THE EFFECT OF SCHEDULE TYPE ON

AP EXAM SCORESWhitney Graham

Abstract

This study focused on the effect of school schedule type—regular block, A/B block, or traditional—on Advanced Placement scores. Data from 2010, 2011, and 2012 were

collected from the metropolitan areas of Maryland, California, Utah, Georgia, and South Carolina. Two 2-Sample T-Tests were performed, comparing AP scores of schools on A/B

block versus traditional and A/B block versus regular block. There was no statistically significant difference found between the data, indicating that the scores of students on an A/B block schedule did not have significantly higher scores on average than students on a

traditional or regular block schedule.

Graham 2

Whitney Graham

Mrs. Tippens

Advanced Scientific Research

November 28, 2014

The Effect of Scheduling on AP Exam Scores

Every year more than 3,900,000 AP exams are taken by students in over a hundred

different countries. What are these exams, and why are they so popular? Advanced Placement

exams, abbreviated as AP exams, are standardized tests offered by CollegeBoard, the same

company that issues the Scholastic Aptitude Test (SAT)—a standardized test largely used by

universities as a factor when determining college admittance. AP exams, however, are intended

for students who wish to earn college credit while still in high school. Students can exempt

certain classes when they go to college if they score a three or higher (some colleges require a

four or five) on the AP exam for that specific course. At only eighty-nine dollars each, AP exams

are a more affordable alternative to taking these courses in college, and they allow students to

challenge themselves and get ahead while still in high school (CollegeBoard, 2013).

There are currently thirty-four different subject-specific AP courses available to students

to take during their normal school day, ranging from statistics, to human geography, to music

theory. After completing the course, students then take the corresponding AP exam in early May

and receive their long-anticipated scores sometime in July. While the AP program attempts to

replicate college courses and offer them to high school students, the scheduling of the exams

does not follow that of college exams. College final exams are offered at the end of each

semester, whereas CollegeBoard only offers its exams once yearly—in the spring. This means

that some students must wait four months between the end of the semester and the time of the

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exam. These standardized CollegeBoard exams consist of a certain number of multiple choice

and free-response questions that must be completed in a specified amount of time, dependent on

the subject. They are graded on a scale of one to five based on how well a student is qualified to

receive college credit for the course, with one being no recommendation and five being

extremely well qualified (CollegeBoard, 2013).

According to Smith and Camara, a team of researchers who studied scheduling effects in

a study by CollegeBoard in 1998, there are four main high school schedules in which these AP

courses are taken:

1) Traditional Schedule

2) Semester-long fall (block)

3) Semester-long spring (block)

4) A/B Schedule (block)

The first schedule type, which is traditional, is simply formatted. Students take the same

classes every day all year long, for a total of 180 days approximately. Generally these classes last

from forty-five to fifty-five minutes and students can earn six or seven credits per year. The

second, third, and fourth schedule types are all block schedules in which the year is split into two

semesters of four classes each, and students can earn eight credits per year. Classes are usually

ninety minutes long—double the length of classes in the traditional schedule, thus students have

ninety class days—half as many as in the traditional. Students in the second schedule type,

single-semester in the fall, have their AP course scheduled in the first semester, while those in

the third schedule type, single-semester spring, have their AP course scheduled in the second

semester. The fourth main schedule type, the A/B schedule, is also known as the bundled

schedule. Students take the AP course bundled with another class, only meeting every other day

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but for the entire year.

Approximately thirty percent of the nation’s high schools have adopted the block

schedule, most of which sweeping across the nation in recent education reforms this past decade

(Rettig, 1999). There are several variations of the block schedule, of which, the popular two by

four block schedule (regular block) is the one described above in which students take four

courses daily for ninety days, with approximately ninety minute class periods. There are two

semesters, thus students can take four classes per semester and earn a total of eight credits yearly.

This is the block schedule that will be investigated during this study. It is important to note that

when educators mention the four by four block schedule, they often are referring to the two by

four schedule type, while other times a four by four block schedule refers to a schedule in which

the 180-day school year is divided into four semesters (Canady & Rettig, 1996).

There are a plethora of both benefits and drawbacks to the two by four block schedule

and the traditional schedule. Traditional schedules are helpful because their simple design allows

students to follow the same routine daily for the entire year, whereas students in the two by four

block schedule switch classes halfway through the year and, in the case of the A/B blocked

schedule, change courses every other day. This can be a benefit of block scheduling because the

change of classes halfway through the year gives students a new variety of classes and a fresh

start with grades. Thus, they can focus on four classes and grades at a time, instead of balancing

six or seven. The advantage for teachers is that in the block they have longer planning periods,

and, because they only teach three classes daily, they can individualize lesson plans for each

class to fit students’ needs. However, teachers in a traditional schedule meet with six or seven

classes daily. This causes teachers difficulty since they must keep track of hundreds of kids each

day instead of only teaching about ninety as in the block schedule. The block schedule appears to

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be more conducive to higher learning because the longer class periods allow time for the

introducing, learning, and discussing of a topic in a single class period. The block also lends

itself to a greater variety of teaching methods. Students in traditional schedules, meanwhile,

experience forty-five to fifty-five minute classes. Teachers spend most time taking attendance

and giving instruction, and classes end quickly, allowing teachers to merely introduce a topic

before students move on to their next class (National Science Teachers Association, 1997). With

such shortened periods, hands-on learning activities in the traditional schedule, such as using

laptops for a web quest, are unrealistic because by the time the students log on to the computers

and begin the activity, the bell will ring shortly (Rettig, 1999). The effects of each schedule type,

while it appears that they even out and are equally efficient for teaching AP courses, these results

may change greatly when magnified on a larger scale with national data from hundreds of

schools.

The blocked AP course offered in the fall and the blocked AP course offered in the spring

also have their share of pros and cons. Students who take the course in the fall finish the

semester in December and do not receive any instruction in the four-month period of time

between the end of the fall semester and the AP exam in the spring. Although many teachers

offer review sessions outside of class before the AP exams, it is unclear how well that makes up

for the four month gap of no instruction which could lead to decreased scores. Students who take

the AP course single-semester in the spring, however, have the benefit of learning in the four

month window of time leading up to the exams thus the content is much more recent and easier

to recall. Those who take the course in the fall have an advantage since they can learn the

curriculum up until the last day of the ninety-day semester. However, students who take the

course in the spring have fewer class periods to learn the curriculum in because the AP exam is

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offered in May before the end of the semester and school year, the number of days of instruction

can be cut down by a range of a few days to several weeks, depending on the school’s calendar.

In Georgia, most schools start the school year in early August and end in late May, so at most the

number of class days short of instruction for the AP exam range from a couple days to nearly two

weeks. However, in other states, school calendars can be drastically different. Thus, states such

as Texas—which start school in late August and do not end until mid-June—have fewer weeks

of class-time before the AP exam and students miss those needed days of instruction for the

exam (Dixon, 2010).

With so many differences in schedules, one wonders, out of these four main high school

schedules (single-semester fall, single-semester spring, A/B year-long, and daily year-long),

which schedule increases AP exam scores the most? Do students who take the AP course single-

semester in the spring earn considerably higher AP exam scores than students who take the AP

course single-semester in the fall?

Robert Smith and Wayne J. Camara, the CollegeBoard researchers previously mentioned

who defined the four main schedule types in their study performed in 1989, studied scheduling

effects specifically on AP exam scores of students. They designed their study using the four main

schedule types described above and limited their studies to the four most popular AP exams at

the time—U.S. History, English Literature, Biology, and Calculus AB. Data was collected in a

survey at the end of the 1996-1997 exams for these subjects. Students were asked what review

was offered by their teachers prior to the exam and what schedule type they had when they took

the AP course—eighty percent of the students in the sample were in a traditional schedule, while

only twenty percent took the course under a block format. Researchers then collected the PSAT

and AP scores for each of these students and compared AP scores for each schedule type. When

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comparing schedule types to AP exam scores, they were careful to include a covariate, PSAT

scores, to eliminate any lurking variables. In other words, they created two side-by-side lists, one

list being the AP exam score that student received, and the second list being that student’s PSAT

score. Thus, when AP scores are matched with PSAT scores which measure aptitude, any trends

based purely on intelligence are controlled and do not affect the study. For example,

hypothetically speaking, more-intelligent students could take the A/B schedule rather than in a

semester-long format because they feel that it has greater benefits. The results from a study

would then show that the A/B bundled schedule exhibited higher AP scores than other schedule

types, although that schedule type was not the factor that caused higher scores. Thus, the

covariate of PSAT scores was included to ensure that results were based purely on the factor of

schedule type. A controlled t-test was then performed on this data, and Smith and Camara’s

study showed that for each of the four AP exams they studied, the AP scores for students in the

traditional schedule were higher on average than the other three schedule types. Also in all cases,

both of the year-long schedules scored higher on average than the semester-long course

schedules most likely because students need to learn curriculum over a longer period of time for

material to sink in, whereas the two single-semester block schedules have a much more

condensed time of instruction.

A study of the block schedule’s impact on the SAT, AP, and GHSGT scores for a school

system in Georgia was published by Ellen Reames and Carol Bradshaw in 2009. In Reames’s

study, six high schools switched from a traditional school schedule to a block schedule from

1998 to 1999. The average SAT score, number of students getting a three or higher on AP

exams, and the number of students passing the GHSGT exam in the school year 1997-1998 were

compared against the average SAT score, number of students getting a three or higher on AP

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exams, and the number of students passing the GHSGT exam in the school year from 1998 to

2007, when the study ended. Reams and Bradshaw noted that for all three standardized tests,

student scores increased after implementing the block schedule. However, Reames’s results

between block schedule and an increase in average SAT score and number passing the AP exams

and GHSGT cannot be labeled as causation, a term meaning that one variable directly causes the

other variable to occur (i.e. a cause-and-effect relationship). Over time the data showed higher

standardized test scores, but teaching strategies most likely changed in this period of time, as did

teachers and administration. A rise in the number of students passing GHSGT and AP exams

does not mean the block schedule was effective or more successful than traditional scheduling,

rather that more students could have moved into the county, thus increasing the number that

passed. This would have been better represented as the percent passed, rather than the number

passed. Reames and Bradshaw’s results, while providing evidence that the block schedule

positively impacted standardized tests in the counties, are misleading.

A study in 2005 entitled “Block-scheduled high schools: Impact on achievement in

English and language arts” was performed by Joe D. Nichols, in which he tested the effect of

block scheduling on English and language arts. He hypothesized that in a total of five schools

(Oaks High School, River High School, Elm High School, South High School, and North High

School) that had vast differences in race, academic achievement, and income level, all would

experience no significant change in student GPA for English and language arts after

implementing the block schedule. A few years before each school voted to switch to a block

schedule, Nichols began collecting data, calculating GPA for English and language arts by

counting an A plus as a 4.33, an A as a four, and an A minus as a 3.67. Nichols collected this

data over the period of time from 1993 (before the implementation of the block schedule) to

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1997 (a few years after the implementation) for each of the schools. He then used an ANOVA

test, an analysis of variance, to measure the change in GPA from the school year of 1992 to 1993

compared to 1993 to 1994. This ANOVA test showed significant differences between school

years. Nichols measured the change in GPAs between these two school years while still on the

traditional schedule to show that change already occurs without implementation of a new

schedule. An ANOVA test was then performed for each of the school years up until 1997.

Results showed that for each of the high schools, the change in GPA after implementation of the

block schedule was insignificant because the change in GPA was comparable to the change

experience with no change in schedule. Thus, GPAs did improve, it was not statistically

significant, meaning that the change experienced after being on a block schedule was not enough

to suggest that the block schedule caused the increase. Nichols ended up being correct in his

hypothesis that GPAs of language arts and English would not change significantly after high

schools switched to the block schedule. However, grades awarded to students are not

standardized, and assignments, curriculum, and grading practices can vary greatly each year.

This study, while designed well, may have had more convincing results had Nichols used a

standardized test such as a benchmark that remains constant to measure the effects of block

schedule implementation on English and language arts academic performance.

Another study was performed in Las Cruces, New Mexico at Mayfield High School in

which a block schedule was implemented, similar to North Cobb’s in which there are two

semesters. Each semester has four class periods, and classes are held for eighty-seven minutes

each. Many parents and teachers complained that due to the loss of teaching time—twenty-seven

hours—AP classes would not be able to cover all the curriculum. Also, students who complete

the AP course in the fall have to wait many months before taking the AP exam in the spring, and

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students who take the AP course in the spring have two or three weeks less than the fall semester

students to learn the material because the exam is offered before the end of the school year

(Hansel, Gutman, & Smith, 2000). Taking these concerns into consideration, the “Mayfield

Plan” was created with the block schedule. A new policy for the school required that all students

wishing to take an AP class have to complete the honors level of that course first. That way, they

have already learned the material once, and learning more details would be easier when they take

the AP class. Also, if the teacher did not get to finish teaching all the AP curriculum, the students

have already been taught it once, so it is not as big of a dilemma. AP classes were only scheduled

in the spring semester so students would not be disadvantaged by having to wait a semester to

take the AP exam but could take the exam in the spring right after they finish the course. After

these requirements were put in place, the results were outstanding. In AP U.S. History, for

example, the number of students taking the exam doubled, and the number of students who

scored a three or higher increased by a factor of 2.1. While not a reasonable plan for all high

schools, this appears to have considerably helped AP scores in this New Mexico high school.

Although students had to take the AP course in semester-long format and did not have the option

to take the course year-long in the traditional or bundled formats, with the support of the entire

school which put in place several beneficial policies for AP courses, this change helped rather

than hurt these students in the long run (Hansel, et al, 2000).

