Demystifying Accreditation “Simply put, an accredited - MSA-CESS

Demystifying Accreditation
comprehensive assessment of any school’s current
performance and provides a framework to move
forward that is easy to manage, attainable, and
sustainable over time.
Message from the President
Henry G. Cram Ed.D
As president of the Commissions on Elementary
Any school can use the process to identify those things
and Secondary Schools, I am often asked, “What is they are doing well, those that need to be changed
accreditation?” Unfortunately, my answer is more in order to improve student performance and those
often a cure for insomnia, rather than a concise things that may need to be abandoned if real progress
explanation of what accreditation can accomplish and is going to be made. A high performing school can tap
into the accreditation process to maintain and improve
how passionately I believe in the process.
upon current performance by better understanding the
I am not alone. Although well intentioned, even antecedents to its success and designing ways in which
the most passionate believers in accreditation often those practices can be more consistently employed.
unnecessarily complicate this time-tested method of Schools that are in need of improvement can use the
school accountability and improvement, obscuring accreditation process as a blueprint to foster change.
its purpose and failing to celebrate its effectiveness. And in those few instances where a failing school is
In short we have not done a good job of effectively resistant to change, the school community can use the
communicating the potential impact accreditation can process to illuminate and eliminate those conditions
have on a school system, its students and, to a greater that have made improvement impossible.
extent, our educational system.
If you believe that every child deserves access to a quality
In those schools where accreditation works there is a education—the key to a quality life—then it follows
clear understanding of the school’s purpose. Members that every school needs to continuously improve. The
of the school community are able to articulate in clear accreditation process is based on world-class standards
and concise ways what they hope students will learn and the understanding that school improvement
and be able to accomplish, how they will behave, and can only be achieved with the commitment of those
the basic values they will exemplify. These schools ultimately responsible for student performance–the
celebrate success in achieving their purpose, confront local school community.
their failure when that purpose is not realized, and
continuously plan to improve upon their previous best. Accreditation is a process that ensures that every
Simply put, an accredited school is deliberately making school will frequently monitor its performance and
continuously plan to improve upon that performance.
a difference in the lives of the children it serves.
The next time someone asks
The process of accreditation
me what accreditation is I
makes good schools better and
might simply say, “It’s what
great schools even greater.
every school should be doing
Equally important, it places
to help ensure that every child
poorly performing schools on
gets the quality education they
the path towards continuous
deserve.“;
improvement.
It provides a
“Simply put, an accredited
school is deliberately making
a difference in the lives of the
children it serves.”
1
Music Credential Awarded to
St. Francis Preparatory School
Saint Francis Prep proudly recognizes
the diversity of its student body and
its students’ tremendous talents and
musical accomplishments. The school
provides programs, instruction, and
performance opportunities for students
with beginning and intermediate
levels of skills, abilities and knowledge.
In an educational atmosphere that
emphasizes high academic expectations
and accomplishments, the school sees
its music and arts curricula as vital and
necessary components of the school’s
instructional programs, activities, and
requirements.
St. Francis offers 22 different music
related courses that include 10 vocal and instrumental
NY, was awarded the Middle States Association’s performing ensembles, 12 sections of introduction
Music Credential at the Spring 2011 meetings of the to music, music theory, music history, orchestration,
Commissions on Elementary and Secondary Schools. Advanced Placement® music, music lessons for more
Although other schools have pursued this award, Saint than 180 students and beginning brass, woodwinds,
Francis Prep is the first school to demonstrate that it strings, and percussion classes. In addition, students
meets fully the credential’s demanding requirements. at St. Francis Preparatory School have the opportunity
to complete either the New York State Three-Credit
The Music Credential recognizes Saint Francis Prep’s
Regents Sequence or Five-Credit Regents sequence
commitment to facilitate and develop its students’
in Music and earn approved college credits from St.
acquisition of a deep appreciation for and an
John’s University.
understanding of music as an expressive and creative
art form as well as an essential component of the social The successes of the performing groups are many,
and cultural fiber of our society.
and their reputation for excellence is second to none.
Students of St. Francis Prep have performed throughout
Under the leadership of Brother Leonard Conway,
New York, on television, for several Popes, and for
O.S.F. and the inspired dedication of its longtime music
other dignitaries in Europe. In addition, the school’s
department chairperson, Dr. Robert Corbino, the
alumni recently started an alumni orchestra to allow
music program at Saint Francis Prep has flourished.
graduates the opportunity to continue their musical
The current music faculty consists of five full-time and
connection to the school.
