.
I dislike everything about this
academy.
Everything
The way the administration
handled people.
By putting students in coed
classes and administration.
That the schools are separated.
Because we have a lot less
going on such as after school
activities like a band.
Rules
Principal.
Everything.
I would join the two schools back
together because they don’t work
as well separated.
I don’t know.
We are in the same sex classes,
and the dress code.
Unorganized. Strict uniform
policy. Some teachers don’t
teach professional; worried
about unnecessary things.
72
Administration.
In every way.
Nothing.
New administration.
Coed education.
The staff.
In all kinds of ways.
The rules.
Change the principal.
Better principal.
Its damaged.
I would make everyone equal and
have great attitudes.
Can’t
Can’t.
Coed setting w/better teachers &
opportunity.
I don’t know.
Coed and the uniform policy.
I would put it coed and change
some of the policies.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy
Question 11a: What do
you like about the
academy?
24. Nothing.
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
I dislike the fact that we didn’t
have fun educational activities.
We the students also was
denied on majority of activity
we came up with.
I dislike the principal, asst
principal, and guidance
counselor. It has not been a
pleasure!
I would change the negative
reactions to the bright ideas the
students come up with.
25.
I like my teachers.
26.
27.
I don’t like anything in the
academy.
I love all the teachers.
The boys side had it easier. The
school is what I dislike.
Asst. principal, guidance
counselor. I dislike that the
students business is always put
out in the open.
28.
Most of all I like the teachers.
I dislike the fact that the
principal and assistant principal
don’t know how to manage
their job correctly.
Boys Academy
Question 11a: What do
you like about the
academy?
That we have different activities.
1.
2.
3.
4.
5.
6.
7.
Everything.
8.
9.
10.
Everything.
Grades
How the teachers helped you with
all problems.
Everything.
11.
Teachers.
It my school.
Grades.
I like the learning setting.
I would change the people who I
listed above. I want people
w/class and dignity. I want people
who respect my beliefs and
opinions.
Keep the teachers, dean of
student, and change the
principal, asst. principal, and
guidance counselor. Also, just
have some faith in the student
body. God Bless!!!
I would say that they could be
more organized.
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
Girls and boys not together.
By putting males and females
together.
The separation.
Coed.
The separation.
Nothing.
Coed.
I dislike that when the boy
academy have events, Linda
Lewis seems to interrupt
somehow.
Nothing.
Principal
Nothing.
I would let the students be more
involved.
Nothing.
I wouldn’t.
73
No change.
Same sex classes.
Nothing.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy
Question 11a: What do
you like about the
academy?
12. My grades.
13.
14. The attention from the teachers.
15.
16.
17.
Everything
It’s fun.
Nothing.
Question 11b: What do
you dislike about the
academy?
Question 12: How would
you change the school?
Activities.
Nothing.
I dislike the fact that we are
separated.
Coed.
Nothing.
I would have co-ed classes.
They separated us.
Put them back together.
74
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Administration
All grades were asked to rate the administration in terms of their professionalism when dealing
with questions, comments and concerns the students may have. Individual grade responses are
listed in the sections above. Responses for all the grades were combined and evaluated to
determine if there were statistical differences between the academies perspective and between
the grades. Results show:
Academy
Boys
Girls
Total
Number
82
145
%
36.1
63.9
Valid
%
36.1
63.9
227
100.0
100.0
Girls
63.9
Boys
36.1
0.0
20.0
40.0
60.0
80.0
Grades
9th
10th
11th
12th
Total
Number
55
65
57
50
%
24.2
28.6
25.1
22.0
Valid
%
24.2
28.6
25.1
22.0
227
100.0
100.0
9th
24.2
12th
22.0
11th
25.1
10th
28.6
0.0
75
10.0
20.0
30.0
40.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Principal