Researchers Gruber and Onwuegbuzie released a study in 2001 in which they performed

an observational study of two groups. The first group consisted of all the graduating students

from a specific high school in Georgia (unidentified to ensure anonymity) in 1996-1997 who had

four years on a traditional schedule, meaning fifty minute classes daily, all year long. The second

group consisted of all the students who graduated from that specific high school in the year

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1999-2000. The second group had one year of traditional schedule but experienced the next three

years on a new four by four block schedule, meaning that the school year was split up into two

semesters, four classes per semester, with each class being approximately ninety minutes long.

This study shows considerably more credibility than the other studies excluding Collegeboard’s,

because Gruber and Onwuegbuzie pointed out that the two groups were relatively controlled

since teacher turnover, racial composition, and gender composition remained about the same for

both groups. This erases several lurking variables—uncontrolled variables in a study—that may

have interfered with the validity of Gruber’s findings. Gruber and Onwuegbuzie found that block

scheduling had no effect on grade point average (GPA) or Georgia High School Graduation Test

(GHSGT) score because when a T-Test—a statistical test which compared the average GHSGT

score and GPA during the traditional versus those of the block schedule—was run on both

groups of data, there was no statistically significant difference between the GPAs and GHSGT

scores of students on traditional schedules versus those on block schedules (2001).

In summary, there currently is an insufficient amount of studies conducted concerning

scheduling and AP exam scores. The only located study on this exact topic was the study

CollegeBoard itself conducted in 1998. However, these trends may have changed in the sixteen

years since the study was performed. Thus, another study similar to CollegeBoard’s would be

helpful in providing accurate and current trends on schedule types and AP exam scores. Also,

while there are many studies purely on the effects of block-scheduling, few are performed in a

logical and reliable manner. Most of these studies used a before-and-after method, measuring

academic performance prior to and after implementation of the block schedule. However, rarely

were other variables controlled, causing most studies to have inconclusive results or have

confounding results with other studies. Thus, the topic of high school scheduling still has plenty

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of unanswered questions and needs a well-designed and executed study. Students want to save

money by taking AP exams while in high school to exempt college classes in the future. They

spend hours on end studying night after night and invest in various study helps such as review

books and flash cards. These all help, but what if the best way to increase one’s score is to

simply switch schedule types? The researcher believes that schools with traditional schedules

will prove to have higher AP exam scores on average because classes were year-long and

continued up until the day of the exams, unlike block schedules which are organized in

individual semesters that switch halfway through the year. Students worldwide are interested in

finding the answer to this question concerning whether or not schedule type has a significant

impact on their AP exam scores, and this is the question this research project addresses.

Required materials for this research project include:

Computer with internet access (so state departments of education for twelve

states could be contacted by sending emails or submitting data request forms)

Excel (so all collected data from the states could be sorted and organized.)

Metropolitan Statistical Area maps from the U.S. Office of Management and

Budget for each state involved in the study

TI-84 plus graphing calculator (to perform statistical analyses of all collected

data)

Because all these materials were easily accessible at no cost, there was no budget

necessary for this research project.

Once all the materials were collected, the data collection process was begun. First, each

state’s Department of Education website was searched to determine if average AP exam scores

for each high school in the state were available online to the public. After determining which

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states provided AP exam scores online, all other states had to be contacted, requesting the

average AP score for each high school in each state for the years 2009-2010, 2010-2011, and

2011-2012. Three states were contacted from each of the four geographic regions of the U.S.—

South, West, Midwest, and Northeast. This was to ensure that the sample size was large enough

and diverse enough to represent the U.S.’s results nationwide. Maryland, Utah, California,

Georgia, and South Carolina responded and sent necessary spreadsheets.

As data were received, they were organized in an excel spreadsheet with a column for the

state, county, school district, high school name, average AP score for each individual year (2010,

2011, and 2012), and the average AP score for the 3 years combined (2010-2012).

For the purposes of this study, metropolitan areas referred to the Metropolitan Statistical

Areas (MSAs) as designated by the United States Office of Management and Budget. Another

excel spreadsheet was created using the old spreadsheet’s data, but with all data for schools in

counties outside each state’s MSA boundaries removed. This was to eliminate various lurking

variables that can result from differences in school size, funding, etc., thus only data for the

metropolitan areas in those states was used for the study in order to even out school differences

and use only data from schools similar to North Cobb (which is located in an MSA in Georgia).

Next, each school listed in the new spreadsheet was determined to be either block or

traditional in format. All schools were searched online to find their schedule type, and if not

available online, each school was called. The spreadsheet was then updated by adding a column

for schedule type and filling it in for each high school.

Lastly, statistical analysis of AP scores for traditional schedule schools versus block

schedule schools was performed. This was done by separating the average AP exam scores over

the period 2010 to 2012 into two lists, one column for all schools’ AP scores that were on a

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traditional schedule, and a second column for all schools’ AP scores that were on a block

schedule. In a TI-84 Plus graphing calculator, the first column’s values were inputted in List 1,

and the second column’s values were inputted in List 2. The calculation, a 2-Sample T-Test, was

selected, and the alternative hypothesis was set to list one does not equal list two, so that any

significance found represents that there was a significant difference between the two lists’

values.

After completing all the work of researching schedule types and AP exams offered by

Collegeboard, evaluating prior studies, collecting all necessary data, filtering through it all (only

leaving behind schools located in MSAs), and organizing it clearly in an Excel spreadsheet, the

study had reached the point for results. It was believed that schools with traditional schedules

would prove to have higher AP exam scores on average because classes were year-long and

continued up until the day of the exams, unlike block schedules which are organized in

individual semesters that switch halfway through the year. The much anticipated results could

finally be formed after the months of preparatory work were completed.

On a TI-84 plus graphing calculator, the average AP exam score combined for the period

2010 through 2012 for each block schedule school was inputted in L1, while the average score

for each traditional schedule school was inputted in L2. Then, a two-sample T-Test was

performed, selecting the alternative hypothesis to be that the two lists equal each other. This test

resulted in a P value of .04, indicating that at an alpha level of .10, the data was extremely

statistically significant. This supported the alternative that the average scores for traditional

versus block were so different that schedule type did indeed cause a significant change in AP

exam scores.

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The Effect of Scheduling on AP Exam Scores of Georgia High Schools

Quantitative Data CharacteristicsSchedule Type

Block Traditional

Average AP Exam Score 2010-2012 Combined 2.38 2.70

2010 2.33 2.69

2011 2.38 2.67

2012 2.46 2.77

Range 1.99 2.46

Minimum 1.17 1.27

Maximum 3.16 3.73

Number 21 50

The effect of schedule types on schools’ average AP exam scores in the state of Georgia

is represented in the table and graph above. The mean AP exam scores from 2010 to 2012 for

students at schools with traditional schedules (2.70) was higher than schools with block

schedules (2.38). AP exam scores at traditional schedule schools for each individual year (2.33

for 2010, 2.38 for 2011, and 2.46 for 2012) was also higher than block schedule schools (2.69 for

2010, 2.67 for 2011, and 2.77 for 2012). The range for schools with traditional schedules (2.46)

was much higher than those with block schedules (1.99). Traditional schools experienced much

greater variation, which could be explained by having a larger number, 50, than block schedules,

21. When the study has more values to analyze, this range can be better explained and

represented. This data supports the hypothesis that traditional schedule schools would perform

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better on the AP exams than block schedule schools because traditional schedule schools scored

higher, on average, than block schedule schools.

This research will add to the existing body of knowledge concerning school schedules

and AP exams. Because only one previous study was performed on this exact same topic and it

was dated to 1998, it is believed that the efficiency of certain schedule types may have changed,

and the increase in students taking AP exams in the past decade will help results to be more

accurate. If one schedule type considerably outperforms another, this may prompt schools to

change what schedules they are implementing. Also, if the single-semester fall schedule causes

students to perform considerably worse on the AP exam than students who take it single-

2010 2011 20122.10

2.20

2.30

2.40

2.50

2.60

2.70

2.80

2.90

The Effect of Scheduling on AP Exam Scores of Georgia High Schools

Block ScheduleTraditional Schedule

Year AP Exams Were Taken

Avee

rage

AP

Exam

Sco

re

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semester in the spring because the exam is offered in the spring, this may prompt CollegeBoard

to start offering AP exams in the spring and the fall. Although CollegeBoard may not offer a

second set of AP exams each year due to the huge financial output this requires, this research, if

it supports that students who take the course single-semester in the fall are seriously

disadvantaged, at least this data may encourage counselors and students to make the extra effort

to schedule AP courses only in the spring.

This research has international significance since according to CollegeBoard, students in

over a hundred countries take the AP exams every year, with the United States, China, and India

being the top three countries involved in the AP program. Thus, if one can determine which

schedule type, if any, increases AP exams scores the most, schools internationally will make the

decision to switch to the most effective schedule type so students will no longer be

disadvantaged by certain schedules. Also, if CollegeBoard were to see the data and results of this

study and decide to offer a second set of AP tests each year in the fall, students worldwide

involved in the AP program would reap the benefits and take tests in a more college-like setting.

This research study’s major finding is that students in traditional schedule types, which

usually are six to seven periods that are forty-five to fifty-five minutes and meet daily all year,

score significantly higher than students in block schedules. This supports the hypothesis that

students at schools on a traditional schedule would score higher. It also supports the findings of

Smith and Camara in 1998, which was the most well-designed and reputable previous study.

These findings can best be explained in that students need smaller periods of learning over a long

period of time (forty-five to fifty-five minute classes all year) rather than long periods over a

shorter period of time (ninety minute classes over a semester). Students also need constant

learning and review leading up to an exam rather than a several-month break before the AP

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exam, which is what can result when students have an AP course scheduled in the fall semester.

Unpredictable schedule changes, such as from weather, can also greatly affect students. When

several school days are cancelled due to abnormal weather, a course can lose days or even weeks

of learning time in a row. While in a traditional schedule these class days can be made up by

gradual increase in work load the rest of the year, block schedules only have semester long

courses, meaning that all lost days remain lost and there isn’t much room for make-up. All these

issues combine to help students on a traditional schedules score significantly higher than students

on block schedules.

While this study addressed several issues regarding the scheduling and AP exam scores,

several questions remain unanswered or not fully supported. For a future improvement, one

would want to collect data from all fifty U.S. states. This would prevent regional differences or

inconsistencies that result from collecting such a small sample of data. Another improvement for

the future would be to gather data from a handful of countries in different geographic regions to

determine if this trend of traditional schedules yielding higher exam scores is purely an

American trend, or if other countries experience the same results. A suggestion for the future

would be to look at the effect of scheduling on AP exam scores by subject. In other words, to

determine if AP exam scores for fact-based subjects, such as AP World History or AP U.S.

History, are more affected by schedule type than skill-based subjects, such as AP Language or

AP Literature.

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Addendum: November 29, 2014

After the completion of the study on a small sample of Georgia schools in May

comparing just regular block and traditional schedule scores, the study was expanded to include

the scores for all metropolitan high schools in Georgia, Utah, California, South Carolina, and

Maryland on a regular block, traditional, or A/B block schedules. The study was also altered to

include A/B block, regular block, and traditional schedule schools. After attempting to determine

all schools’ schedule types, schools with hybrid or abnormal schedule types (night schools or

boarding schools, for example) were excluded from the study, as well as schools with schedule

type information unavailable either online or by calling.

Each state’s remaining data was then combined into one spreadsheet to represent a

national sample. Average AP scores for traditional schedule schools were inserted into one

column, scores for A/B block schedule schools were inserted into a second column, and scores

for regular block schedule schools were inserted in the last column.

After organizing the data for the last time, the statistical analysis was performed. This

was done with two 2-Sample T-Tests. The first test used data from the first two columns of the

spreadsheet, comparing the scores of all schools on an A/B block schedule versus those on a

traditional schedule. Because both of these schedule types are year-long, comparing these meant

comparing the effect of having ninety minute class periods versus 45 minute class periods. The

alternative hypothesis was that the A/B block schedule schools would have higher AP exam

scores than traditional schedule schools, because in ninety minute class periods more time is

spent learning in-depth and less time is wasted frequently switching between class periods. The

resulting p value was .35 and, at an alpha level of .10, was not statistically significant.

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The second 2-Sample T-Test used data from the second and third spreadsheet columns,

comparing the average AP scores of schools on an A/B block schedule versus those on a regular

block schedule. Both block schedules have ninety minute class periods, which is the control in

this situation, but a regular block has semester-long courses while an A/B block schedule has

year-long courses. This tested the effect of having a semester-long versus a year-long AP course

on AP exam scores. The alternative hypothesis was that A/B block schedule schools would have

higher AP scores because classes were year-long and continued up until the day of the exams,

unlike regular block schedules which are organized in individual semesters that switch halfway

through the year. The T-Test resulted in a p-value of .28, which was not statistically significant

at an alpha level of .10.

As represented in graph below, the mean AP exam score did not vary much for each

schedule type. The ranges were also very similar for each schedule type; however, other

U.S. High Schools’ Average AP Exam Scores from 2010 to 2012

Graham 21

quantitative measurements did vary, as shown in the table below. The greatest difference was the

number of schools in the sample that used each schedule type. The traditional schedule

type was much more widespread, currently being used at 709 of the 1,065 schools involved in

this research study.

From this study, it can be concluded that scheduling has little to no effect on students’ AP

exam scores. For these differences in means to be considered significant—meaning that they did

not occur merely by chance—the p value must be lower than the alpha level of .10. Because the

p values were .28 and .35, my hypothesis is not supported that students on an A/B block schedule

would score higher on their AP exams. This can be explained in that the pros for each schedule

type are evened out by the cons. For example, students taking AP courses in an A/B block format

benefit from year-long courses and ninety minute class periods, but that benefit is countered by

the added stress of having eight classes at once to worry about all year instead of four to seven.