(continued on page 7)
two part-time music teachers who often team teach
various courses for the 1,100 students
involved in the school’s music programs.
Through the dedicated service of these
talented and very highly qualified
teachers, the St. Francis Prep Music
Department offers music students wide
ranging opportunities to broaden their
cultural background and to prepare for
the study of music at the college level.
Saint Francis Preparatory School in Fresh Meadows,
2
Best Practices and Community Involvement
Equal Success at Pocomoke Public Schools
By Barbara Witherow, Coordinator of Public Relations and Special Programs
Pocomoke City in Maryland is advertised as “The
their involvement is
paramount to our
success.”
Friendliest Town on the Eastern Shore.” Nestled by the
banks of the Pocomoke River, this rural town of 5,000
residents takes great pride in its community schoolsPocomoke Elementary, Middle, and High – serving
approximately 1,250 children.
When compared to
other schools in the
region, Pocomoke
schools have the
highest community
involvement.
Between
the
three schools, for
example, there were
430
community
volunteers
in
2010. In addition,
60
community
members participated in the PSPC and/or AFG in the
same year.
Despite facing tough odds, such as having 60 percent
of Pocomoke’s children coming from households
of poverty, students are realizing high levels of
academic success. With a relentless thirst for school
improvement, coupled with community support and
involvement, Pocomoke schools are receiving state
and national acclaim.
All three Pocomoke schools are accredited by the
Middle States Association of Colleges and Schools.
Each school has an effective and systematic process for
improvement through Accreditation for Growth (AFG).
AFG guides schools to develop a mission, to measure
progress on established goals and standards associated
with the mission, and to regularly participate in needs
assessments to make adjustments as necessary.
Each school surveys parents on an annual basis to
gauge stakeholder satisfaction with efforts to involve
parents in the education of their children, as well as
to measure the quality of instructional programs and
services. Survey results have shown that Pocomoke
area schools earn the highest degree in excellence in
the area of parental involvement.
To ensure that improvement is successful and that
students have a seamless transition between schools,
the schools formed the Pocomoke Strategic Planning
Council (PSPC)- a learning community of stakeholders. Community involvement has resulted in success at
Stakeholders include government officials, business each of the Pocomoke schools. Pocomoke Elementary
owners, community organization representatives,
School (PES), for example,
parents,
students,
school
was named a 2010 National
administrators, teachers, AFG “Pocomoke Schools are receiving state and Panasonic
School
Change
national acclaim”
coordinators, and school system
Winner for
implementing
staff.
ongoing change that moved the
school from underperforming
to exemplary. Out of 7,000
applications nationally, only six
schools received this coveted
recognition.
“The advisory council helps
all three schools map-out
pathways
to
continued
growth and improvement,”
said Caroline Bloxom, PSPC
Chair and Pocomoke Middle
School Principal. “In an everchanging world, sustained
excellence requires an ongoing
commitment to continuous
improvement. This commitment
is shared by all stakeholders and
PES serves about 400 students
in Pre-Kindergarten through
grade 3. The school’s motto
is “Every Child Achieving –
Every Adult Contributing.” On
the 2010 Maryland School
(continued on page 7)
3
CESS Survey Reflects Increased Commitment to
Accreditation in Challenging Times
The results are in from the first
member survey since the Commission
on Elementary Schools and the
Commission on Secondary Schools
combined as CESS. We’re gratified
that 866 member institutions, 27
percent of the total membership,
participated in the online survey
conducted during a two-week period
in March 2011.
Statement
Accreditation
improves/
maintains our
institutions
performance.
Accreditation
assists with
aligning curriculum,
instruction,
assessment.
Accreditation
improves
governance and
leadership.
Accreditation is a
catalyst
for change and
strategic planning.
A hybrid of earlier member surveys
(CSS Fall 2008 and CES Spring 2009),
the CESS survey included questions
related to each Commission’s strategic
planning goals and future planning.
In addition to gaining general
information about the membership
and their satisfaction with Middle
States programs and services,
the survey included open-ended
questions that enabled respondents
to provide specific recommendations
that the Commissions will take into consideration when
determining the future direction of the Commissions.