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Boys
%
22.5
29.1
24.7
22.9
Valid %
22.7
29.3
24.9
23.1
Number
1
12
25
43
%
1.2
14.6
30.5
52.4
Valid %
1.2
14.8
30.9
53.1
Number
50
54
31
9
%
34.5
37.2
21.4
6.2
Valid %
34.7
37.5
21.5
6.3
225
99.1
100.0
81
98.8
100.0
144
99.3
100.0
2
0.9
1
1.2
1
0.7
Missing
Very Professional
23.1
Professional
24.9
Somewhat Professional
29.3
Not Professional
22.7
0.0
Girls
5.0
10.0
15.0
34.7
1.2
Boys
0.0
14.8
10.0
Girls
Number
51
66
56
52
20.0
37.5
Not Professional
30.0
30.0
21.5
30.9
20.0
25.0
35.0
6.3
53.1
40.0
50.0
Somewhat Professional
76
60.0
70.0
Professional
80.0
90.0
Very Professional
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Assistant Principal
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Boys
%
23.8
29.1
26.4
18.9
Valid %
24.2
29.6
26.9
19.3
Number
2
10
30
37
%
2.4
12.2
36.6
45.1
Valid %
2.5
12.7
38.0
46.8
Number
52
56
30
6
%
35.9
38.6
20.7
4.1
Valid %
36.1
38.9
20.8
4.2
223
98.2
100.0
79
96.3
100.0
144
99.3
100.0
4
1.8
3
3.7
1
0.7
Missing
Very Professional
19.3
Professional
26.9
Somewhat Professional
29.6
Not Professional
24.2
0.0
Girls
5.0
10.0
15.0
36.1
2.5
Boys
0.0
12.7
10.0
Girls
Number
54
66
60
43
20.0
25.0
38.9
20.8
38.0
20.0
Not Professional
30.0
30.0
35.0
4.2
46.8
40.0
50.0
Somewhat Professional
77
60.0
70.0
Professional
80.0
90.0
Very Professional
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Guidance Counselor
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Boys
%
11.5
22.0
30.8
33.9
Valid %
11.7
22.4
31.4
34.5
Number
4
20
24
31
%
4.9
24.4
29.3
37.8
Valid %
5.1
25.3
30.4
39.2
Number
22
30
46
46
%
15.2
20.7
31.7
31.7
Valid %
15.3
20.8
31.9
31.9
223
98.2
100.0
79
96.3
100.0
144
99.3
100.0
4
1.8
3
3.7
1
0.7
Missing
Very Professional
34.5
Professional
31.4
Somewhat Professional
22.4
Not Professional
11.7
0.0
Girls
Boys
15.3
5.1
0.0
5.0
10.0
15.0
20.8
20.0
Not Professional
20.0
25.0
31.9
25.3
10.0
Girls
Number
26
50
70
77
40.0
35.0
40.0
31.9
30.4
30.0
30.0
39.2
50.0
Somewhat Professional
78
60.0
70.0
Professional
80.0
90.0
Very Professional
100.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Dean of Students
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Boys
Number
32
55
55
82
%
14.1
24.2
24.2
36.1
Valid %
14.3
24.6
24.6
36.6
224
98.7
100.0
3
1.3
Missing
Number
Very Professional
24.6
Somewhat Professional
24.6
Not Professional
5.0
22.2
3.8
0
10.0
15.0
3.7
20.7
73.2
3.8
21.3
75.0
80
97.6
100.0
144
99.3
2
2.4
1
0.7
20.0
25.0
36.1
30.0
26.4
21.3
10
3
17
60
Number
32
52
38
22
%
22.1
35.9
26.2
15.2
Valid %
22.2
36.1
26.4
15.3
100.0
14.3
0.0
Boys
Girls
Valid %
36.6
Professional
Girls
%
35.0
40.0
15.3
75.0
20
Not Professional
30
40
50
Somewhat Professional
79
60
70
Professional
80
90
Very Professional
100
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Teachers
Total
Not Professional
Somewhat Professional
Professional
Very Professional
Total
Boys
%
5.3
21.6
34.4
37.0
Valid %
5.4
22.0
35.0
37.7
Number
1
15
28
36
%
1.2
18.3
34.1
43.9
Valid %
1.3
18.8
35.0
45.0
Number
11
34
50
48
%
7.6
23.4
34.5
33.1
Valid %
7.7
23.8
35.0
33.6
223
98.2
100.0
80
97.6
100.0
143
98.6
100.0
4
1.8
2
2.4
2
1.4
Missing
Very Professional
37.7
Professional
35.0
Somewhat Professional
22.0
Not Professional
5.4
0.0
Girls
7.7
Boys 1.3
0.0
Girls
Number
12
49
78
84
5.0
10.0
23.8
18.8
15.0
Not Professional
25.0
35.0
40.0
30.0
35.0
40.0
33.6
35.0
20.0
20.0
45.0
60.0
Somewhat Professional
80
80.0
Professional
100.0
Very Professional
120.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
A paired t-test (p≤0.05) was run to determine if significant differences existed between the
academies and between the grades in relation to rating the administration. Group statistics for
each group is presented below. Where significant differences existed between Boys Academy
and Girls Academy in relation to ratings, the item is marked with an asterisk (*) by each
administrator group. All but 9th Grade show a significant difference with at least one
administrator group. In all instances where significant differences exist, the Boys Academy had a
more positive rating of the professionalism of the administration than the Girls Academy.