Graham 22

More likely, however, is the conclusion that this sample did not nor could not fully convey

national trends. Because this was an observational study and not an experiment, lurking variables

inevitably affected the results. Differences in school funding, teacher quality, school size, and the

offering of teacher-led review sessions could have affected students’ AP exam scores. Without

performing a controlled experiment, causation cannot be proven nor disproven. Other factors

contributing to these results include the sample size of only five states out of fifty being too

small, schools not publishing their schedule types online and not returning phone calls, and

schools only having a handful of students who take the exams, thus those students’ results are

given too much weight. Regardless of the factors that played a role, this study does not support

the original hypothesis that students at schools on an A/B block schedule would score higher on

AP exams than students at schools on a regular block or traditional schedule.

A more accurate future study could be conducted by researching with CollegeBoard,

conducting a study similar to Smith and Camara’s by having access to all students’ AP scores

nationwide and their PSAT scores to use as a control. Another option would be to do a matched

pairs design, pairing schools based on funding, demographics, and location but with different

schedule types, thus eliminating various lurking variables.

Graham 23

Bibliography

Canady, R. L., & Rettig, M. D. (1996). Teaching in the block: Strategies for engaging active

learners. Larchmont, NY: Eye on Education.

CollegeBoard. (2013). (n.d.) Retrieved from http://www.collegeboard.org/

Dixon, A. (2010, April). Focus on the school calendar. Retrieved from

http://publications.sreb.org/2010/10S03_Focus_School_Cal.pdf

Gruber, C. D., & Onwuegbuzie, A. J. (Apr. – May, 2001). Effects of block-scheduling on

academic achievement among high school students. The High School Journal, 84, 32-42.

http://www.jstor.org/stable/40364386

Hansel, D., Gutman, M., & Smith, J. (Nov, 2000). Scheduling AP classes in a 2 x 4 block

schedule: the mayfield plan. The Phi Delta Kappan, 82, 209-211.

http://www.jstor.org/stable/20439851

National Science Teachers Association. (1997). Block scheduling: teaching strategies for the

restructured school day. Arlington, VA: Kirby Lithographic Company.

Nichols, J. D. (2005). Block-scheduled high schools: Impact on achievement in english and

language arts. The Journal of Educational Research, 98(5), 299-309. Retrieved from

Article Stable URL: http://www.jstor.org/stable/27548091

Reames, Ellen. H, & Bradshaw, Carol. (2009). Block scheduling effectiveness: a 10-year

longitudinal study of one Georgia school system’s test score indicators. Georgia

Educational Research Online Edition, 7 (1).

Rettig, M. (1999). The effects of block scheduling. The School Administrator, Retrieved from

http://www.aasa.org/SchoolAdministratorArticle.aspx?id=14852

Graham 24

Smith, R., & Camara, W. J. (Jan. 1998). Block schedules and student performance on AP

examinations. http://research.collegeboard.org/publications/content/2012/05/block-

schedules-and-student-performance-ap-examinations.

Graham 25

Acknowledgements: The researcher would like to thank all those that helped in the making of

this research project in any way. Special thanks goes to Mr. David Stephenson, North Cobb’s

Magnet and AP Coordinator who was the researcher’s mentor, aiding in every step of the

research process. The researcher also would like to thank the AP Statistics teachers at North

Cobb, Mr. Denison and Mrs. Coleman, who both consulted on statistical analyses for the project.

Lastly, the researcher acknowledges the generous data contributions from the State Departments

of Education of Georgia, Maryland, California, South Carolina, Utah, and Washington that made

this entire research project possible.

Graham 26

Appendix (following pages): Final spreadsheet with raw data

State School Name

Average AP Exam Score

Schedule Type201

0201

1201

2

Mean for

2010-2012

GA Douglas County High School 2.28 2.27 1.90 2.15 A/B BlockGA Lithia Springs High School 2.04 1.86 1.63 1.84 A/B BlockGA New Manchester High School 1.55 1.55 A/B BlockGA Heritage High School 2.42 2.47 2.55 2.48 A/B BlockGA Lamar County Comprehensive High School 1.78 1.59 1.73 1.70 A/B BlockGA Thomson High School 2.25 2.29 2.47 2.34 A/B BlockGA Laney High School 1.14 1.09 1.06 1.10 A/B BlockGA Richmond Hill High School 3.71 3.50 3.64 3.62 A/B BlockUT Academy For Math Engineering & Science (Ames) 2.28 2.76 2.67 2.57 A/B BlockUT American Fork High 3.21 3.27 3.34 3.28 A/B BlockUT Timpanogos High 3.37 3.12 3.19 3.23 A/B BlockUT Bountiful High 3.55 3.54 3.57 3.55 A/B BlockUT Clearfield High 2.94 3.23 3.01 3.06 A/B BlockUT Davis High 3.82 3.76 3.80 3.79 A/B BlockUT Layton High 2.93 2.78 2.66 2.79 A/B BlockUT Northridge High 3.18 3.28 3.28 3.24 A/B BlockUT Syracuse High 2.59 2.83 2.60 2.67 A/B BlockUT Viewmont High 3.44 3.29 3.45 3.39 A/B BlockUT Woods Cross High 3.26 3.27 3.25 3.26 A/B BlockUT Cottonwood High 2.98 2.84 2.78 2.87 A/B BlockUT Cyprus High 2.82 2.83 3.10 2.92 A/B BlockUT Granger High 2.29 2.35 2.57 2.40 A/B BlockUT Hunter High 2.64 2.56 2.39 2.53 A/B BlockUT Kearns High 2.65 2.47 2.56 2.56 A/B BlockUT Olympus High 3.47 3.50 3.42 3.46 A/B BlockUT Skyline High 3.46 3.55 3.59 3.53 A/B BlockUT Taylorsville High 3.02 2.81 2.87 2.90 A/B BlockUT Intech Collegiate High School 3.22 3.41 3.23 3.28 A/B BlockUT Alta High 3.29 3.35 3.39 3.34 A/B BlockUT Bingham High 3.27 3.38 3.28 3.31 A/B BlockUT Copper Hills High 2.82 2.89 2.79 2.83 A/B BlockUT Herriman High 2.88 2.91 2.89 2.89 A/B BlockUT West Jordan High 2.84 2.97 3.12 2.98 A/B BlockUT Juab High 2.85 2.85 A/B Block

Graham 27

UT Merit College Preparatory Academy 2.68 2.20 2.44 A/B BlockUT Ogden High 2.64 2.46 2.16 2.42 A/B BlockUT Paradigm High School 1.42 1.42 A/B BlockUT Provo High 2.51 2.40 2.64 2.52 A/B BlockUT Timpview High 3.51 3.40 3.32 3.41 A/B BlockUT Rockwell Charter High School 2.38 2.18 2.36 2.31 A/B BlockUT East High 2.82 2.77 2.65 2.75 A/B BlockUT Highland High 2.64 2.68 2.70 2.67 A/B BlockUT West High 3.48 3.53 3.63 3.54 A/B BlockUT South Summit High 2.48 2.55 2.62 2.55 A/B BlockUT Stansbury High 2.34 2.55 2.36 2.41 A/B BlockUT Desert Hills High 2.84 2.68 2.83 2.78 A/B BlockUT Dixie High 2.60 2.22 2.38 2.40 A/B BlockUT Hurricane High 2.29 2.49 2.35 2.38 A/B BlockUT Pine View High 2.61 2.63 2.44 2.56 A/B BlockUT Bonneville High 2.92 2.67 2.85 2.81 A/B BlockUT Fremont High 2.93 2.81 2.83 2.85 A/B BlockUT Roy High 2.98 2.93 2.49 2.80 A/B BlockUT Weber High 3.19 3.33 3.01 3.17 A/B BlockCA Inspire School of Arts and Sciences 2.86 2.86 A/B BlockCA Heritage High 3.88 3.06 3.61 3.52 A/B BlockCA Liberty High 3.75 2.97 4.03 3.58 A/B BlockCA California High 3.68 2.43 2.50 2.87 A/B BlockCA Caruthers High 1.89 2.39 2.53 2.27 A/B BlockCA Central High East Campus 2.53 3.06 2.63 2.74 A/B BlockCA Kingsburg High 1.86 2.53 1.51 1.96 A/B BlockCA Lancaster High 2.11 2.13 2.98 2.40 A/B BlockCA El Monte High 2.62 2.13 2.21 2.32 A/B BlockCA Agoura High 3.21 3.50 2.73 3.15 A/B BlockCA Avalon K-12 2.14 2.36 2.71 2.40 A/B BlockCA Academia Avance Charter 2.30 3.03 1.32 2.22 A/B BlockCA Abraham Lincoln Senior High 2.84 2.33 2.06 2.41 A/B BlockCA Alexander Hamilton Senior High 1.66 3.06 1.16 1.96 A/B BlockCA Alliance Judy Ivie Burton Technology Academy High 2.10 2.10 A/B BlockCA Canoga Park Senior High 1.99 1.90 1.29 1.73 A/B BlockCA Chatsworth Senior High 2.10 2.10 1.42 1.87 A/B BlockCA CIVITAS School of Leadership 1.75 1.75 A/B BlockCA College Ready Academy High #5 1.81 1.60 1.42 1.61 A/B BlockCA Crenshaw Senior High 1.38 2.20 1.67 1.75 A/B BlockCA Eagle Rock High 2.48 2.30 1.52 2.10 A/B Block

CA East Los Angeles Performing Arts Academy at Esteban E. 1.40 2.03 1.71 A/B Block

Graham 28

CA Gardena Senior High 2.00 1.65 2.32 1.99 A/B BlockCA Heritage College-Ready High 1.79 1.34 1.57 A/B BlockCA John C. Fremont Senior High 1.99 1.99 1.72 1.90 A/B BlockCA Rancho Dominguez Preparatory 1.81 1.81 A/B BlockCA Reseda Senior High 1.96 1.47 2.50 1.98 A/B BlockCA San Fernando Senior High 2.25 2.63 2.65 2.51 A/B Block

CA School of Science, Technology, Engineering & Math (STEM 1.82 1.82 A/B Block

CA Ulysses S. Grant Senior High 2.08 3.55 3.55 3.06 A/B BlockCA Valley Academy of Arts and Sciences 1.65 1.65 A/B BlockCA View Park Preparatory Accelerated High 2.00 2.77 2.50 2.42 A/B BlockCA Woodrow Wilson Senior High 2.31 1.71 1.96 1.99 A/B BlockCA John Muir High 1.65 2.46 2.51 2.21 A/B BlockCA South Pasadena Senior High 3.57 2.49 2.54 2.86 A/B BlockCA Minarets High 1.76 3.84 2.80 A/B BlockCA San Rafael High 2.88 2.82 3.45 3.05 A/B BlockCA Marina High 2.14 2.14 1.81 2.03 A/B BlockCA Monterey High 2.27 2.80 3.31 2.79 A/B BlockCA Marina High 2.29 2.13 1.45 1.96 A/B BlockCA Northwood High 3.70 2.11 1.97 2.59 A/B BlockCA Newport Harbor High 2.12 2.97 3.38 2.82 A/B BlockCA Rocklin High 3.49 2.63 2.64 2.92 A/B BlockCA Whitney High 2.91 2.72 2.48 2.70 A/B BlockCA Eleanor Roosevelt High 3.59 2.50 3.61 3.23 A/B BlockCA Indio High 3.28 1.73 3.33 2.78 A/B BlockCA San Benito High 2.73 2.47 1.84 2.34 A/B BlockCA Henry J. Kaiser High 2.42 2.75 2.74 2.64 A/B BlockCA Encore High for the Performing and Visual Arts 2.41 2.16 2.28 A/B BlockCA Mission Bay High 3.17 2.79 2.34 2.77 A/B BlockCA La Costa Canyon High 3.16 2.29 2.32 2.59 A/B BlockCA Torrey Pines High 3.79 1.95 2.30 2.68 A/B BlockCA Vista High 2.62 2.11 2.33 2.35 A/B BlockCA Pacific Law Academy 1.86 1.86 A/B BlockCA Stockton Collegiate International Second 1.69 1.69 A/B BlockCA Atascadero High 2.35 2.63 3.22 2.73 A/B BlockCA Coast Union High 3.06 2.98 2.57 2.87 A/B BlockCA Oceana High 2.81 2.69 2.54 2.68 A/B BlockCA Los Gatos High 3.84 3.80 3.45 3.70 A/B BlockCA Gunderson High 2.39 3.22 3.28 2.96 A/B BlockCA Casa Grande High 4.29 3.28 4.28 3.95 A/B BlockCA Petaluma High 4.29 4.27 2.98 3.85 A/B BlockCA Mission Oak High 3.02 2.18 3.23 2.81 A/B Block

Graham 29

CA Oak Park High 3.10 3.66 1.99 2.92 A/B BlockCA Foothill Technology High 2.43 2.28 3.24 2.65 A/B BlockCA Marysville Charter Academy for the Arts 2.58 2.71 2.64 A/B BlockMD Washington County Technical High 1.80 2.00 2.10 1.97 A/B BlockMD Kent Island High 3.00 3.00 2.90 2.97 A/B BlockMD Bladensburg High 1.50 1.60 1.70 1.60 A/B BlockMD Crossland High 1.20 1.20 1.30 1.23 A/B BlockMD Frederick Douglass High 1.90 1.70 1.90 1.83 A/B BlockMD Friendly High 1.30 1.40 1.50 1.40 A/B BlockMD Oxon Hill High 1.70 1.70 1.60 1.67 A/B BlockMD Dulaney High 3.60 3.60 3.80 3.67 A/B BlockMD Hereford High 3.40 3.60 3.70 3.57 A/B BlockMD Milford Mill Academy 1.40 1.30 1.20 1.30 A/B BlockMD New Town High 2.00 1.80 1.70 1.83 A/B BlockMD Perry Hall High 3.10 3.20 3.30 3.20 A/B BlockSC Palmetto High School 2.60 2.40 2.60 2.53 A/B BlockSC Pendleton High School 2.20 2.30 2.30 2.27 A/B BlockSC Wren High School 2.60 3.00 3.20 2.93 A/B BlockSC Goose Creek High School 2.30 2.50 2.30 2.37 A/B BlockSC Hanahan High School 3.20 2.90 2.60 2.90 A/B BlockSC Academic Magnet High School 3.20 3.40 3.50 3.37 A/B BlockSC Charleston Charter School of Math and Science 2.00 2.70 2.35 A/B BlockSC Wando High School 3.80 3.50 3.50 3.60 A/B BlockSC South Florence High School 2.40 2.40 2.70 2.50 A/B BlockSC Chapin High School 3.10 2.90 2.80 2.93 A/B BlockSC Dutch Fork High School 3.10 3.10 3.00 3.07 A/B BlockSC Irmo High School 2.80 2.70 2.50 2.67 A/B BlockSC Easley High School 3.00 2.60 2.70 2.77 A/B BlockSC Columbia High School 1.40 1.70 1.60 1.57 A/B BlockSC Dreher High School 3.20 3.30 3.30 3.27 A/B BlockSC Eau Claire High School 1.40 1.50 1.30 1.40 A/B BlockSC Lower Richland High School 1.70 1.70 1.70 1.70 A/B Block