Agree/Strongly Agree
2008/09
Agree/Strongly Agree
2011
86%
90%
80%
85%
75%
84%
83%
91%
stakeholders play in the accreditation process. The
survey results demonstrated that the top three key
“influencers” in an institution’s decision to seek or
maintain accreditation are:
• School administration (64%)
• District administration (57%)
• Governing board (41%).
School Performance
Among the respondents, 56% described themselves
as high performing; 43% categorized themselves
as working toward improvement and a very small
percentage - just 1% - reported themselves as being in
need of improvement.
Less involved in the decision-making process are
faculty members, parents and the general public. As
a result, one of CESS’s future goals is to have more
teachers, parents and community members involved
as stakeholders.
Notably, there was an increase in the percentage of
members who responded favorably to statements
regarding the value of Middle States accreditation
when compared with responses to similar statements
in the previous CSS and CES surveys.
Striving for Excellence
Middle States Commissions on Elementary and
Secondary Schools strive to build and support their
reputation for excellence through programs and
services provided by a stellar staff.
Eighty-six percent of the respondents agreed or strongly
agreed that the accreditation process was making their
school better and 89% found the accreditation process
aligned with other accountability activities in which
their school was involved, an increase of 7% over
previous survey results.
According to survey results, 96% of members institutions
agreed or strongly agreed with the statement that the
“staff is qualified, competent, dedicated and committed
to the accreditation process.” This is a 6% increase
Support for Accreditation
CESS recognizes and values the role that key
(continued on page 7)
4
Spring 2011 Accreditation Actions
At their Spring 2011 meetings, the Middle
States Commissions on Elementary and
Secondary Schools took the following
actions:
Actions Taken by the
Commission on Elementary
Schools
Accreditation - Seven Years
All Saints Catholic Academy, Bayonne, NJ*
All Saints Regional Catholic School, Glen
Cove, NY
Assumption Regional Catholic School,
Galloway, NJ
Bishop Leonard-Saint Mary of the Mount
Academy, Pittsburgh, PA
Bishop McHugh Regional Catholic School,
Cape May Courthouse, NJ
Blessed Sacrament School, Washington,
DC
Butler Catholic School, Butler, PA
Hollidaysburg Catholic School,
Hollidaysburg, PA
Holy Infancy School, Bethlehem, PA
Holy Name School, Ebensburg, PA
Immaculate Conception School, East
Aurora, NY
John Paul II Regional School, Stratford, NJ
La Salle Academy, Philadelphia, PA
La Salle Academy and Early Childhood
Center, Shillington PA
Lock Haven Catholic Consolidated School,
Lock Haven, PA
O Castro International School of Vigo,
Vigo, Spain*
Our Lady of the Assumption Preschool,
Strafford, PA*
Our Lady of Grace School, Fairview, NJ
Our Lady of Hope Regional School,
Blackwood, NJ
Our Lady of Lourdes School, Bethesda,
MD
Our Lady of the Most Blessed Sacrament
School, Natrona Heights, PA
Our Lady of Victory School, State College,
PA
Our Lady of Victory School, Washington,
DC
Our Mother of Sorrows School,
Johnstown, PA
Queen of Heaven School, West Seneca, NY
Resurrection Catholic School, Cherry Hill,
NJ
Sacred Heart School, Bath, PA
Saint Adalbert School, Staten Island, NY
Saint Alphonsus School, Wexford, PA
Saint Andrew School, Johnstown, PA
Saint Angela Merici School, White Oak, PA
Saint Ann School, Lawrenceville, NJ
Saint Ann School, Staten Island, NY
Saint Bartholomew School, Pittsburgh, PA
Saint Benedict the Moor School,
Pittsburgh, PA
Saint Bernadette School, Monroeville, PA
Saint Bonaventure School, Glenshaw, PA
Saint Edward the Confessor School,
Syosset ,NY
Saint Elizabeth Regional School, Whitehall,
PA
Saint Francis de Sales School, Philadelphia,
PA
Saint Gabriel of the Sorrowful Virgin
School, Pittsburgh, PA
Saint Gregory the Great Parish School,