Academy
Principal
Assistant Principal
Guidance Counselor
Dean of Students*
Teachers
Academy
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys
N
81
144
79
144
79
144
80
144
80
Mean
3.36
1.99
3.29
1.93
3.04
2.81
3.71
2.35
3.24
Std.
Deviation
0.780
0.905
0.787
0.858
0.926
1.053
0.532
0.992
0.799
Girls
143
2.94
0.940
Std.
Error
Mean
0.087
0.075
0.089
0.072
0.104
0.088
0.060
0.083
0.089
0.079
9th Grade
Principal
Assistant Principal
Guidance Counselor
Dean of Students
Teachers
Academy
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys
N
9
46
9
46
9
46
9
45
9
Mean
2.78
2.17
2.67
2.11
2.78
3.17
3.56
2.60
3.33
Std.
Deviation
1.093
0.739
1.225
0.706
0.972
0.797
0.527
0.837
0.707
Girls
45
3.02
0.839
Std.
Error
Mean
0.364
0.109
0.408
0.104
0.324
0.118
0.176
0.125
0.236
0.125
Note: sample size from Boys Academy may not be sufficiently large enough to accurately
represent the entire Boys Academy and cause a true measure of difference between it and the
Girls Academy for the 9th grade.
81
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
10th Grade
Principal
Assistant Principal
Guidance Counselor
Dean of Students*
Teachers
Std.
Error
Mean
0.135
0.159
0.125
0.151
0.196
0.142
0.096
0.164
0.171
Academy
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys
N
27
38
26
37
25
38
26
38
26
Mean
3.52
2.11
3.38
2.14
2.96
3.21
3.81
2.29
3.04
Std.
Deviation
0.700
0.981
0.637
0.918
0.978
0.875
0.491
1.011
0.871
Girls
37
2.78
0.976
0.160
Std.
Error
Mean
0.140
0.174
0.155
0.166
0.163
0.195
0.111
0.184
0.156
11th Grade
Principal
Assistant Principal
Guidance Counselor
Dean of Students*
Teachers
Academy
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys
N
25
32
24
32
25
31
25
32
25
Mean
3.08
1.94
3.17
1.88
2.60
2.39
3.68
2.13
3.12
Std.
Deviation
0.702
0.982
0.761
0.942
0.816
1.086
0.557
1.040
0.781
Girls
32
2.91
0.928
0.164
Std.
Error
Mean
0.123
0.165
0.134
0.137
0.092
0.209
0.128
0.204
0.152
0.198
12th Grade
Principal*
Assistant Principal
Guidance Counselor*
Dean of Students*
Teachers
Academy
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys
N
20
28
20
29
20
29
20
29
20
Mean
3.75
1.61
3.60
1.45
3.80
2.14
3.70
2.28
3.60
Std.
Deviation
0.550
0.875
0.598
0.736
0.410
1.125
0.571
1.099
0.681
Girls
29
3.07
1.067
*Indicates significant differences between Boys and Girls Academies, p ≤ 0.05
82
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Teacher Survey
Forty six (46) Faculty completed the Teacher Survey. Results are:
Academy Teachers
Boys
Girls
Total
Number
26
20
%
56.5
43.5
Valid
%
56.5
43.5
46
100.0
100.0
Girls
43.5
Boys
56.5
0.0
10.0
20.0
30.0
40.0
50.0
1. Which grades to you teach (by Academy)?
Boys 9th
Boys 10th
Boys 11th
Boys 12th
Total
N
%
19
41.3%
19
41.3%
18
39.1%
17
37.0%
Girls Teachers
Boys
Academy Teachers
N
%
17
65.4%
18
69.2%
16
61.5%
15
57.7%
10.0%
Boys Teachers
5.0%
65.4%
Girls 9th
Girls 10th
Girls 11th
Girls 12th
Girls Teachers
N
9
8
8
10
10.0%
69.2%
Boys 9th
Boys 10th
Boys
Academy Teachers
N
%
0
0.0%
0
0.0%
0
0.0%
1
3.8%
Total
%
19.6%
17.4%
17.4%
21.7%
Girls
Academy Teachers
N
%
2
10.0%
1
5.0%
2
10.0%
2
10.0%
45.0%
61.5%
Boys 11th
Boys 12th
40.0%
3.8%
Girls 9th
Girls 10th
Girls 11th
83
57.7%
Girls
Academy Teachers
N
%
9
45.0%
8
40.0%
8
40.0%
9
45.0%
40.0%
Boys Teachers
10.0%
Girls 12th
45.0%
60.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Teach 9th
Neither
Boys Academy
Girls Academy
Both Academies
Total
Number
17
17
7
2
43
Missing
%
37.0
37.0
15.2
4.3
93.5
3
Valid %
39.5
39.5
16.3
4.7
100.0
6.5
Both Academies
4.7
16.3
Girls Academy
Boys Academy
39.5
Neither
39.5
0.0
10.0 20.0 30.0 40.0 50.0
Teach 10th
Neither
Boys Academy
Girls Academy
Both Academies
Total
Number
17
18
7
1
43
Missing
%
37.0
39.1
15.2
2.2
93.5
3
Valid %
39.5
41.9
16.3
2.3
100.0
Both Academies
4.7
Girls Academy
11.6
Boys Academy
37.2
Neither
6.5
46.5
0.0
10.0 20.0 30.0 40.0 50.0
Teach 11th
Neither
Boys Academy
Girls Academy
Both Academies
Total
Number
20
16
5
2
43
Missing
%
43.5
34.8
10.9
4.3
93.5
3
Valid %
46.5
37.2
11.6
4.7
100.0
6.5
Both Academies
4.7
Girls Academy
11.6
Boys Academy
37.2
Neither
46.5
0.0 10.0 20.0 30.0 40.0 50.0
Teach 12th
Neither
Boys Academy
Girls Academy
Both Academies
Total
Missing
Number
19
14
7
3
43
3
%
41.3
30.4
15.2
6.5
93.5
Valid %
44.2
32.6
16.3
7.0
100.0
Both Academies
Girls Academy
Boys Academy
Neither
6.5
7.0
16.3
32.6
44.2
0.0 10.0 20.0 30.0 40.0 50.0
84
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
2. Gender
Total
Male
Female
Total
Girls
Boys
Girls
Number
17
29
%
37.0
63.0
Valid %
37.0
63.0
Number
15
11
%
57.7
42.3
Valid %
57.7
42.3
Number
2
18
%
10.0
90.0
Valid %
10.0
90.0
46
100.0
100.0
26
100.0
100.0
20
100.0
100.0
10.0
90.0
Boys
57.7
0.0
20.0
42.3
40.0
60.0
Male
80.0
100.0
120.0
Female
3. At Capitol, I have experienced teaching in:
Total
Coeducational and single sex setting
Single sex setting only
Total
Number
21
25
%
45.7
54.3
Valid
%
45.7
54.3
46
100.0
100.0
Boys
Number
12
14
26
Girls
45.0
55.0
Boys
46.2
53.8
0.0
20.0
40.0
60.0
Coeducational and single sex setting
85
Girls
%
46.2
53.8
Valid
%
46.2
53.8
Number
9
11
%
45.0
55.0
Valid
%
45.0
55.0
100.0
100.0
20
100.0
100.0
80.0
100.0
Single sex setting only
120.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
5. If response to question 3 is coeducational and single sex setting, would you
say the culture of the school is changing?
Total
No
Yes
Total
Boys*
Number
3
17
%
6.5
37.0
Valid %
15.0
85.0
20
43.5
100.0
26
56.5
Missing
Number
2
10
12
Girls*
%
Valid %
16.7
83.3
100.0
Number
16.7
83.3
100.0
%
Valid %
1
7
8
11.1
77.8
88.9
1
11.1
12.5
87.5
100.0
* Response to 3 is Coeducational and Single sex setting
Girls
12.5
Boys
87.5
16.7
0.0
83.3
20.0
40.0
60.0
No
80.0
100.0
120.0
Yes
8. Do you enjoy teaching in the single sex setting?
Total
No
Yes
Total
Girls
Boys
Girls
Number
4
42
%
8.7
91.3
Valid %
8.7
91.3
Number
3
23
%
11.5
88.5
Valid %
11.5
88.5
Number
1
19
%
5.0
95.0
Valid %
5.0
95.0
46
100.0
100.0
26
100.0
100.0
20
100.0
100.0
5.0
Boys
95.0
11.5
0.0
88.5
20.0
40.0
60.0
No
86
Yes
80.0
100.0
120.0
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Comments (unedited)
Girls Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
1.