GA Lafayette High School 2.52 2.51 2.91 2.65 Reg. Block

GA Heritage High School 2.28 2.44 2.56 2.43 Reg. Block

GA Ringgold High School 2.14 2.22 2.44 2.27 Reg. Block

GA Lakeview-Fort Oglethorpe 2.42 2.48 2.69 2.53 Reg. Block

GA Whitfield County Career Academy 2.50 2.00 2.50 2.33 Reg. Block

GA Southeast Whitfield County High School 2.42 2.98 2.67 2.69 Reg. Block

Graham 30

GA Dawson County High School 2.23 2.05 2.36 2.21 Reg. Block

GA East Coweta High School 2.51 2.79 2.87 2.72 Reg. Block

GA Newnan High School 2.98 2.82 2.87 2.89 Reg. Block

GA Northgate High School 2.68 2.87 2.91 2.82 Reg. Block

GA McNair High School 1.17 1.15 1.20 1.17 Reg. Block

GA Dunwoody High School 2.85 2.59 2.54 2.66 Reg. Block

GA Druid Hills High School 2.59 2.59 2.63 2.60 Reg. Block

GA Cross Keys High School 2.22 2.09 2.13 2.15 Reg. Block

GA Columbia High School 1.39 1.29 1.25 1.31 Reg. Block

GA Clarkston High School 1.56 1.00 1.50 1.35 Reg. Block

GA Peachtree Ridge High School 3.11 3.15 3.21 3.16 Reg. Block

GA Phoenix High School 1.75 2.00 1.88 Reg. Block

GA Apalachee High School 2.56 2.71 2.82 2.70 Reg. Block

GA Winder Barrow High School 2.97 3.24 3.25 3.15 Reg. Block

GA Loganville High School 2.77 2.81 2.75 2.78 Reg. Block

GA Monroe Area High School 1.49 1.71 2.26 1.82 Reg. Block

GA Walnut Grove High School 2.63 2.50 2.36 2.50 Reg. Block

GA Columbus High School 2.96 3.31 3.35 3.21 Reg. Block

GA Spencer High School 1.25 1.19 1.31 1.25 Reg. Block

GA Howard High School 1.64 2.03 1.89 1.85 Reg. Block

GA Northeast High School 1.11 1.03 1.06 1.07 Reg. Block

GA Twiggs County High School 1.83 1.21 1.17 1.40 Reg. Block

GA North Oconee High School 3.52 3.49 3.28 3.43 Reg. Block

GA Oconee County High School 3.13 3.14 3.15 3.14 Reg. Block

GA Lowndes County High School 2.62 2.60 2.60 2.61 Reg. Block

Graham 31

GA Bryan County High School 1.80 2.37 2.17 2.11 Reg. Block

GA Beach High School 1.12 1.16 1.31 1.20 Reg. Block

GA Savannah High School 1.11 1.07 1.27 1.15 Reg. Block

GA Allatoona High School 2.55 3.06 3.07 2.89 Reg. Block

GA Campbell High School 2.85 2.88 2.88 2.87 Reg. Block

GA Harrison High School 3.18 3.24 2.94 3.12 Reg. Block

GA Hillgrove High School 2.98 3.13 3.30 3.14 Reg. Block

GA Kennesaw Mountain High School 3.33 3.35 3.44 3.37 Reg. Block

GA McEachern High School 2.09 2.31 2.40 2.27 Reg. Block

GA North Cobb High School 2.83 2.96 3.17 2.99 Reg. Block

GA Osborne High School 1.39 1.38 1.45 1.41 Reg. Block

GA Pebblebrook High School 2.07 2.19 1.92 2.06 Reg. Block

GA South Cobb High School 1.83 2.11 2.11 2.02 Reg. Block

GA Sprayberry High School 2.48 2.61 2.66 2.58 Reg. Block

GA Wheeler High School 3.56 3.74 3.81 3.70 Reg. Block

MD Liberty High 2.90 3.20 3.00 3.03 Reg. Block

MD Boonsboro High 2.80 3.00 3.00 2.93 Reg. Block

MD Brunswick High 2.60 2.70 2.80 2.70 Reg. Block

MD Catoctin High 2.90 2.70 2.90 2.83 Reg. Block

MD Frederick High 3.00 2.90 3.10 3.00 Reg. Block

MD Gov. Thomas Johnson High 3.10 3.00 3.10 3.07 Reg. Block

MD Linganore High 3.00 2.90 3.00 2.97 Reg. Block

MD Middletown High 3.10 3.10 3.20 3.13 Reg. Block

MD Oakdale High 3.00 3.40 3.20 Reg. Block

MD Tuscarora High 3.20 3.20 3.00 3.13 Reg. Block

Graham 32

MD Urbana High 3.30 3.30 3.50 3.37 Reg. Block

MD Walkersville High 3.20 3.20 3.10 3.17 Reg. Block

MD Century High 3.00 3.10 2.90 3.00 Reg. Block

MD Manchester Valley High 2.50 2.80 2.80 2.70 Reg. Block

MD South Carroll High 3.10 3.10 3.10 3.10 Reg. Block

MD Northwood High School 2.50 2.70 2.80 2.67 Reg. Block

MD Bowie High 2.40 2.20 2.30 2.30 Reg. Block

MD Central High 1.10 1.20 1.10 1.13 Reg. Block

MD Charles Herbert Flowers High 1.60 1.80 1.60 1.67 Reg. Block

MD Duval High 1.70 1.60 1.60 1.63 Reg. Block

MD Fairmont Heights High 1.10 1.10 1.10 1.10 Reg. Block

MD Forestville High 1.30 1.20 1.20 1.23 Reg. Block

MD High Point High 2.00 1.80 1.90 1.90 Reg. Block

MD Largo High 1.50 1.40 1.50 1.47 Reg. Block

MD Surrattsville High 1.20 1.20 1.30 1.23 Reg. Block

MD Annapolis High 2.30 2.40 2.20 2.30 Reg. Block

MD Arundel High 2.70 2.70 2.80 2.73 Reg. Block

MD Broadneck High 3.10 3.10 2.90 3.03 Reg. Block

MD Chesapeake High 2.80 2.70 2.50 2.67 Reg. Block

MD Glen Burnie High 1.90 1.70 1.90 1.83 Reg. Block

MD Meade High 2.00 2.00 2.10 2.03 Reg. Block

MD North County High 1.90 2.00 1.90 1.93 Reg. Block

MD Old Mill High 2.30 2.30 2.10 2.23 Reg. Block

MD Severna Park High 3.00 3.10 3.20 3.10 Reg. Block

MD South River High 2.90 2.80 2.70 2.80 Reg. Block

Graham 33

MD Southern High 2.30 2.30 2.40 2.33 Reg. Block

MD Aberdeen High 3.20 3.00 3.10 3.10 Reg. Block

MD Catonsville High 3.20 3.20 3.10 3.17 Reg. Block

MD Loch Raven High 3.20 2.90 3.00 3.03 Reg. Block

MD Patapsco High & Center for Arts 2.70 2.10 2.30 2.37 Reg. Block

MD Randallstown High 1.90 2.00 2.00 1.97 Reg. Block

MD WEB DuBois High 1.10 1.00 1.20 1.10 Reg. Block

SC Belton-Honea Path High School 2.30 2.20 2.00 2.17 Reg. Block

SC T L Hanna High School 3.80 3.70 3.80 3.77 Reg. Block

SC Westside High School 3.00 3.10 2.90 3.00 Reg. Block

SC Berkeley High School 2.90 2.70 2.10 2.57 Reg. Block

SC Cross High School 1.70 1.40 1.20 1.43 Reg. Block

SC Stratford High School 3.20 3.00 2.80 3.00 Reg. Block

SC Baptist Hill High School 1.10 1.10 1.40 1.20 Reg. Block

SC Burke High School 1.10 1.20 1.40 1.23 Reg. Block

SC Charleston County School Of Arts 3.40 3.40 3.40 3.40 Reg. Block

SC Saint Johns High School 1.40 1.30 1.40 1.37 Reg. Block

SC West Ashley High School 2.20 2.40 2.20 2.27 Reg. Block

SC Johnsonville High School 2.70 2.40 2.50 2.53 Reg. Block

SC West Florence High School 2.40 2.50 2.70 2.53 Reg. Block

SC Wilson High School 2.50 2.40 2.10 2.33 Reg. Block

SC Berea High School 2.20 1.80 2.00 2.00 Reg. Block

SC Blue Ridge High School 2.60 2.30 2.10 2.33 Reg. Block

SC Carolina High School 1.50 1.70 1.60 Reg. Block

SC Greer High School 3.00 2.60 2.50 2.70 Reg. Block

Graham 34

SC Travelers Rest High School 3.00 2.90 3.00 2.97 Reg. Block

SC Wade Hampton High School 2.30 2.30 2.30 2.30 Reg. Block

SC Academy For Arts Sci & Tech 2.10 2.90 2.80 2.60 Reg. Block

SC Aynor High School 2.30 2.50 3.10 2.63 Reg. Block

SC Carolina Forest High School 3.40 3.40 3.40 3.40 Reg. Block

SC Green Sea-Floyds High School 2.10 2.50 1.80 2.13 Reg. Block

SC Loris High School 1.90 2.10 2.40 2.13 Reg. Block

SC Myrtle Beach High School 3.00 2.50 2.50 2.67 Reg. Block

SC Socastee High School 3.00 2.70 2.80 2.83 Reg. Block

SC The Academy for Technology and Academics 1.90 2.20 2.05 Reg. Block

SC Camden High School 2.40 2.40 2.40 2.40 Reg. Block

SC North Central High School 2.80 2.80 Reg. Block

SC Clinton High School 1.70 1.80 1.90 1.80 Reg. Block

SC Laurens District 55 High School 2.00 2.10 2.30 2.13 Reg. Block

SC Batesburg-Leesville High School 2.30 2.80 2.80 2.63 Reg. Block

SC Brookland-Cayce High School 1.90 2.00 1.80 1.90 Reg. Block

SC D W Daniel High School 3.80 3.50 3.90 3.73 Reg. Block

SC Liberty High School 2.10 2.50 2.70 2.43 Reg. Block

SC Pickens High School 2.90 2.70 2.80 2.80 Reg. Block

SC A C Flora High School 2.00 2.70 2.60 2.43 Reg. Block

SC W J Keenan High School 1.50 1.40 1.60 1.50 Reg. Block

SC Boiling Springs High School 3.40 3.50 3.60 3.50 Reg. Block

SC Chapman High School 2.20 2.70 2.30 2.40 Reg. Block

SC Chesnee High School 2.60 2.50 2.40 2.50 Reg. Block

SC G D Broome High School 3.00 3.10 3.40 3.17 Reg. Block

Graham 35

SC James F Byrnes High School 3.10 3.20 3.20 3.17 Reg. Block

SC Paul M Dorman High School 3.50 3.30 3.30 3.37 Reg. Block

SC Crestwood High School 2.90 2.90 Reg. Block

SC Lakewood High School 2.40 2.40 Reg. Block

SC Sumter High School 3.00 3.30 3.10 3.13 Reg. Block

SC Clover High School 2.90 2.90 3.20 3.00 Reg. Block

SC Fort Mill High School 3.90 4.00 4.10 4.00 Reg. Block

SC Nation Ford High School 3.30 3.20 3.20 3.23 Reg. Block

SC Northwestern High School 2.40 2.40 2.40 2.40 Reg. Block

SC Rock Hill High School 2.60 2.80 2.50 2.63 Reg. Block

SC South Pointe High 2.20 1.90 2.00 2.03 Reg. Block

UT Lehi High 3.10 3.15 3.40 3.22 Reg. Block

UT Lone Peak High 3.44 3.38 3.42 3.41 Reg. Block

UT Orem High 3.22 3.16 3.02 3.13 Reg. Block

UT Maple Mountain High 2.71 3.21 3.17 3.03 Reg. Block

UT Payson High 2.44 2.45 2.64 2.51 Reg. Block

UT Springville High 2.74 2.94 2.88 2.85 Reg. Block

UT Park City High 3.31 3.60 3.51 3.47 Reg. Block

UT Tuacahn High School For The Performing Arts 2.43 2.43 Reg. Block

UT Snow Canyon High 2.72 3.08 2.69 2.83 Reg. Block

CA John F. Kennedy High 2.74 2.91 2.90 2.85 Reg. Block

CA Union Mine High 3.54 2.20 2.23 2.66 Reg. Block

CA South Tahoe High 2.70 1.58 1.76 2.01 Reg. Block

CA Washington High 2.46 1.76 2.53 2.25 Reg. Block

CA Hawthorne Math and Science Academy 3.23 1.97 1.83 2.34 Reg. Block

Graham 36

CA Arleta High 2.30 2.68 2.82 2.60 Reg. Block

CA Cesar E. Chavez Learning Academies-Arts,Theatre, Entert 2.43 2.43 Reg.

