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Thursday, April 30, 2015

Highlands Named Most Challenging High School in Kentucky

Highlands was named "The Most Challenging High School in Kentucky." To see this list larger, click on the image or scroll to the link at the end of the article. 

A week after being touted as having the best middle school in the state, Highlands was named by the Washington Post as the most challenging high school in Kentucky, edging out duPont Manual in Louisville, Beechwood, South Oldham and Villa Madonna Academy in Villa Hills.

Campbell County High School, Ryle and Conner were ranked 13, 15 and 16, respectively.

Fort Thomas Independent Schools Superintendent, Gene Kirchner, said, "We are extremely excited that Highlands has once again been recognized by the Washington Post as Kentucky's most challenging high school. This distinction serves as affirmation for one of our core beliefs within the Fort Thomas Independent Schools. That is, success begins with having high expectations for all students. It becomes reality by fostering the belief in students that they can truly achieve those expectations. This is just as much a tribute to our elementary and middle school programs as it is to Highlands. The preparation that it takes to achieve at this level begins very early for all children in Fort Thomas."
Highlands Principal Brian Robinson agrees with Kirchner's sentiments. "Encouraging a large number of students to take challenging courses and then providing the resources for them to be successful is a very important part of our strategy to ensure students are prepared for post-secondary success," he said. "We are truly blessed to have a community that supports education, students who come to school ready to learn, and teachers and faculty who are experts in their field dedicated to individual student success."  

Here is how this list was chosen, by Washington Post contributor, Jay Matthews.

1. How does the America’s Most Challenging High Schools list work?

We take the total number of Advanced Placement, International Baccalaureate and Advanced International Certificate of Education tests given at a school each year and divide by the number of seniors who graduated in May or June. I call this formula the Challenge Index. With a few exceptions, public schools that achieved a ratio of at least 1.00, meaning they had as many tests in 2014 as they had graduates, were put on the national list. We rank the schools in order of ratio, with the highest (20.44) this year achieved by BASIS Oro Valley, in Oro Valley, Ariz., which takes over as the top-ranked school after the American Indian Public Charter in Oakland, Calif., held the position for two years.

I think 1.00 is a modest standard. A school can reach that level if only half of its students take one AP, IB or AICE test in their junior year and one in their senior year. But this year, just 11 percent of the approximately 22,000 U.S. public high schools managed to reach that standard and earn placement on our list. On our list, the top 220 schools are in the top 1 percent nationally, the top 440 in the top 2 percent, and so on.

2. Why do you count only the number of tests given, and not how well the students do on the tests?

Some schools brag about their high passing rates on AP or IB, meaning the percentage of test-takers who scored 3, 4 or 5 on the 5-point AP exam or 4, 5, 6 or 7 on the 7-point IB exam. Passing scores make students eligible for credit at many colleges and universities.

I decided not to count passing rates in this way because I found that many high schools kept those rates artificially high by allowing only top students to take the courses. AP, IB and AICE are important because they give average students a chance to experience the trauma of heavy college reading lists and long, analytical college examinations. Research has found that even low-performing students who got a 2 on an AP test did significantly better in college than similar students who did not take AP.

On the list, we also give readers a sense of how well each school’s students are doing on the tests by posting the Equity and Excellence rate, which is the percentage of all graduating seniors, including those who never took an AP course, who had at least one score of 3 or above on at least one AP test sometime in high school. The nonprofit College Board, which oversees the AP program, invented this metric. It found that the average Equity and Excellence rate in 2014 was 21.6 percent.

3. Why don’t I see famous public high schools such as Stuyvesant in New York City or Thomas Jefferson in Fairfax County on the list?

We do not include any magnet or charter high school that draws such a high concentration of top students that its average SAT or ACT score exceeds the highest average for any normal-enrollment school in the country. This year, that meant such schools had to have an average SAT score below 2000 or an average ACT score below 29 to be included on the main list.
The Challenge Index is designed to identify schools that have done the best job in persuading average students to take college-level courses and tests.

See the whole list here. 

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