I love it. The girls stay focused
and comfortable around each
other.
Yes
I’m used to it as that’s all I’ve
been exposed to.
2.
My students have fewer
distractions, giving more
attention to their lesson.
Yes
I relate with the girls better. I
also like the small class sizes
which helps student/teacher
interaction.
3.
Great educational idea.
Students are more focused and
more willing to participate in
class discussion, activities, etc.
Teachers have the ability to
address individual students
needs more.
Teachers are able to address
individual students needs more
effectively.
More student oriented.
I wouldn’t change
anything, but just make
Capitol a more appealing
school. Have more events
and gatherings. Activities
where the students would
be more engaged and
willing to participate.
I would have block
schedules for core
courses and more
science related/math
electives classes like
forensics, biochemistry,
etc.
First hour would be study
hall and GEE review.
Yes
Easier to discipline/manage
students not inhibited. Students
more supportive of one another.
To stop the collision
course that is RSO or
charter.
Keep the school as it is.
Yes
Smaller class size. Differentiated
instructions.
Yes
More efficient to determine
group patterns.
Keep the school as it is,
and implementing the
plan that started to work.
Yes
More efficient to find group
patterns.
4.
5.
6.
Boys and girls appear to
receive information in a
different manner.
Teaching seems to be
geared towards learning
styles.
Differences of processing
information, strongly related
to age issues.
Q5A – Give an example to
support your view.
Less completion between the
sexes.
Yes. There is less competition
among the sexes.
It is going to diminish the
competitivity.
87
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
Q5A – Give an example to
support your view.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
7.
8.
When teaching a girls class,
if a boy comes to the door,
you’ve lost the girls. The
reverse is also true.
However, the single sex
classes can be more
focused.
9.
10.
There is more chaos in a
coeducational setting.
Students in the single sex
setting are more focused.
Separating them is not
enough. Both sides need
education on women’s rights
and empowerment, changes in
stereotypical gender roles, and
the responsibilities marriage
and/or children.
I am not experienced enough to
judge this impact. Because I
have read successful research
on the topic, I would be willing to
continue observing a
segregated Capitol, but I have
insufficient data at this point.
Single sex setting seems to
create a less distracted
environment. Students appear
more engage during instruction
and teachers are able to select
literature that is more gender
specific.
Students take school more
serious.
88
Q7 – If you could
change something
about the school, what
would you change?
Resonstitute the genders
into one cohesive groups.
Train teachers to use
differentiated instructional
strategies.
I would have the separate
schools on separate
campuses. Failing that, I
would instead have one
administration and one
faculty. I would have a
shorted school day. I
would not allow students
who fail a class (such as
English I) to take the next
class (in this case,
English II) until after the
first class has been
successfully made up. I
would remodel the
facilities – the campus is
beautiful but hallways and
lockers would be more
practical.
I would definitely change
having two leaders
(principals).
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
No
If the schools were truly
separate, it would be fine, but
there are problems trying to
work with teachers on the other
side (such as during
collaborative meetings). The
political situation is
uncomfortable.)
Yes
I like being able to project a
dominate personality that is
gender specific. It helps when
teachers can be ‘doting’ and not
perceived biased. Also the
reduced distraction promote
greater achievement.
Fewer discipline problems, fewer
attitudes from students; better
work ethic.
Yes
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
Q5A – Give an example to
support your view.
11.
12.
The girls seem to be more
open to responding when
there are no boys in the
class.
The girls are more relaxed and
more expressive than they
were at the beginning of the
experience.
13.
14.
15.
Students are more focused
on learning and not
concerned about their looks
or showing off for the
opposite sex.
Better discipline in and out of
class, better grades and test
scores.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
I think it gives male and female
students greater opportunities to
express themselves as well as
ways to demonstrate
achievement.
More structure for
incoming freshmen.