Block

CA East Los Angeles Renaissance Academy at Esteban E. Torr 2.30 1.89 2.09 Reg.

Block

CA John H. Francis Polytechnic 3.37 2.38 3.29 3.01 Reg. Block

CA Los Angeles Center for Enriched Studies 1.22 2.86 1.86 1.98 Reg. Block

CA Sun Valley High 1.58 1.83 1.70 1.70 Reg. Block

CA Verdugo Hills Senior High 2.42 1.81 2.70 2.31 Reg. Block

CA Seaside High 3.23 2.02 2.66 2.64 Reg. Block

CA Irvine High 3.78 3.12 3.08 3.33 Reg. Block

CA Colfax High 3.19 3.24 3.25 3.23 Reg. Block

CA Del Oro High 3.16 3.32 3.31 3.26 Reg. Block

CA Foresthill High 2.43 2.96 2.98 2.79 Reg. Block

CA Placer High 3.06 3.61 3.59 3.42 Reg. Block

CA Granite Bay High 3.36 3.75 3.90 3.67 Reg. Block

CA Oakmont High 2.70 4.05 4.16 3.64 Reg. Block

CA Roseville High 2.66 3.65 3.59 3.30 Reg. Block

CA Tahoe Truckee High 2.67 3.32 2.92 2.97 Reg. Block

CA Vista del Lago High 3.55 2.15 3.10 2.93 Reg. Block

CA Laguna Creek High 2.02 2.66 2.40 2.36 Reg. Block

CA Sheldon High 2.83 2.80 2.25 2.63 Reg. Block

CA Natomas Pacific Pathways Prep 2.15 1.99 2.34 2.16 Reg. Block

CA Casa Roble Fundamental High 1.85 2.81 2.45 2.37 Reg. Block

CA Del Campo High 2.59 2.57 2.66 2.61 Reg. Block

CA Mesa Verde High 2.13 1.99 2.23 2.12 Reg. Block

CA Steele Canyon High 1.99 2.02 2.95 2.32 Reg. Block

Graham 37

CA Westview High 3.68 2.67 3.12 3.16 Reg. Block

CA Crawford CHAMPS 1.42 1.66 1.65 1.58 Reg. Block

CA Crawford High 1.68 1.68 Reg. Block

CA Crawford IDEA 2.55 2.73 2.18 2.49 Reg. Block

CA Crawford Law and Business 2.32 2.27 2.89 2.49 Reg. Block

CA Crawford Multimedia and Visual Arts 3.03 1.71 2.37 Reg. Block

CA Kearny Construction Tech 1.89 1.89 Reg. Block

CA Kearny International Business 2.71 2.43 1.92 2.36 Reg. Block

CA Kearny SCT 2.08 2.11 3.51 2.57 Reg. Block

CA San Diego CIMA 2.42 2.42 Reg. Block

CA San Diego MVP Arts 2.16 2.16 Reg. Block

CA San Diego Science and Technology 2.31 2.47 2.35 2.38 Reg. Block

CA Canyon Crest Academy 3.68 2.86 3.05 3.20 Reg. Block

CA San Dieguito High Academy 3.29 3.00 3.60 3.30 Reg. Block

CA Options Secondary 2.14 1.89 1.68 1.90 Reg. Block

CA Ronald E. McNair High 3.75 3.77 2.20 3.24 Reg. Block

CA Lathrop High 2.85 2.94 1.89 2.56 Reg. Block

CA Cesar Chavez High 1.57 2.19 2.40 2.05 Reg. Block

CA Templeton High 2.92 3.03 2.49 2.81 Reg. Block

CA Aragon High 3.11 3.82 3.91 3.61 Reg. Block

CA San Marcos Senior High 3.27 2.42 2.29 2.66 Reg. Block

CA Cypress Charter High 3.10 3.41 3.34 3.28 Reg. Block

CA Santa Cruz High 3.70 2.28 2.46 2.81 Reg. Block

CA Central Valley High 3.47 1.92 2.92 2.77 Reg. Block

CA Windsor High 3.00 3.49 2.35 2.95 Reg. Block

Graham 38

CA River Valley High 2.63 2.97 2.64 2.75 Reg. Block

CA River City High 1.75 1.85 2.33 1.97 Reg. Block

UT Mountain View High 3.47 3.48 3.43 3.46 Traditional

UT Pleasant Grove High 3.05 3.08 3.04 3.06 Traditional

UT Beehive Science & Technology Academy (Bsta) 2.43 2.43 Traditional

UT Riverton High 3.01 3.17 3.24 3.14 Traditional

UT Logan High 3.17 3.45 3.31 3.31 Traditional

UT North Summit High 3.07 3.06 3.07 Traditional

CA Encinal High 2.47 2.53 2.52 2.51 Traditional

CA Berkeley High 2.92 3.16 3.15 3.08 Traditional

CA Dublin High 3.17 3.26 3.34 3.26 Traditional

CA Emery Secondary 1.90 1.46 2.03 1.80 Traditional

CA Mission San Jose High 4.00 3.95 4.10 4.02 Traditional

CA Washington High 3.41 3.47 3.49 3.46 Traditional

CA James Logan High 3.25 3.20 3.10 3.18 Traditional

CA Newark Memorial High 2.71 2.78 2.76 2.75 Traditional

CA Bay Area Technology 1.12 1.46 1.47 1.35 Traditional

CA LIFE Academy 2.74 1.27 3.62 2.54 Traditional

CA Oakland High 1.88 1.90 1.82 1.87 Traditional

CA Skyline High 2.45 2.75 2.25 2.48 Traditional

CA Amador Valley High 3.92 4.01 4.14 4.03 Traditional

CA Foothill High 3.70 3.69 3.84 3.74 Traditional

CA San Leandro High 2.95 2.93 2.91 2.93 Traditional

CA Arroyo High 2.67 2.27 2.53 2.49 Traditional

CA San Lorenzo High 2.15 2.20 2.21 2.19 Traditional

Graham 39

CA Chico High 2.50 3.35 2.69 2.85 Traditional

CA Pleasant Valley High 2.25 2.21 3.17 2.54 Traditional

CA Las Plumas High 2.38 2.65 2.68 2.57 Traditional

CA Oroville High 2.05 2.52 2.77 2.45 Traditional

CA Paradise Senior High 3.29 2.07 2.59 2.65 Traditional

CA Acalanes High 4.20 1.85 2.19 2.75 Traditional

CA Campolindo High 3.98 3.38 3.31 3.56 Traditional

CA Las Lomas High 3.58 2.69 2.82 3.03 Traditional

CA Miramonte High 4.08 3.04 2.98 3.37 Traditional

CA Antioch High 1.99 2.20 1.79 2.00 Traditional

CA John Swett High 2.59 1.66 4.15 2.80 Traditional

CA College Park High 2.72 2.22 2.30 2.41 Traditional

CA Mt. Diablo High 1.96 2.62 2.70 2.43 Traditional

CA Northgate High 3.55 3.06 3.05 3.22 Traditional

CA Ygnacio Valley High 2.52 2.97 2.87 2.79 Traditional

CA Pittsburg Senior High 2.47 2.89 2.95 2.77 Traditional

CA Monte Vista High 4.03 2.54 2.34 2.97 Traditional

CA San Ramon Valley High 3.50 2.09 2.10 2.56 Traditional

CA De Anza Senior High 1.76 3.49 3.61 2.95 Traditional

CA Hercules High 2.51 2.57 2.36 2.48 Traditional

CA Kennedy High 3.80 3.75 1.29 2.95 Traditional

CA Leadership Public Schools: Richmond 3.84 3.93 2.92 3.56 Traditional

CA Pinole Valley High 3.91 3.88 2.23 3.34 Traditional

CA Golden Sierra Junior Senior High 2.01 1.92 2.63 2.19 Traditional

CA Clovis High 3.05 3.29 3.41 3.25 Traditional

Graham 40

CA Coalinga High 2.80 2.44 2.47 2.57 Traditional

CA Fowler High 1.75 2.52 2.61 2.29 Traditional

CA Edison High 2.66 2.35 2.40 2.47 Traditional

CA Fresno High 3.06 2.67 2.68 2.81 Traditional

CA McLane High 1.64 2.68 2.38 2.23 Traditional

CA University High 3.21 2.46 2.53 2.73 Traditional

CA Tranquillity High 2.16 2.58 2.37 Traditional

CA Orange Cove High 1.45 2.01 1.91 1.79 Traditional

CA Parlier High 1.91 2.46 3.29 2.56 Traditional

CA Sanger High 1.97 1.96 2.44 2.13 Traditional

CA Selma High 2.01 1.79 2.40 2.07 Traditional

CA Sierra High 2.37 2.40 2.58 2.45 Traditional

CA Calexico High 3.15 1.52 2.60 2.42 Traditional

CA Calipatria High 2.46 2.69 1.88 2.35 Traditional

CA Central Union High 1.77 1.51 3.59 2.29 Traditional

CA Southwest High 2.36 2.62 2.44 2.47 Traditional

CA Holtville High 2.41 1.97 2.40 2.26 Traditional

CA Imperial High 2.34 2.47 2.58 2.46 Traditional

CA Cesar E. Chavez High 1.82 1.78 1.76 1.79 Traditional

CA Delano High 2.60 1.67 2.00 2.09 Traditional

CA Robert F. Kennedy High 2.36 2.47 2.24 2.36 Traditional

CA Frazier Mountain High 2.72 2.83 2.78 Traditional

CA Bakersfield High 2.22 3.01 2.32 2.51 Traditional

CA Centennial High 2.27 3.03 1.74 2.35 Traditional

CA East Bakersfield High 1.95 2.26 1.92 2.04 Traditional

Graham 41

CA Frontier High 1.71 2.62 3.14 2.49 Traditional

CA Golden Valley High 3.26 2.42 2.61 2.76 Traditional

CA Highland High 2.36 1.98 2.13 2.15 Traditional

CA Independence High 2.74 2.99 2.52 2.75 Traditional

CA Kern Valley High 2.53 2.60 2.16 2.43 Traditional

CA Liberty High 1.77 1.88 2.92 2.19 Traditional

CA Mira Monte High 2.14 2.74 2.18 2.35 Traditional

CA North High 2.49 2.78 2.07 2.45 Traditional

CA Ridgeview High 2.61 1.90 2.64 2.38 Traditional

CA Shafter High 2.44 2.65 2.33 2.47 Traditional

CA South High 2.83 2.82 2.81 2.82 Traditional

CA Stockdale High 3.14 1.78 1.89 2.27 Traditional

CA McFarland High 2.06 2.19 1.95 2.07 Traditional

CA Desert Junior-Senior High 2.25 2.18 2.33 2.25 Traditional

CA Burroughs High 3.01 2.81 3.36 3.06 Traditional

CA Rosamond High 3.03 2.98 2.46 2.82 Traditional

CA Taft Union High 2.26 2.38 2.11 2.25 Traditional

CA Tehachapi High 2.62 2.92 3.06 2.87 Traditional

CA Corcoran High 1.98 2.13 2.28 2.13 Traditional

CA Hanford High 2.52 2.52 2.29 2.44 Traditional

CA Hanford West High 1.84 2.16 2.07 2.02 Traditional

CA Sierra Pacific High 2.83 2.83 Traditional

CA Artesia High 2.07 2.29 2.33 2.23 Traditional

CA Cerritos High 2.64 3.34 2.28 2.76 Traditional

CA Gretchen Whitney High 2.33 4.19 2.45 2.99 Traditional

Graham 42

CA Richard Gahr High 2.19 2.74 3.17 2.70 Traditional

CA Vasquez High 3.33 2.30 2.49 2.71 Traditional

CA Mark Keppel High 1.46 3.69 1.79 2.32 Traditional

CA San Gabriel High 1.81 2.86 2.88 2.52 Traditional

CA Antelope Valley High 2.33 1.65 3.42 2.47 Traditional

CA Eastside High 3.36 2.03 2.86 2.75 Traditional

CA Highland High 2.46 2.25 2.03 2.25 Traditional

CA Littlerock High 3.06 1.77 2.41 2.41 Traditional

CA Palmdale High 2.49 1.87 1.97 2.11 Traditional

CA Quartz Hill High 2.28 2.55 2.35 2.39 Traditional

CA William J. (Pete) Knight High 2.29 2.37 1.96 2.20 Traditional

CA Arcadia High 2.07 2.24 3.75 2.69 Traditional

CA Azusa High 2.30 2.26 2.72 2.43 Traditional

CA Gladstone High 1.70 2.55 2.22 2.16 Traditional

CA Baldwin Park High 2.15 2.14 2.17 2.15 Traditional

CA Sierra Vista High 2.57 3.01 2.76 2.78 Traditional

CA Bassett Senior High 2.16 2.20 2.05 2.14 Traditional

CA Bellflower High 2.86 1.98 2.17 2.34 Traditional

CA Mayfair High 3.29 2.30 2.40 2.66 Traditional

CA Bonita High 2.43 3.34 3.20 2.99 Traditional

CA San Dimas High 2.27 4.19 4.19 3.55 Traditional

CA Burbank High 2.76 2.74 2.72 2.74 Traditional

CA Burroughs High 3.00 2.30 2.76 2.69 Traditional

CA Charter Oak High 2.97 1.65 1.63 2.09 Traditional

CA Claremont High 2.99 2.03 2.05 2.36 Traditional

Graham 43

CA Centennial High 1.61 2.25 2.34 2.07 Traditional

CA Covina High 2.55 1.87 1.93 2.11 Traditional

CA Northview High 2.06 2.55 2.55 2.38 Traditional

CA South Hills High 3.07 2.37 2.44 2.63 Traditional

CA Culver City High 2.85 3.69 3.75 3.43 Traditional

CA Warren High 2.69 2.05 2.22 2.32 Traditional

CA Arroyo High 2.69 2.41 2.48 2.53 Traditional

CA Mountain View High 2.41 2.85 2.86 2.70 Traditional

CA Rosemead High 2.29 3.40 3.35 3.01 Traditional

CA El Segundo High 2.97 2.32 2.38 2.55 Traditional

CA Crescenta Valley High 3.24 3.11 2.88 3.08 Traditional

CA Glendale High 2.56 1.81 2.12 2.16 Traditional

CA Herbert Hoover High 2.59 2.11 2.03 2.25 Traditional

CA Glen A. Wilson High 3.17 2.96 3.16 3.10 Traditional

CA William Workman High 1.89 1.98 1.92 1.93 Traditional

CA Inglewood High 2.25 1.85 2.97 2.36 Traditional

CA Cabrillo (Juan Rodriguez) High 2.81 1.88 2.43 2.37 Traditional

CA Jordan High 2.48 1.50 3.20 2.39 Traditional

CA Lakewood High 3.01 2.29 2.43 2.58 Traditional

CA Wilson High 2.53 2.68 3.33 2.85 Traditional

CA Academic Leadership Community 1.97 3.69 3.28 2.98 Traditional

CA Bell Senior High 1.53 2.17 2.19 1.96 Traditional

CA Benjamin Franklin Senior High 1.42 1.32 2.47 1.74 Traditional

CA Birmingham Community Charter High 1.98 2.33 2.36 2.22 Traditional

CA Bright Star Secondary Charter Academy 2.00 2.43 2.21 Traditional

Graham 44

CA Carson Senior High 1.63 2.12 1.68 1.81 Traditional

CA CHAMPS - Charter HS of Arts-Multimedia & Performing 2.21 2.41 2.23 2.28 Tradition