Brooklyn, NY
Saint Gregory the Great School, Hamilton
Square, NJ
Saint James Elementary School, Red Bank,
NJ
Saint John the Baptist School, Pittsburgh,
PA
Saint John the Evangelist School, Altoona,
PA
Saint Joseph Center for Special Learning,
Pottsville, PA
Saint Mary School, Williamstown, NJ
Saint Maurice School, Pittsburgh, PA
Saint Michael the Archangel Regional
School, Clayton, NJ
Saint Pancras School, Glendale, NY
Saint Patrick Catholic School, St. Croix
USVI*
Saint Patrick School, Newry, PA
Saint Patrick’s School, Yorktown Heights,
NY
Saint Peter Catholic School, New Castle,
DE
Saint Peter School, Somerset, PA
Saint Philip School, Pittsburgh, PA
Saint Pius X Parish School, Loudonville, NY
Saint Sebastian School, Pittsburgh, PA
Saint Therese School, Munhall, PA
Saint Thomas Aquinas School, Croydon,
PA*
Saint Ursula School, Allison Park, PA
Saint Vincent de Paul Regional School,
Mays Landing ,NJ
School of Saint Elizabeth, Bernardsville, NJ
Torah Academy of Greater Philadelphia,
Wynnewood, PA
Accreditation - Six Years
Beltsville Adventist School, Beltsville, MD
5
Accreditation - Five Years
Princeton Montessori School, Princeton,
NJ
Wilmington Montessori School,
Wilmington, DE
Accreditation - Additional
Grade(s)
Community Academy PCS-Amos III,
Washington, DC
E. L. Haynes PCS, Washington, DC
Northampton Community College
Children’s Center, Bethlehem, PA
Probationary Accreditation
Removed-Remainder of Term
Granted
The Jefferson School, Georgetown, DE
Transfers from Other
Accreditors-Remainder of Term
Granted
McGlannan School, Miami, Fl
Actions Taken by the
Commission on Secondary
Schools
Accreditation - Ten Years
Buffalo Seminary, Buffalo, NY
Oldfields School, Glencoe, MD
Hill Top Preparatory School, Rosemont,
PA *
Accreditation - Seven Years
Aquinas Institute of Rochester,
Academia María Reina, San Juan PR
Bergen Catholic High School, Oradell, NJ
Bishop McDevitt High School, Harrisburg,
PA
Cassadaga Job Corps Academy, Cassadaga,
NY
Christian Brothers Academy, Syracuse, NY
Eleanor Roosevelt High School, Greenbelt,
MD
Floral Park Memorial High School, Floral
Park, NY
Hampton High School, Allison Park, PA
Immaculate Heart Central Junior/Senior
High School, Watertown, NY
Livingston High School, Livingston, NJ
Maya Angelou Academy, Laurel, MD
Mount Saint Mary Academy, Watchung,
New Jersey
Nazareth Academy High School,
Philadelphia, PA
New Hyde Park Memorial High School,
Spring 2011 Accreditation Actions (cont.)
New Hyde Park, New York
The Nora School, Silver Spring, MD
Northwestern High School, Hyattsville,
MD
Oakland Catholic High School, Pittsburgh,
PA
Saint Benedict’s Preparatory School,
Newark, NJ
Saint Dominic Academy, Jersey City, New
Jersey
Saint Elizabeth High School, Wilmington,
Delaware
Saint Gabriel’s Hall, Audubon, PA
Saint Francis Preparatory School, Fresh
Meadows, New York
Saint Saviour High School, Brooklyn, NY
Tamaqua Area High School, Tamaqua, PA
Tamaqua Area Middle School, Tamaqua,
PA
Villa Joseph Marie High School, Holland,
PA
Vincentian Academy, Pittsburgh, PA
Walter Biddle Saul High School of
Agricultural Sciences, Philadelphia, PA
Weatherly Area High School, Weatherly,
PA
Weehawken High School, Weehawken, NJ
Windsor School, The, Flushing, NY *
Accreditation - Two Years
Sunnydale Adventist Academy, Centralia,
MO
Andrews Academy, Berrien Springs, MI
Excelsior SDA School and Northeastern
Academy, Brooklyn, NY
Accreditation - Remainder Term
Abraxas Youth Center, South Mountain, PA
Booker T. Washington Public Charter
School for Technical Arts, Washington,
DC
Davis Renov Stahler Yeshiva High School
for Boys, Woodmere, NY
Westfield High School, Westfield, NJ
Accreditation - Merged School
Midreshet Shalhevet High School for Girls,
North Woodmere, NY
Accreditation – Removal of
Stipulations
EFather Judge High School, Philadelphia,
PA
John Piersol McCaskey High School,
Lancaster, PA
Monsignor Bonner and Archbishop
Prendergast Catholic High School,
Drexel Hill, PA
North Brunswick High School, North
Brunswick, NJ
