Howard High
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Feeder Pattern
TESTIMONIALS:"Brainerd High School is a community where teachers and students are challenged to grow, develop, and perform in spite of the circumstances that can often seem insurmountable. We are in the process of rewriting the narrative of our school through changing the culture to one in which all students feel valued, believe that they can succeed, and leave our building prepared for the paths they have selected." —Belinda Martin, 2019; Assistant Principal |
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Exceptional Education
Comprehensive Development Classroom
CDC classrooms are for students who require an alternative curriculum and significant supports that the general education setting cannot alone provide. |
Development Communication Classroom
DCC is a developmental communication curriculum for students with severe communication and very severe behavioral disorders. Many of the students in these settings are significantly intellectually disabled with Autism. |
Inclusion
Inclusion refers to students who are in general education classes 80% or more of the instructional day and receive direct instruction pull out as needed. |
Gifted
Gifted classroomsare provided for students identified as Intellectually Gifted. Services may include enriched academic experiences, acceleration, and appropriate modifications and accommodations in the regular classroom. |
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Classroom Offerings
AP Courses
This school does not offer AP courses. |
International Baccalaureate
This school does not offer the International Baccalaureate program. |
Vocational Programs of Study
WELDING CULINARY ARTS HOSPITALITY & TOURISM GRAPHIC ARTS MEDIA PRODUCTION CAD COSMETOLOGY CARPENTRY CAREERS WITH CHILDREN |
Dual Enrollment
This school does not offer dual enrollment classes. |
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STUDENTS IN SCHOOL
TOTAL ENROLLMENT
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PER-PUPIL SPENDING
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RACIAL DIVERSITY
4.5% White
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58.3% Black
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36.9% Hispanic
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0.4%Asian
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0% Native American
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SOCIOECONOMIC DIVERSITY
Percent of Economically Disadvantaged Students
2013
90.8%
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2014
94.6%
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2015
96.9%
*2017
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*2016
65.0%
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59.9%
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* The state of Tennessee is no longer defining “economically disadvantaged” status based on students receiving free or reduced lunch. Instead, only students who are receiving Direct Certification services are now considered economically disadvantaged for purposes of data collection by the state. This change accounts for the drastic drop in % ED students statewide.
COLLEGE AND CAREER READINESS
Students prepared for college/career based on ACT scores
2013
0%
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2014
0%
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2015
1.0%
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2016
0%
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2017
0.80%
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GRADUATION RATE
2013
83.7%
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2014
61.6%
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2015
68.6%
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2016
67.72%
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2017
66%
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