al

CA Community Charter Early College High 2.45 2.85 2.35 2.55 Traditional

CA Crenshaw Arts/Tech Charter High 1.99 1.34 1.66 Traditional

CA Daniel Pearl Journalism & Communications 2.63 2.62 2.49 2.58 Traditional

CA David Starr Jordan Senior High 2.30 2.64 2.33 2.42 Traditional

CA Edward R. Roybal Learning Center 1.91 1.64 2.17 1.91 Traditional

CA El Camino Real Charter High 2.24 3.29 2.08 2.54 Traditional

CA Elizabeth Learning Center 2.13 2.29 2.00 2.14 Traditional

CA Engineering and Technology Academy at Esteban E. Torres 2.43 2.43 Tradition

al

CA Fairfax Senior High 2.63 1.61 2.87 2.37 Traditional

CA Frederick Douglass Academy High 1.47 2.42 2.09 1.99 Traditional

CA George Washington Preparatory High 2.76 2.42 1.48 2.22 Traditional

CA Granada Hills Charter High 2.26 2.92 3.50 2.90 Traditional

CA Grover Cleveland High 3.00 1.40 2.94 2.44 Traditional

CA Helen Bernstein High 2.35 1.85 1.33 1.85 Traditional

CA Hollywood Senior High 2.02 1.99 1.67 1.89 Traditional

CA Huntington Park Senior High 2.40 2.39 2.93 2.57 Traditional

CA International Studies Learning Center 2.45 2.75 2.90 2.70 Traditional

CA Ivy Academia 2.19 2.18 2.30 2.22 Traditional

CA James Monroe High 1.49 2.18 1.89 1.85 Traditional

CA John F. Kennedy High 2.61 1.91 2.17 2.23 Traditional

CA John Marshall Senior High 2.46 2.41 2.37 2.41 Traditional

CA King/Drew Medical Magnet High 1.19 1.87 2.75 1.93 Traditional

CA Los Angeles Leadership Academy 2.81 2.17 2.49 Traditional

Graham 45

CA Los Angeles Senior High 1.58 1.47 1.92 1.65 Traditional

CA Magnolia Science Academy 1.88 2.82 1.61 2.10 Traditional

CA Magnolia Science Academy 2 3.48 3.48 Traditional

CA Maywood Academy High 2.57 2.33 1.85 2.25 Traditional

CA Metropolitan Continuation 2.07 1.96 1.73 1.92 Traditional

CA Nathaniel Narbonne Senior High 2.35 2.13 2.29 2.26 Traditional

CA North Hollywood Senior High 2.88 1.73 1.89 2.17 Traditional

CA Panorama High 2.01 1.97 1.73 1.91 Traditional

CA Phineas Banning Senior High 2.45 2.54 2.33 2.44 Traditional

CA Santee Education Complex 1.92 1.99 2.79 2.23 Traditional

CA Social Justice Leadership Academy at Esteban E. Torres 1.24 1.24 Tradition

al

CA South East High 1.96 1.61 2.44 2.00 Traditional

CA Sylmar Senior High 1.44 1.81 1.99 1.75 Traditional

CA University Senior High 2.53 2.17 2.30 2.33 Traditional

CA Van Nuys Senior High 3.26 2.07 2.33 2.55 Traditional

CA Vaughn Next Century Learning Center 1.03 1.03 Traditional

CA Venice Senior High 2.37 3.02 2.43 2.61 Traditional

CA Wallis Annenberg High 3.89 1.88 1.82 2.53 Traditional

CA Westchester Senior High 2.55 2.45 2.50 Traditional

CA William Howard Taft Senior High 1.83 3.14 1.94 2.31 Traditional

CA Lynwood High 1.82 1.24 1.53 Traditional

CA Mira Costa High 1.58 1.59 2.09 1.75 Traditional

CA Monrovia High 1.92 1.71 2.34 1.99 Traditional

CA Bell Gardens High 1.67 2.56 2.62 2.29 Traditional

CA Montebello High 1.24 2.49 2.88 2.20 Traditional

Graham 46

CA Schurr High 2.44 2.85 2.04 2.44 Traditional

CA John H. Glenn High 2.15 2.23 1.56 1.98 Traditional

CA La Mirada High 1.70 2.61 1.41 1.91 Traditional

CA Norwalk High 1.66 2.28 2.17 2.04 Traditional

CA Palos Verdes Peninsula High 1.69 3.63 1.92 2.41 Traditional

CA Paramount High 2.06 2.00 1.70 1.92 Traditional

CA Blair High 2.76 2.05 2.00 2.27 Traditional

CA Marshall Fundamental 1.90 2.45 3.12 2.49 Traditional

CA Pasadena High 3.08 1.03 2.39 2.17 Traditional

CA Diamond Ranch High 2.76 2.93 2.50 2.73 Traditional

CA Ganesha High 2.61 2.70 2.62 2.64 Traditional

CA Garey Senior High 1.74 1.53 1.63 Traditional

CA John A. Rowland High 3.37 1.53 3.28 2.73 Traditional

CA Nogales High 3.14 3.13 2.05 2.77 Traditional

CA Gabrielino High 1.71 1.66 1.71 1.70 Traditional

CA San Marino High 1.95 3.84 3.43 3.07 Traditional

CA Malibu High 3.49 3.18 2.64 3.11 Traditional

CA Santa Monica High 2.57 3.33 1.74 2.54 Traditional

CA Temple City High 3.41 2.85 3.03 3.09 Traditional

CA North High 3.01 2.23 2.19 2.48 Traditional

CA South High 3.34 2.61 2.48 2.81 Traditional

CA West High 3.79 3.32 3.39 3.50 Traditional

CA Diamond Bar High 3.75 3.63 3.64 3.67 Traditional

CA La Serna High 2.92 2.45 2.31 2.56 Traditional

CA Pioneer High 2.30 2.59 2.39 2.43 Traditional

Graham 47

CA Canyon High 1.74 2.01 2.62 2.12 Traditional

CA Golden Valley High 2.18 2.19 2.56 2.31 Traditional

CA Saugus High 2.39 2.09 3.22 2.57 Traditional

CA Valencia High 3.48 3.56 3.32 3.45 Traditional

CA William S. Hart Senior High 2.43 2.05 3.06 2.51 Traditional

CA Madera High 3.41 2.55 2.14 2.70 Traditional

CA Madera South High 3.52 3.61 2.14 3.09 Traditional

CA San Marin High 3.24 3.39 2.74 3.12 Traditional

CA Tomales High 3.74 3.79 2.56 3.36 Traditional

CA Delhi High 2.78 2.86 2.36 2.67 Traditional

CA Gustine High 2.67 2.53 1.77 2.32 Traditional

CA Hilmar High 2.45 2.40 1.77 2.21 Traditional

CA Los Banos High 2.84 2.56 2.20 2.53 Traditional

CA Atwater High 3.22 2.15 3.31 2.89 Traditional

CA Buhach Colony High 3.32 2.02 2.91 2.75 Traditional

CA Golden Valley High 2.88 2.08 3.19 2.72 Traditional

CA Livingston High 3.06 4.41 3.88 3.78 Traditional

CA Merced High 1.76 1.98 2.60 2.11 Traditional

CA North Monterey County High 2.74 2.66 3.44 2.94 Traditional

CA Alisal High 3.42 2.16 2.47 2.68 Traditional

CA North Salinas High 3.81 2.68 3.61 3.36 Traditional

CA Salinas High 3.50 2.75 3.43 3.23 Traditional

CA Greenfield High 2.55 2.14 3.00 2.56 Traditional

CA King City High 2.81 2.21 2.77 2.60 Traditional

CA Calistoga Junior-Senior High 3.37 2.85 1.77 2.66 Traditional

Graham 48

CA Vintage High 2.97 2.53 2.81 2.77 Traditional

CA Anaheim High 2.01 3.09 2.55 2.55 Traditional

CA Cypress High 2.79 3.14 3.08 3.00 Traditional

CA John F. Kennedy High 2.84 2.46 2.52 2.60 Traditional

CA Katella High 2.49 2.28 2.36 2.38 Traditional

CA Loara High 2.73 2.21 1.87 2.27 Traditional

CA Magnolia High 2.23 2.24 1.77 2.08 Traditional

CA Savanna High 2.46 3.00 3.20 2.89 Traditional

CA Western High 2.63 2.34 2.20 2.39 Traditional

CA Brea-Olinda High 1.69 3.06 2.15 2.30 Traditional

CA Buena Park High 1.89 2.19 3.21 2.43 Traditional

CA Fullerton Union High 2.78 2.90 3.15 2.95 Traditional

CA La Habra High 2.97 2.75 1.84 2.52 Traditional

CA Sonora High 1.84 3.17 2.29 2.43 Traditional

CA Sunny Hills High 3.08 2.63 3.14 2.95 Traditional

CA Troy High 2.14 1.70 3.92 2.59 Traditional

CA Bolsa Grande High 2.80 2.71 2.90 2.80 Traditional

CA Garden Grove High 2.02 1.87 3.05 2.31 Traditional

CA Pacifica High 2.16 2.57 2.79 2.51 Traditional

CA Rancho Alamitos High 2.44 2.61 3.13 2.73 Traditional

CA Santiago High 2.68 2.85 2.44 2.66 Traditional

CA Fountain Valley High 1.95 2.03 2.44 2.14 Traditional

CA Huntington Beach High 2.77 2.96 2.81 2.85 Traditional

CA Westminster High 2.74 2.93 2.85 2.84 Traditional

CA Woodbridge High 3.67 3.09 2.95 3.24 Traditional

Graham 49

CA Los Alamitos High 3.51 2.79 2.91 3.07 Traditional

CA Corona del Mar High 3.36 2.93 3.05 3.12 Traditional

CA Costa Mesa High 2.44 2.36 2.61 2.47 Traditional

CA Canyon High 3.53 2.72 2.85 3.03 Traditional

CA El Modena High 2.53 2.94 2.59 2.69 Traditional

CA Orange High 2.51 2.35 3.06 2.64 Traditional

CA El Dorado High 3.67 3.56 3.21 3.48 Traditional

CA Esperanza High 3.29 3.67 3.40 3.46 Traditional

CA Valencia High 3.50 3.64 3.39 3.51 Traditional

CA Yorba Linda High 3.33 3.59 3.46 Traditional

CA El Toro High 3.21 3.23 3.44 3.29 Traditional

CA Laguna Hills High 3.52 3.65 3.28 3.48 Traditional

CA Mission Viejo High 2.19 2.26 3.28 2.58 Traditional

CA Trabuco Hills High 2.90 2.92 3.39 3.07 Traditional

CA Century High 2.75 2.87 1.98 2.54 Traditional

CA Hector G. Godinez 3.17 3.17 2.49 2.94 Traditional

CA Saddleback High 1.91 3.03 2.90 2.61 Traditional

CA Santa Ana High 2.00 2.75 3.05 2.60 Traditional

CA Segerstrom High 2.19 3.26 3.13 2.86 Traditional

CA Valley High 1.52 2.83 2.81 2.39 Traditional

CA Arnold O. Beckman High 3.45 2.72 2.79 2.99 Traditional

CA Foothill High 3.66 3.22 3.13 3.34 Traditional

CA Antelope High 1.84 3.89 3.83 3.19 Traditional

CA La Sierra High 2.41 2.39 2.76 2.52 Traditional

CA Norte Vista High 2.97 2.93 1.69 2.53 Traditional

Graham 50

CA Banning High 2.72 2.78 1.87 2.45 Traditional

CA Beaumont Senior High 2.94 3.12 2.05 2.71 Traditional

CA West Shores High 3.56 3.60 2.22 3.13 Traditional

CA Centennial High 3.67 3.68 2.61 3.32 Traditional

CA Corona High 3.64 3.71 3.15 3.50 Traditional

CA Norco High 3.44 2.61 3.15 3.06 Traditional

CA Santiago High 3.28 2.72 3.25 3.08 Traditional

CA Palm Desert High 1.98 2.28 2.08 2.12 Traditional

CA Hemet High 3.33 2.40 1.74 2.49 Traditional

CA Tahquitz High 1.90 2.30 1.87 2.03 Traditional

CA West Valley High 1.94 2.78 2.11 2.28 Traditional

CA Jurupa Valley High 2.29 2.25 1.42 1.99 Traditional

CA Patriot High 1.44 2.22 3.34 2.33 Traditional

CA Rubidoux High 3.43 1.91 3.43 2.92 Traditional

CA Elsinore High 3.62 2.26 2.66 2.85 Traditional

CA Lakeside High 3.20 2.38 2.97 2.85 Traditional

CA Temescal Canyon High 3.19 2.11 3.28 2.86 Traditional

CA Canyon Springs High 3.20 2.31 2.56 2.69 Traditional

CA Moreno Valley High 2.12 1.81 3.01 2.31 Traditional

CA Valley View High 3.27 2.34 3.54 3.05 Traditional

CA Nuview Bridge Early College High 2.38 2.38 Traditional

CA Cathedral City High 2.37 2.69 2.70 2.59 Traditional

CA Desert Hot Springs High 2.23 3.29 3.34 2.95 Traditional

CA Palm Springs High 2.76 2.65 2.37 2.59 Traditional

CA Palo Verde High 1.90 2.98 2.12 2.33 Traditional

Graham 51

CA Heritage High 2.75 2.42 2.98 2.71 Traditional

CA Paloma Valley High 2.60 3.07 2.05 2.57 Traditional

CA Perris High 2.06 2.43 2.55 2.35 Traditional

CA Arlington High 3.37 3.04 1.85 2.75 Traditional

CA John W. North High 2.99 2.76 2.59 2.78 Traditional

CA Martin Luther King Jr. High 1.65 1.69 2.81 2.05 Traditional

CA Polytechnic High 1.86 1.87 2.69 2.14 Traditional

CA Ramona High 2.04 2.05 2.13 2.07 Traditional

CA San Jacinto High 2.28 2.72 2.23 2.41 Traditional

CA Great Oak High 2.50 2.22 2.81 2.51 Traditional

CA Temecula Preparatory 2.61 2.61 2.25 2.49 Traditional

CA Temecula Valley High 2.93 2.81 3.08 2.94 Traditional

CA Citrus Hill High 2.50 2.94 2.76 2.73 Traditional

CA Rancho Verde High 2.61 2.66 2.74 2.67 Traditional

CA Center High 2.72 2.72 3.15 2.86 Traditional

CA Elk Grove High 2.52 2.66 2.73 2.64 Traditional

CA Florin High 2.28 2.32 2.07 2.22 Traditional

CA Pleasant Grove High 2.41 3.50 2.78 2.90 Traditional

CA Valley High 2.27 2.07 2.22 2.19 Traditional

CA Vista del Lago High 2.27 3.25 2.38 2.63 Traditional

CA Galt High 2.42 2.65 2.11 2.39 Traditional

CA Liberty Ranch High 2.41 2.88 2.64 Traditional

CA Inderkum High 2.31 2.17 2.54 2.34 Traditional

CA Delta High 2.40 2.42 2.52 2.45 Traditional

CA Rio Vista High 2.96 2.85 2.37 2.73 Traditional

Graham 52

CA Arthur A. Benjamin Health Professions High 2.91 3.05 1.89 2.62 Traditional

CA C. K. McClatchy High 2.88 2.33 2.38 2.53 Traditional

CA George Washington Carver School of Arts and Science 1.50 2.08 1.95 1.84 Tradition

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CA Hiram W. Johnson High 1.41 2.65 2.57 2.21 Traditional