Probationary Accreditation
Dwight Morrow High School, Englewood,
NJ
Removal of Accreditation
Asbury Park High School, Asbury Park, NJ
Bell Multicultural High School,
Washington, DC
Actions Taken by the
Commissions on Elementary
and Secondary Schools
Accreditation – Ten Years
Calvary Christian School, Old Bridge, NJ
The Haverford School, Haverford, PA
International School of Uganda, Kampala,
Uganda*
The Janus School, Mount Joy, PA
Accreditation - Seven Years
American School Of Douala, Cameroon*
Christian Central Academy, Williamsville,
NY
Colegio Nuestra Señora de Belén,
Guaynabo, PR
Colegio Nuestra Señora de Belén,
Guaynabo, PR
Colegio Puertorriqueño de Niñas,
Guaynabo, PR
Colegio Radians, Cayey, PR
Colegio Santa Gema, Carolina, PR
Eastern Christian School Association,
North Haledon, NJ
Eastern Christian Elementary School
Eastern Christian High School
Eastern Christian Middle School
ISG-Dammam, Dammam, Saudi Arabia
ISG-Dhahran Elementary Middle School,
Dhahran, Saudi Arabia
ISG-Dhahran High School, Dhahran, Saudi
Arabia
ISG-Jubail, Jubail, Saudi Arabia*
ISG-Yanbu International School, Yanbu,
Saudi Arabia
Princeton Day School, Princeton, NJ
Trenton Catholic Academy, Hamilton, NJ
Worcester County Public Schools,
Worcester, MD
Pocomoke Elementary School
Pocomoke High School
Pocomoke Middle School
Accreditation - Six Years
Huntington Learning Center Bay, Bay
6
Shore, NY
Huntington Learning Center Man,
Manhasset, NY
Huntington Learning Center, Smithtown,
NY
Accreditation for Six Months
Sylvan Learning Center #01026, Cookeville, TN
Accreditation - Remainder of
Term
Community Academy of Philadelphia,
Philadelphia, PA
Karachi American School, Karachi,
Pakistan
Additional Grades
Al-Huda School, College Park, MD
Escuela Prescolar, Elemental, Y Superior
Daskalos, PR
The Tasis School In Dorado, Dorado, PR
Accreditation-Removal of
Probation
Colegio Rosa Bell, Guaynabo, PR
Colegio San Antonio, Isabela, PR
Accreditation-Removal of
Stipulations
Colegio Sagrados Corazones, Guaynabo, PR
International School of Larissa, Greece
Transfers from Other
Accreditors-Remainder of Term
Granted
Bella Vista Private School, Scottsdale, AZ
Community Christian School, Norman, OK
Grand Rapids Seventh-Day Adventist
Academy, Grand Rapids, MI
Miami Union Academy, North Miami, FL
Trinity Christian Academy, Jacksonville, FL
Westwood Christian Academy, Miami, FL
Accreditation-Merged School
Lancaster County Christian School, Lancaster,
PA
*Accredited with Stipulations
Music Credential Awarded to St. Francis Preparatory School
(continued from page 2)
St. Francis’ music faculty members believe that the
Music Credential will help them with their marketing
and public relations efforts as well as alumni relations,
concert advertising, fund-raising, and recruiting.
The Music Credential is seen by the school’s Music
Department as a way to gain external validation and
notoriety, thus helping the school attract and recruit
students and introduce them to music study and
performance opportunities that will raise the artistic
level of the school’s ensembles and performances to
even greater heights.;
CESS Survey Reflects Increased Commitment to
Accreditation in Challenging Times
(continued from page 4)
over 2008.
unfamiliar with MSA programs such as the credentials
and affiliate programs (78%) and the Early Age
Maintaining regular communications with associate
Accreditation Program (63%). And, although 83% of
directors, which had a 63% positive response in 2008
the respondents reported visiting the websites, (an
rose by six percent to 69%. CESS is making a conscious
increase of ten percent since 2008 among CSS member
effort to capitalize on this favorable response and
institutions and a 20% increase over 2009 CES results),
increase the associates’ contact with member
the sites are still underutilized. Additionally, visits to
institutions.
the sites by member institutions are exclusive of visits
CESS Continues to Improve
by non-member institutions and the general public.