Consequences for
disobeying school rules
and instruction in Social
etiquette with peers and
adults.
I would change the dual
leadership to one
principal with an assistant
for each sex. Require all
students to follow core
rules (more consistency).
Yes
Yes, better students see the
advantages.
Yes
There is less conflict and show
boating (trying to impress
opposite sex).
Yes
The students are easier to
control and motivate and engage
in their work.
A lot more discipline class – a bit
more focused on work.
It allows you more time on task
since there is less socializing
between the boys and girls.
I feel it is extremely good. I think
that the behaviors are easier to
control.
It helps student to focus on
learning instead of focus on
social.
Girls appear to be more
independent and free to
express themselves.
Yes
The overall climate of the
school.
16.
17.
The attendance rates, too
many students are absent
too many days.
It is nice in some ways, but
there has been little real
adjustment (in terms of formal
adjustment for gender).
89
The first thing I would
change is the time. The
work day is too long.
The disorganization and
lack of communication
between schools. The
reconstitution plan was
also awful – both in
design and somewhat
inconsistently enforced.
Yes
Plan entire school year and
strategies and mandates before
school year. Better and more
consistent communication.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Girls Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
18.
This is all in experience. I really
don’t have anything to compare.
Yes
19.
Students are better able to focus
on their lessons.
I would have both schools
follow the same standard
policies and guidelines.
I would try to take away
the inconsistencies and
keep things one way!
There would be more
activities planned for the
motivation of girls
specifically.
The girls and boys are not
distracted and more open to
teacher or better focus.
It is easier to gear discussions in
one direction.
Yes
I have been able to take time to
actually get to know my students
more personally, and our
relationships have helped the
classroom setting to be more
positive.
Greater collaboration b/w
2 schools or total physical
separation. Different
events are
distracting/confusing (ex.
Announcement, noise,
students out of class).
Longer lunch shifts (45
min). Re-structure/plan
mentoring at 1st hour.
Student/school retreat in
the fall. Greater student
empowerment and
ownership and
accountability. More
effective parent
/community involvement.
Yes
Yes! The environment is great. I
can relate very well to the
students. The girls are focused
and achieve!
20.
21.
Teaching was obviously
different in the two settings.
In the coed setting, materials
had to be geared to satisfy
both sexes. However, in the
gender setting, teaching can
be geared to the interests of
that particular gender,
making teaching more
relevant.
I would prefer to teach in a
single sex setting. I can
differentiate the lessons to
interests of teenage girls. I
am able to relate in a
different capacity to the
students as a female mentor.
The environment is easier to
manage.
Q5A – Give an example to
support your view.
The young leaders are
carrying themselves in a more
respectful way. They are also
becoming more vocal and
independent in the classroom.
Teaching and learning is more
intimate, meaning teachers and
students have closer
relationships and better
interactions. The smaller class
setting allows more individual
instruction.
I teach using cultural customs
of teenage girls. We are able
to relate the curriculum to
students experiences as
females. Students are relaxed
and confident and respond
well to me as the authority.
They see something/someone
they could become (a woman).
Students are more focused in
the classroom. They are not
concerned with impressing
young men, or acting to fit a
stereotype. The girls assume
leadership roles and are more
open to share, try and fail.
90
Yes
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
1.
2.
Q5A – Give an example to
support your view.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
When the classroom is a
single sex setting then there
are no distractions from the
opposite sex.
I think the single-sex setting has
a profound impact on teaching. I
am able to engage the boys in
conversation that I would not be
able to have if girls were
present.
Major impact is self confidence.
They boys exhibit a deep sense
of self. Eliminates some
discipline problems. It allows
one to teach according to how
boys learn.
I would change the
frequency of the
collaboration meeting and
I would also change
clocking in on the
computers.
Attendance,
accountability of the
students, how teachers
are threats by the
administration (the lack
on input with decisions
that affect all of us).
Yes
I like teaching just boys because
it allows me to focus on the
learning style of young men.
Unsure
I think the single sex setting is
an excellent idea. The boys
seem to be on task more, plus,
there is less incidents that
happen at the school (ex.
Fights, smoking, etc.)
Teaching single sex students is
very different. Single sex
student learn through the use of
different learning styles and
strategies.
Boys and girls learning.
Did not teach in the single sex
setting.
So much
I would change the extra
hour. I feel that it could
have been a positive
thing, but because of poor
planning, it was a waste
of time.