CA John F. Kennedy High 2.69 2.00 2.25 2.31 Traditional

CA Luther Burbank High 3.21 1.70 1.61 2.18 Traditional

CA Rosemont High 2.38 2.34 2.33 2.35 Traditional

CA West Campus 2.87 1.98 1.99 2.28 Traditional

CA Bella Vista High 2.28 3.40 2.08 2.59 Traditional

CA El Camino Fundamental High 2.81 2.92 2.46 2.73 Traditional

CA Mira Loma High 2.23 4.29 3.07 3.19 Traditional

CA San Juan High 2.81 1.45 1.84 2.03 Traditional

CA Foothill High 2.25 1.77 2.91 2.31 Traditional

CA Futures High 3.08 1.96 2.51 2.52 Traditional

CA Grant Union High 2.76 1.87 2.20 2.28 Traditional

CA Highlands High 2.74 1.86 2.86 2.49 Traditional

CA Rio Linda High 3.15 2.58 2.52 2.75 Traditional

CA Granite Hills High 2.68 2.75 2.22 2.55 Traditional

CA Barstow High 2.27 2.16 3.50 2.64 Traditional

CA Alta Loma High 2.91 2.83 2.07 2.60 Traditional

CA Chaffey High 2.13 3.07 2.08 2.43 Traditional

CA Colony High 2.10 2.86 3.49 2.82 Traditional

CA Etiwanda High 3.58 3.03 3.25 3.28 Traditional

CA Los Osos High 3.32 3.01 2.65 2.99 Traditional

CA Montclair High 2.53 2.67 2.88 2.69 Traditional

Graham 53

CA Ontario High 2.11 2.57 2.54 2.41 Traditional

CA Rancho Cucamonga High 2.06 2.20 3.17 2.48 Traditional

CA Chino High 2.31 2.29 2.09 2.23 Traditional

CA Don Antonio Lugo High 2.67 2.93 2.52 2.70 Traditional

CA Bloomington High 2.47 1.73 1.68 1.96 Traditional

CA Colton High 1.93 2.96 3.19 2.69 Traditional

CA Fontana A. B. Miller High 2.24 2.94 1.27 2.15 Traditional

CA Fontana High 2.08 1.87 1.86 1.94 Traditional

CA Summit High 2.19 2.52 2.39 2.37 Traditional

CA Hesperia High 2.21 1.87 2.23 2.10 Traditional

CA Sultana High 3.40 3.41 2.12 2.98 Traditional

CA Twentynine Palms High 2.81 2.82 1.88 2.50 Traditional

CA Yucca Valley High 2.57 2.56 1.96 2.36 Traditional

CA Redlands Senior High 3.32 3.31 3.62 3.42 Traditional

CA Eisenhower Senior High 1.45 1.50 2.32 1.76 Traditional

CA Wilmer Amina Carter High 1.96 1.91 2.33 2.07 Traditional

CA Rim of the World Senior High 1.87 1.82 3.12 2.27 Traditional

CA Arroyo Valley High 1.86 2.05 2.27 2.06 Traditional

CA Cajon High 2.58 2.48 1.87 2.31 Traditional

CA Pacific High 2.71 3.04 1.77 2.51 Traditional

CA San Bernardino High 2.47 2.69 1.65 2.27 Traditional

CA San Gorgonio High 2.54 2.57 2.73 2.61 Traditional

CA Upland High 3.08 2.16 2.13 2.45 Traditional

CA Silverado High 1.77 2.36 2.56 2.23 Traditional

CA University Preparatory 2.60 2.83 2.78 2.74 Traditional

Graham 54

CA Victor Valley High 2.19 3.07 2.85 2.70 Traditional

CA Yucaipa High 2.88 2.86 2.51 2.75 Traditional

CA Escondido High 2.94 2.32 2.45 2.57 Traditional

CA Fallbrook High 3.57 2.67 2.63 2.96 Traditional

CA El Capitan High 3.00 1.97 1.80 2.26 Traditional

CA Granite Hills High 2.66 2.00 2.24 2.30 Traditional

CA Grossmont High 2.94 2.21 2.36 2.50 Traditional

CA Monte Vista High 2.50 2.52 2.36 2.46 Traditional

CA Valhalla High 2.18 2.12 3.22 2.51 Traditional

CA West Hills High 1.76 1.88 3.05 2.23 Traditional

CA Mountain Empire High 2.14 2.52 2.30 2.32 Traditional

CA El Camino High 2.71 2.83 2.91 2.82 Traditional

CA Oceanside High 3.21 3.00 2.50 2.90 Traditional

CA Clairemont High 2.45 1.50 1.77 1.91 Traditional

CA Gompers Preparatory Academy 3.05 3.07 3.06 Traditional

CA Henry High 2.80 1.83 1.81 2.15 Traditional

CA Hoover High 1.66 2.51 2.62 2.27 Traditional

CA John Muir 1.51 1.51 Traditional

CA La Jolla High 3.38 3.38 3.37 3.38 Traditional

CA Lincoln High 3.39 1.58 3.71 2.89 Traditional

CA Madison High 3.68 1.98 3.28 2.98 Traditional

CA Mira Mesa High 3.19 2.93 3.14 3.08 Traditional

CA Morse High 2.56 2.43 3.21 2.73 Traditional

CA Point Loma High 3.21 2.54 1.93 2.56 Traditional

CA Serra High 2.04 2.85 2.95 2.61 Traditional

Graham 55

CA Bonita Vista Senior High 3.72 3.71 2.94 3.46 Traditional

CA Chula Vista Senior High 3.33 3.39 2.31 3.01 Traditional

CA Hilltop Senior High 3.81 3.86 2.78 3.49 Traditional

CA Southwest Senior High 1.85 1.76 2.39 2.00 Traditional

CA Warner Junior/Senior High 1.64 3.38 3.43 2.81 Traditional

CA City Arts and Tech High 2.93 2.92 2.92 Traditional

CA International Studies Academy 1.78 2.54 2.61 2.31 Traditional

CA Metropolitan Arts & Technology High 1.70 1.70 Traditional

CA Thurgood Marshall High 2.51 2.13 2.08 2.24 Traditional

CA Escalon High 2.64 2.60 2.28 2.51 Traditional

CA Lincoln High 2.94 3.09 3.29 3.11 Traditional

CA Bear Creek High 3.12 3.20 2.33 2.88 Traditional

CA Lodi High 3.28 3.39 2.93 3.20 Traditional

CA Tokay High 2.88 3.10 2.84 2.94 Traditional

CA Weston Ranch High 2.84 3.21 2.29 2.78 Traditional

CA Ripon High 2.74 2.78 2.38 2.63 Traditional

CA John C. Kimball High 2.27 2.67 2.47 Traditional

CA Merrill F. West High 3.19 3.11 2.27 2.86 Traditional

CA Nipomo High 2.82 2.82 2.78 2.81 Traditional

CA Morro Bay High 1.46 1.84 2.75 2.02 Traditional

CA Half Moon Bay High 1.16 1.07 3.03 1.75 Traditional

CA Jefferson High 2.89 2.98 2.46 2.78 Traditional

CA Terra Nova High 2.74 2.20 3.54 2.83 Traditional

CA Westmoor High 2.34 3.22 1.66 2.41 Traditional

CA Burlingame High 3.92 2.49 1.12 2.51 Traditional

Graham 56

CA El Camino High 2.33 2.38 2.89 2.53 Traditional

CA South San Francisco High 2.93 2.86 2.39 2.72 Traditional

CA Carpinteria Senior High 2.20 2.38 2.81 2.46 Traditional

CA Cabrillo High 2.84 2.76 2.01 2.54 Traditional

CA Lompoc High 2.18 2.44 1.68 2.10 Traditional

CA Santa Barbara Senior High 2.44 3.22 3.24 2.96 Traditional

CA Ernest Righetti High 2.59 2.38 2.57 2.51 Traditional

CA Pioneer Valley High 1.38 2.64 1.42 1.82 Traditional

CA Andrew P. Hill High 2.63 2.56 2.59 2.59 Traditional

CA Evergreen Valley High 2.98 2.74 3.28 3.00 Traditional

CA Independence High 3.14 3.21 3.12 3.16 Traditional

CA James Lick High 2.62 2.78 2.46 2.62 Traditional

CA Oak Grove High 2.68 3.44 3.56 3.22 Traditional

CA Piedmont Hills High 3.28 3.10 3.03 3.14 Traditional

CA Santa Teresa High 2.91 1.88 2.46 2.42 Traditional

CA Silver Creek High 2.92 2.25 2.54 2.57 Traditional

CA Yerba Buena High 2.09 3.22 3.22 2.84 Traditional

CA Milpitas High 3.23 2.73 2.57 2.84 Traditional

CA Live Oak High 2.58 2.38 2.46 2.47 Traditional

CA Henry M. Gunn High 4.28 2.76 2.64 3.23 Traditional

CA Abraham Lincoln High 3.02 2.84 2.42 2.76 Traditional

CA Leland High 3.13 3.24 3.90 3.42 Traditional

CA Pioneer High 2.92 2.57 2.94 2.81 Traditional

CA Pajaro Valley High 2.95 3.06 3.22 3.08 Traditional

CA Anderson High 1.96 2.26 1.62 1.95 Traditional

Graham 57

CA West Valley High 2.81 2.82 2.30 2.65 Traditional

CA Burney Junior-Senior High 3.44 3.44 Traditional

CA Enterprise High 2.97 2.74 2.83 2.84 Traditional

CA Foothill High 3.06 2.98 2.02 2.69 Traditional

CA Shasta High 1.88 3.28 2.06 2.41 Traditional

CA University Preparatory 2.20 3.16 4.00 3.12 Traditional

CA Benicia High 4.01 3.16 3.20 3.46 Traditional

CA Armijo High 4.35 2.80 3.57 Traditional

CA Fairfield High 4.06 4.13 2.61 3.60 Traditional

CA Vanden High 2.28 2.70 2.47 2.48 Traditional

CA Will C. Wood High 3.12 4.04 3.68 3.61 Traditional

CA Hogan High 4.12 1.64 2.88 Traditional

CA Jesse M. Bethel High 3.44 3.33 2.15 2.97 Traditional

CA Vallejo High 2.45 2.68 1.97 2.37 Traditional

CA Cloverdale High 2.85 2.50 2.35 2.57 Traditional

CA Rancho Cotate High 3.74 2.63 3.60 3.32 Traditional

CA Santa Rosa High 2.07 3.00 3.77 2.95 Traditional

CA Central Valley High 2.94 1.99 2.95 2.63 Traditional

CA Ceres High 2.97 2.45 2.78 2.73 Traditional

CA Denair High 2.42 2.38 2.30 2.37 Traditional

CA Hughson High 2.03 2.37 3.32 2.57 Traditional

CA Fred C. Beyer High 3.13 2.88 3.52 3.18 Traditional

CA Grace M. Davis High 3.20 2.77 3.73 3.23 Traditional

CA James C. Enochs High 4.05 2.96 2.99 3.33 Traditional

CA Modesto High 3.24 3.68 3.67 3.53 Traditional

Graham 58

CA Peter Johansen High 2.84 2.25 1.62 2.24 Traditional

CA Thomas Downey High 2.45 2.56 2.30 2.44 Traditional

CA Oakdale High 1.96 3.26 2.74 2.65 Traditional

CA Patterson High 2.68 2.43 2.98 2.70 Traditional

CA Riverbank High 3.06 3.14 3.28 3.16 Traditional

CA John H. Pitman High 3.42 2.66 3.16 3.08 Traditional

CA Turlock High 2.92 3.06 1.61 2.53 Traditional

CA East Nicolaus High 3.20 1.75 1.85 2.27 Traditional

CA Sutter High 3.16 3.21 2.25 2.87 Traditional

CA Yuba City High 2.61 2.59 2.18 2.46 Traditional

CA Exeter High 2.84 2.45 2.42 2.57 Traditional

CA Farmersville High 2.86 1.67 2.76 2.43 Traditional

CA Monache High 2.15 2.46 1.80 2.13 Traditional

CA Porterville High 1.97 2.54 2.15 2.22 Traditional

CA Golden West High 2.93 2.54 2.56 2.68 Traditional

CA Mt. Whitney High 2.77 2.73 3.02 2.84 Traditional

CA Redwood High 2.25 2.11 3.70 2.69 Traditional

CA Woodlake High 3.65 3.41 3.55 3.54 Traditional

CA Westlake High 2.92 3.66 3.77 3.45 Traditional

CA Fillmore Senior High 3.59 2.50 3.45 3.18 Traditional

CA Moorpark High 3.44 2.90 3.49 3.28 Traditional