In a reflection of the CESS’s commitment to self-study We look forward to the launch of a new CESS website
in guiding continuous improvement and achieving in time for the 2011/2012 school year.
high performance, we will use results of the survey to
CESS will complete further analysis of the responses
improve our services and help guide our marketing and
to open-ended questions and report additional
communications plans.
information gleaned from the survey in a future edition
According to the survey, members continue to be of The Standard. ;
Pocomoke Public Schools
(continued from page 3)
Assessments (MSA), more than 90 percent of grade 3
students (the only testing grade) achieved proficiency
or above in both reading and math. The Maryland State
Department of Education (MSDE) recognized PES for its
overall achievement and subgroup performance on the
2010 MSA.
Principal Todd Hall. “Rather, we have a no-excuses
attitude that guides us to meeting the needs of each
child.”
In addition to having outstanding teachers, Hall
attributes a laundry list of initiatives, such as schoolwide norms, data-driven decision making, and cross“Our attitude is that poverty is not a license for low grade collaboration, to the school’s success. PES also
expectations,” said Pocomoke Elementary School organizes a remarkable program that provides parental
(continued on page 8)
7
Pocomoke Public Schools
(continued from page 7)
workshops in the community.
the poverty level, 81 percent of 2010 PHS graduates
continued their education at college or a specialized
school. In addition, although PHS is one of the smallest
high schools on Maryland’s Eastern Shore, its graduates
were offered $2.2 million in merit-based scholarships
in 2010.
“If our parents don’t come to us, we go to them,”
explained Hall. “Once parents get to know us and
feel comfortable, we involve them in our school.” The
same strategy is used in the after-school program for
students, which is held at two community churches.
PHS serves about 330 students in grade 9 through
grade 12. The school’s motto is “Pride, Honor, and
Scholarship.” These qualities help drive all students
to success. In fact, PHS was recognized by the
Maryland State Department of Education for subgroup
improvements on the 2010 MSA. In algebra, for
example, 91 percent of students achieved proficiency
or above.
Pocomoke Middle School (PMS) was named a 2008
MetLife-NASSP Breakthrough School, a national
recognition program that identifies, recognizes,
and showcases middle and high schools “that serve
large numbers of students living in poverty and are
high achieving or dramatically improving student
achievement.” In the fall of 2010, PMS was featured on
NBC’s “Today Show” as part of the series “Education
Nation,” highlighting PMS for its use of innovative
strategies that lead to student
success.
Principal Tyrone Mills attributes a variety of
interventions and resources,
which serve to meet the needs
of individual students, for the
school’s success.
PMS serves about 500 students
in elementary grades 4 and 5
“Success comes from knowing
and in middle grades 6, 7, and 8.
exactly what a student needs
The school’s motto is “We are a
and having the expertise
school of readers and achievers!”
and the resources to address
The school’s outstanding literacy
those needs,” said Mills. PHS
program is featured on the U.S.
emphasizes
professional
Department of Education’s
“Education is an investment with high development,
technology“Doing What Works” website.
infused instruction and support,
On the 2010 Maryland State
returns for everyone”
and one-on-one tutoring. In
Assessments, school-wide, more
than 80 percent of students achieved proficiency or addition, the school has an extensive mentoring
program, which pairs students with a community or
above in both reading and math.
faculty mentor. Participating students meet with their
Bloxom credits teachers, the curriculum, and a
mentor during the regular school day.
detailed set of norms for the school’s success. PMS
also promotes respect and responsibility in all that All three Pocomoke schools are Positive Behavior
stakeholders do. “We believe,” said Bloxom, “that if Intervention Strategies (PBIS) schools. PBIS helps
all members of our school family demonstrate respect strengthen a student’s motivation to make good choices
for themselves and others; if all members accept about school and behavior. In addition, schools provide
responsibility for their actions; and if all members enrichment and remediation through after school and
develop a pride in themselves and their school, then summer school programs.
success will flourish.”
“Success is achieved when all stakeholders join together
Pocomoke High School (PHS) was designated as a and make student achievement a priority,” said Dr.
Maryland Blue Ribbon School of Excellence, one of John Gaddis, Assistant Superintendent for Instruction.
the most prestigious designations in a state that is “We are fortunate that our community understands
recognized as being #1 nationally for providing high- that education is an investment with high returns for
quality public education. Despite serving a significant everyone.”;
number of students whose families are at or below
8