Implement hands-on
activities to accommodate
all students. Mandatory
organizational grouping in
all classes.
Teacher.
The dual administration
system.
Yes
I think that the single sex setting
is a good idea because the
students are more focus, which
leads to academic success…
check the scores from the last
few years.
Because the distractions of
another sex is limited.
I have learned for years that
we have been teaching
according to how girls learn.
Boys are more tactile
learners. They retain more
when doing and
understanding relevance.
Girls are more auditory and
visual. Also when boys are in
the presence of females they
are less likely to participate
and express themselves!
3.
4.
5.
6.
7.
Competition between the
genders would create a more
productive educational
setting.
No
I can see no changes in the
students cultural values.
91
Yes
No
I believe boys and girls should
be allowed to learn working and
helping each other.
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
Q5A – Give an example to
support your view.
8.
9.
10.
11.
12.
Students participate more in
the single sex setting.
It seems that the boys are less
concerned with their behavior
and professional image.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
I encourage the type of teaching
and learning. I believe that
students of this age should
focus more on academics and
less distraction would be focus
on gender during this learning
process-period.
I feel that students may attempt
new activities that they may not
try in a coeducational setting.
Discipline would be
enforce more strictly by
administration and staff
and parents made mare
accountable. More parent
involvement.
Yes
I admire how this administration
handle the respect for their staff.
I would like to see
students take more pride
in the school and
themselves.
The 8 period day. The
children do not come to
school as it is, and the
extra hour does not help
them.
I would go back to boys
and girls
No
I feel that many girls could
benefit from this class.
Yes
There are no opposite sex
distractions in the classroom and
I can focus on boys learning
styles.
Yes
Simply because I like the
excitement of young minds.
The culture (attendance,
discipline, accountability,
etc.)
Yes
It gave me the opportunity to
better relate to all my students,
and to give them real advice and
guidance which they can utilize
in their lives.
I think that single sex setting is
good for the learning process. It
also makes teaching easier, as
there are no opposite sex
distractions.
It’s less of a distraction genderwise but still opens up to
conversations about the lack of
co-educational pro’s and con’s.
and also the lack of applying
themselves educationally. Also
it’s the distraction of trying to get
to mingle with the girls, i.e.
cutting class, lying on teachers,
falsifying notes to accommodate
the time spent with the girls.
I feel that the impact has been
positive, because genders do
learn differently and it also
decreases the need for
posturing, which decreases
some discipline problems.
92
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
Q5A – Give an example to
support your view.
13.
14.
15.
16.
The single sex setting helps
since there’s no flirting or
academic pressure between
the sexes.
I think that single sex
instruction is the best setting
to teach core courses
because there are no
distractions among the
sexes. I personally have read
and agree w/research that
support this type of
instruction.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
Improves behavior because
there is no need to show off.
Class seems less volatile.
The consistency and clear
definition of who does
what. We never stick to
one thing to see if it works
and responsibilities are
not clearly defined for
support staff. Who is
running the school, EBR
or the principal. I couldn’t
tell you.
The attendance is still
very poor.
Yes
You can give assignment and
examples that are more specific
to one gender that the other
might not really grasp so well
and b/c it was easier to control
behavior.
Yes
It’s a more relaxed, efficient
setting conducive to learning.
It’s been single sex for the
past three years so it’s
continued on in the same
manner.
The boys test scores have
some improvement and they
are willing to participate more
in classroom discussions.
It’s helped.
I love the single sex setting and
prefer to work with males.
I would change the
leadership. We need only
one principal.
Yes
Stated above.
Guy and girl don’t know how to
conduct themselves around
each other.
I thing both genders are missing
out.
Get rid of all present
administration, because
bother sides are the worst
I have ever seen except
both deans, because they
actually care what
happens here.
No
Because both genders need to
learn how to behave around
each other.
93
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy Teachers Responses
17.
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
No difference; the
coeducational class I teach is
12th grade, and what I have
noticed is that the girls sit
together and the boys sit
together. The students in that
class comingle on an as
needed basis.
Q5A – Give an example to
support your view.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
Students are more successful,
and test scores are improving.
Students are more focused.
Having the two schools
on separate campuses.
Yes
Students more focused.
Great! It is a better atmosphere.
There isn’t any pressure on
anybody to impress.
