Professional Documents
Culture Documents
This profile was produced by the Connecticut State Department of Education in accordance with CT General
Statutes 10-220(c) using data and narratives provided by the school district or testing services. Profiles and
additional education data, including longitudinal data, are available on the internet at www.sde.ct.gov.
District Reference Group (DRG): B DRG is a classification of districts whose students' families are similar in
education, income, occupation, and need, and that have roughly similar enrollment. The Connecticut State Board of
Education approved DRG classification for purposes of reporting data other than student performance.
Average Class Size School DRG State World Languages: Instruction was offered in the
Algebra I 20.8 19.7 17.9 following world language(s): French, Spanish.
Biology I 20.2 19.1 18.6
English, Grade 10 20.3 19.5 18.4
American History 19.9 20.7 19.5
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Instructional Time School State High Schools State law requires that at least 180 days of
Total Days per Year 180 181 school and 900 hours of instruction be offered
to students in high school grades.
Total Hours per Year 937 1,006
% of Class of 2007 Graduates who Took Higher School State Class of 2007
Level Courses or Earned More Credits in Selected This school required
Subjects than Required by the State for Graduation more than the state
Algebra I or Equivalent 96.5 91.9 minimum number of
credits for graduation
Chemistry 69.0 70.1
in health, science,
4 or More Credits in Mathematics 75.7 63.7 social studies.
3 or More Credits in Science 100.0 90.0
4 or More Credits in Social Studies 60.1 54.8
Credit for Level 3 or Higher in a World Language 70.6 58.7
2 or More Credits in Vocational Education 47.3 57.8
2 or More Credits in the Arts 40.6 39.8
Interactive Distance Learning: This school utilizes interactive distance learning. Interactive distance learning
ranges from on-line courses with student-instructor interaction via the internet to live classroom interactions through
two-way audio and video transmissions. Statewide, 0.3% of high schools in the state utilize interactive distance
learning.
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SCHOOL STAFF
The following narrative about how this school promotes and supports parental involvement was submitted by the school.
Engaging parents in the school community is an important goal at Pomperaug High School. As part of our district’s
Strategic Plan to improve internal and external communication, staff and administration work continuously to
improve the involvement of parents on school committees, at evening programs and sporting events, and as genuine
supporters of our academic programs. The PTO has a strong membership and schedules monthly guest speakers at
their meetings to present timely and appropriate topics, such as teen substance abuse and student motivation. Parents
continue to organize and maintain a Grad Night program, which funds and coordinates an all-night “safe” event for
seniors following graduation. While the school maintains a website to communicate with the school community at
large, a new Parent Portal will provide a link for parents to learn more specific academic information related to their
students’ assignments and grades. Parents are also staunch supporters of our school athletic programs and are
committed to volunteering at home games. Parents’ ongoing support of our academic and extra-curricular programs
contributes greatly to a positive school-wide culture.
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SCHOOL DIVERSITY
Pomperaug High School staff and administration continue to develop and support a variety of programs and
activities for our students that recognize and celebrate racial, ethnic, and economic diversity. Within the context of
our high school academic, extra-curricular, and special programs in all content areas, students are encouraged to
explore multicultural perspectives, to exhibit respect for others, and to demonstrate tolerance. Foreign exchange
programs through organizations such as AFS and our local Rotary Club allow our students to interact with students
from other cultures and from diverse backgrounds. The establishment of a Chinese “sister school” relationship has
initiated an exchange of both educational ideas and culture. Our high school students are also involved in Habitats
for Humanities, work with students from urban schools in Jobs for Graduates, and have formed a Diversity Club.
Connecticut Academic Performance Test, Third Generation, % Meeting State Goal. The CAPT is
administered to Grade 10 students. The Goal level is more demanding than the state Proficient level, but not as high
as the Advanced level, reported in the No Child Left Behind Report Cards. The following results reflect the
performance of students with scoreable tests who were enrolled in the school at the time of testing, regardless of the
length of time they were enrolled in the school. Results for fewer than 20 students are not presented. For more
detailed CAPT results, go to www.ctreports.com.
CAPT Subject Area School State % of Schools in State with To see the NCLB
Equal or Lower Scores Report Card for
Reading Across the Disciplines 71.3 45.5 88.5 this school, go to
Writing Across the Disciplines 79.2 57.9 84.0 www.sde.ct.gov
and click on “No
Mathematics 74.9 50.1 87.3 Child Left
Science 70.1 46.3 85.2 Behind.”
SAT® I. The SAT® I: Reasoning Test School State % of Schools in State with
lowest possible Class of 2007 Equal or Lower Scores
score on each Average Score: Mathematics 546 504 84.9
subtest is 200;
the highest Critical Reading 547 502 89.9
possible score is Writing 536 503 85.5
800. % of Graduates Tested 92.7 77.6 N/A
The staff at Pomperaug High School continues to embrace its mission and use it as a lens for school-wide
improvement. Through collaborative teams, teachers examine existing practices and make improvements in teaching
and learning that will support each student’s ability to meet the intellectual and technological demands of the 21st
Century. As part of the school’s Standards Committee, staff members review the New England Association of
Schools and Colleges (NEASC) recommendations, the PHS self study, and the Region 15 Strategic Plan to advise
the Principal of actions that will guide PHS into the future. Professional development workshops focused on the
integration of critical thinking skills in the curriculum support teachers’ efforts to improve student growth and
achievement.
PHS continues to maintain and pursue programs that support students’ social and emotional growth. A
comprehensive guidance curriculum ensures that all students have opportunities to explore college and vocational
opportunities and set goals for academic success. The school advisory period at the onset of each school day allows
students to make important home base connections with teachers and their peers, and this continues throughout their
four years at the school.
Filename: SR313.DOC
Directory: J:\SSPbox\SSP Internet 2007-08
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Data\Microsoft\Templates\Normal.dot
Title: 215-62
Subject:
Author: csde
Keywords:
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Creation Date: 12/2/2008 11:51 AM
Change Number: 1
Last Saved On: 12/2/2008 11:51 AM
Last Saved By: csde
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Last Printed On: 12/4/2008 10:35 AM
As of Last Complete Printing
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