The overall thinking about
this school. We have
some great
administrators, teachers
and students here.
Increase student
activities. Bring the BAND
BACK. Increase student
incentives – equals
increased student
achievement.
Yes
I could talk to the students in a
more personal way. I didn’t have
to watch what I say to them.
Yes
Discipline. Caring relationship.
Respect. Maturation. Students
became focused. Diligence.
More teachers that want
to support the overall goal
of the school and that
support the students and
principal 100%.
Yes
It’s a fun learning environment.
18.
19.
20.
I enjoyed the single sex
classroom – disruptions
decreased. Motivation
increased. Discipline
improved. The guys felt
comfortable; they gained an
additional mom figure.
I believe the students
participate more and are
more comfortable in the
single sex classes. It
removes their fears and
allows them to be better
students.
Discipline in the classroom is
much better. The students are
focused. Single sex made a
significant difference.
It definitely improved student
learning. Distractions in the
classroom improved. It is
definitely a positive factor at
CPCA Boys.
Male to male relationships
have improved which reduce
violence. More males are
wanting to learn.
It makes a better learning
environment.
94
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
Q5A – Give an example to
support your view.
21.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
Males students ask questions
more in a single sex setting. I
think some students feel more
comfortable in a setting with
only their sex.
The daily collaborative
meetings. I feel they are a
waste of time. We spend
a whole week planning
and presenting lesson
plans. I think this time
could be spent doing
things that are more
beneficial to the students.
Administration – did not
need 2 principals; too
much unnecessary
conflicts, tension; no
respect given to the
teachers.
I would change the fact
that the school has two
different principals. There
is conflict of interest when
you have more than one
in command.
Having 2 sets of
administration on the
campus. It presents a
level of competition that is
not handled well at all!
Also even though the 2
schools rest on 1 campus,
there is not a cohesive,
collaborative effort at
exposing the students to
new experiences! One
school will hoard all
opportunities.
Yes
Yes, because they act differently
when separated.
Yes
For the reasons above.
Yes
I absolutely love it. The boys
don’t feel the need to ‘show out’
to impress the girls. They are far
more involved and interested in
coursework than the males I
have observed in other
coeducational settings.
22.
23.
24.
I feel it’s better when
students are placed in single
sex settings due to less
distractions in the
classrooms.
The culture of the school has
changed by less fights and
arguments in the classroom.
My impression of the impact of
the single sex setting is that it
should be done in all middle and
high schools.
I feel that students in single sex
classrooms are less distracted,
more focused and more
motivated to succeed b/c there
are fewer distractions presented
by the opposite sex (although
the students may verbally
denounce single sex classes,
their actions are definitely in
support of them)!
95
SUBR College of Education
Capitol Pre-College Academies
Data Analysis for the 2007-08 Gates/Marshall Annual Report
Boys Academy Teachers Responses
Q4 –If your answer to Q3
was coeducational and
single sex setting, indicate
your perceptions of the
difference in teaching in
each setting.
Q5A – Give an example to
support your view.
25.
26.
From my experience, boys
and girls approach learning
differently. It is much easier
to motivate girls, but boys will
become equally excited
about learning if the material
is geared more toward their
personal interest.
I have been at Capitol all three
years of the gender split, and
have noticed beyond a change
in test scores, also a change
in student attitude, discipline
problems, etc.
Q6 – What is your impression
of the impact of the single sex
setting on teaching and
learning?
Q7 – If you could
change something
about the school, what
would you change?
Q8 – Do you
enjoy
working in
single sex
setting?
Q8A – Share your reasons.
With teaching only the males, it
gives them the opportunity to
learn and develop in their own
style without feeling inadequate
or insufficient.
As an English teacher, it allows
me to select works that will
appeal more to boys or girls.
Single sex English classrooms
allow a teacher to take a subject
most student dislike and
struggle with and make it much
more interesting and fun for the
learner.
I would change some
things about the
leadership.
Yes
I have had the opportunity to
gain a greater understanding
about the black male and their
learning style.
I believe the two
administrations and 2
school concept has
caused strife in the
school. I would have one
single administration, one
school, gender specific
core classes, and mixed
gender electives (allowing
for bigger elective classes
and more elective
subjects offered.)
Yes
I believe as stated earlier, that
more enriched learning takes
place, and also I find more
students are not afraid to
participate more and achieve
without the distractions of the
other sex.
96