CA Adolfo Camarillo High 2.51 2.85 2.38 2.58 Traditional

CA Channel Islands High 2.39 1.71 2.37 2.16 Traditional

CA Hueneme High 2.93 2.70 2.88 2.84 Traditional

CA Pacifica High 2.50 2.16 2.96 2.54 Traditional

Graham 59

CA Rio Mesa High 3.04 2.43 2.50 2.65 Traditional

CA Santa Paula High 3.19 3.41 2.28 2.96 Traditional

CA Simi Valley High 1.75 2.05 3.05 2.29 Traditional

CA Buena High 3.26 3.27 3.02 3.18 Traditional

CA Ventura High 3.14 2.72 2.96 2.94 Traditional

CA Esparto High 1.99 2.17 1.94 2.03 Traditional

CA Lindhurst High 2.21 2.18 2.46 2.28 Traditional

CA Wheatland Union High 2.86 2.50 2.39 2.58 Traditional

GA Dade County High School 2.94 2.12 2.33 2.46 Traditional

GA Northwest Whitfield County High School 2.77 2.97 3.32 3.02 Traditional

GA Murray County High School 1.63 1.68 1.87 1.73 Traditional

GA North Murray High School 1.66 2.30 1.70 1.89 Traditional

GA Coosa High School 2.28 1.88 2.03 2.06 Traditional

GA Model High School 2.33 2.25 2.22 2.27 Traditional

GA Pepperell High School 2.13 2.32 2.02 2.16 Traditional

GA Adairsville High School 2.52 2.53 2.81 2.62 Traditional

GA Cass High School 2.11 2.22 2.55 2.29 Traditional

GA Woodland High School 2.75 3.00 3.14 2.96 Traditional

GA Chestatee High School 2.64 2.38 2.22 2.41 Traditional

GA Johnson High School 2.15 2.34 2.27 2.25 Traditional

GA West Hall High School 2.15 1.96 2.11 2.07 Traditional

GA East Hall High School 2.08 1.68 1.75 1.84 Traditional

GA Flowery Branch High School 2.49 2.40 2.26 2.38 Traditional

GA North Hall High School 2.10 1.91 1.95 1.99 Traditional

GA Cherokee High School 3.29 3.34 3.32 3.32 Traditional

Graham 60

GA Creekview High School 3.26 3.28 3.22 3.25 Traditional

GA Etowah High School 3.60 3.66 3.73 3.66 Traditional

GA River Ridge High School 2.80 3.11 2.96 Traditional

GA Sequoyah High School 2.97 3.24 3.47 3.23 Traditional

GA Woodstock High School 3.20 3.43 3.61 3.41 Traditional

GA Forsyth Central High School 2.73 2.78 2.95 2.82 Traditional

GA Lambert High School 3.07 3.30 3.30 3.22 Traditional

GA North Forsyth High School 3.00 3.10 2.98 3.03 Traditional

GA South Forsyth High School 3.02 3.08 3.34 3.15 Traditional

GA West Forsyth High School 3.00 3.31 3.28 3.20 Traditional

GA Forsyth Academy 1.67 4.00 2.84 Traditional

GA Alpharetta High School 3.61 3.48 3.59 3.56 Traditional

GA Centennial High School 3.58 3.52 3.42 3.51 Traditional

GA Chattahoochee High School 3.67 3.79 3.73 3.73 Traditional

GA Creekside High School 1.52 1.48 1.33 1.44 Traditional

GA Langston Hughes High School 1.59 1.43 1.37 1.46 Traditional

GA Johns Creek High School 3.43 3.55 3.74 3.57 Traditional

GA Milton High School 3.27 3.26 3.25 3.26 Traditional

GA North Springs High School 2.95 2.82 2.93 2.90 Traditional

GA Northview High School 3.81 3.69 3.67 3.72 Traditional

GA Riverwood International High School 3.08 2.79 2.71 2.86 Traditional

GA Roswell High School 3.82 3.72 3.62 3.72 Traditional

GA Alexander High School 2.79 2.46 2.45 2.57 Traditional

GA Bowdon High School 2.02 2.04 2.00 2.02 Traditional

GA Central High School 1.78 1.91 1.98 1.89 Traditional

Graham 61

GA Mount Zion High School 1.54 1.75 2.16 1.82 Traditional

GA Temple High School 1.93 1.88 1.67 1.83 Traditional

GA Villa Ricca High School 2.20 2.38 2.34 2.31 Traditional

GA Fayette County High School 3.20 3.12 3.07 3.13 Traditional

GA McIntosh High School 3.31 3.46 3.48 3.42 Traditional

GA Sandy Creek High School 2.80 2.86 2.82 2.83 Traditional

GA Starr's Mill High School 3.46 3.42 3.61 3.50 Traditional

GA Whitewater High School 2.85 2.81 3.21 2.96 Traditional

GA Elite Scholars Academy 1.17 1.36 1.27 Traditional

GA MLK Jr. High School 1.36 1.50 1.58 1.48 Traditional

GA Lakeside High School 2.60 2.62 2.90 2.71 Traditional

GA Archer High School 1.98 2.14 2.44 2.19 Traditional

GA Berkmar High School 2.51 2.50 2.69 2.57 Traditional

GA Brookwood High School 3.38 3.33 3.48 3.40 Traditional

GA Collins Hill High School 3.11 3.06 3.14 3.10 Traditional

GA Dacula High School 2.57 2.68 2.73 2.66 Traditional

GA Duluth High School 3.22 3.26 3.28 3.25 Traditional

GA Grayson High School 2.68 2.82 3.02 2.84 Traditional

GA Lanier High School 2.57 2.29 2.43 Traditional

GA Mill Creek High School 3.06 3.15 3.24 3.15 Traditional

GA Mountain View High School 2.78 3.09 3.04 2.97 Traditional

GA North Gwinnett High School 2.91 2.92 3.03 2.95 Traditional

GA Parkview High School 3.21 3.14 3.14 3.16 Traditional

GA South Gwinnett High School 2.11 2.05 1.96 2.04 Traditional

GA Eastside High School 2.89 3.08 2.94 2.97 Traditional

Graham 62

GA Ola High School 2.34 2.36 2.63 2.44 Traditional

GA Woodland High School 2.27 2.43 2.60 2.43 Traditional

GA Union Grove 2.57 2.76 2.80 2.71 Traditional

GA Jackson High School 2.18 2.00 2.00 2.06 Traditional

GA Jasper County School 1.85 1.95 1.66 1.82 Traditional

GA Pike County High School 2.40 3.00 2.97 2.79 Traditional

GA Greenville High School 1.00 1.10 1.00 1.03 Traditional

GA Manchester High School 1.91 1.53 1.64 1.69 Traditional

GA Jones County High School 2.01 2.27 2.31 2.20 Traditional

GA Central High School 1.85 1.73 1.69 1.76 Traditional

GA Westside High School 1.38 1.30 1.22 1.30 Traditional

GA Rutland High School 1.55 1.56 1.48 1.53 Traditional

GA Crawford County High School 2.06 1.61 1.59 1.75 Traditional

GA Houston County High School 2.96 3.00 2.94 2.97 Traditional

GA Northside High School 2.41 2.70 2.85 2.65 Traditional

GA Perry High School 2.42 2.83 2.87 2.71 Traditional

GA Veterans High School 3.05 3.29 3.17 Traditional

GA Warner Robins High School 2.56 3.04 2.77 2.79 Traditional

GA Oglethorpe County High School 2.30 2.02 2.10 2.14 Traditional

GA Evans High School 3.06 3.13 3.26 3.15 Traditional

GA Greenbrier High School 2.57 2.92 3.17 2.89 Traditional

GA Grovetown High School 2.40 2.83 3.08 2.77 Traditional

GA Harlem High School 2.17 2.16 2.15 2.16 Traditional

GA Lakeside High School 3.30 3.27 3.17 3.25 Traditional

GA Academy of Richmond County 1.61 1.60 1.69 1.63 Traditional

Graham 63

GA Cross Creek High School 1.36 1.44 1.42 1.41 Traditional

GA Westside High School 1.39 1.39 1.47 1.42 Traditional

GA Lee County High School 2.44 2.54 2.53 2.50 Traditional

GA Worth County High School 1.57 1.41 1.74 1.57 Traditional

GA Albany High School 1.39 1.40 1.39 1.39 Traditional

GA Long County School District 1.48 1.10 2.03 1.54 Traditional

GA Effingham County High School 2.44 2.42 2.29 2.38 Traditional

GA Groves High School 1.64 1.60 1.37 1.54 Traditional

GA Jenkins High School 2.58 2.75 2.65 2.66 Traditional

GA Johnson High School 1.57 1.59 1.33 1.50 Traditional

GA Windsor Forest High School 2.05 2.11 2.59 2.25 Traditional

GA Kell High School 2.54 2.79 2.79 2.71 Traditional

GA Lassiter High School 3.36 3.39 3.36 3.37 Traditional

GA Pope High School 3.21 3.38 3.30 3.30 Traditional

GA Walton High School 3.33 3.40 3.57 3.43 Traditional

MD Allegany High 2.50 2.40 2.40 2.43 Traditional

MD Fort Hill High 2.60 2.80 2.90 2.77 Traditional

MD Mountain Ridge High School 2.30 2.20 2.60 2.37 Traditional

MD Clear Spring High 2.40 2.40 2.30 2.37 Traditional

MD North Hagerstown High 2.60 2.60 2.40 2.53 Traditional

MD Williamsport High 2.10 2.00 2.20 2.10 Traditional

MD Glenelg High 3.20 3.30 3.50 3.33 Traditional

MD Hammond High 3.10 3.20 3.00 3.10 Traditional

MD Marriotts Ridge High 3.80 3.70 4.00 3.83 Traditional

MD Oakland Mills High 3.50 3.40 3.10 3.33 Traditional

Graham 64

MD Wilde Lake High 3.70 3.70 4.00 3.80 Traditional

MD Albert Einstein High 2.70 2.60 2.90 2.73 Traditional

MD Bethesda-Chevy Chase High 3.50 3.40 3.50 3.47 Traditional

MD Clarksburg High 3.10 3.20 3.40 3.23 Traditional

MD Col. Zadok Magruder High 3.10 3.10 3.30 3.17 Traditional

MD Damascus High 3.10 2.90 3.00 3.00 Traditional

MD Gaithersburg High 2.40 2.60 2.70 2.57 Traditional

MD Northwest High 2.90 2.80 2.90 2.87 Traditional

MD Paint Branch High 2.90 2.80 3.00 2.90 Traditional

MD Poolesville High 3.80 3.80 3.90 3.83 Traditional

MD Quince Orchard High 2.90 2.90 3.00 2.93 Traditional

MD Richard Montgomery High 3.70 3.70 3.70 3.70 Traditional

MD Rockville High 2.60 2.70 2.80 2.70 Traditional

MD Seneca Valley High 2.50 2.40 2.60 2.50 Traditional

MD Sherwood High 3.20 3.30 3.40 3.30 Traditional

MD Springbrook High 2.80 2.80 2.60 2.73 Traditional

MD Thomas S. Wootton High 3.90 3.90 4.00 3.93 Traditional

MD Walt Whitman High 3.90 3.90 3.90 3.90 Traditional

MD Walter Johnson High 3.70 3.70 3.70 3.70 Traditional

MD Watkins Mill High 2.60 2.40 2.40 2.47 Traditional

MD Winston Churchill High 3.90 3.90 3.90 3.90 Traditional

MD Calvert High 2.90 2.70 2.60 2.73 Traditional

MD Huntingtown High 2.90 2.90 3.10 2.97 Traditional

MD Henry E Lackey High 1.80 1.80 1.90 1.83 Traditional

MD La Plata High 2.60 2.40 2.50 2.50 Traditional

Graham 65

MD Thomas Stone High 1.90 2.00 2.10 2.00 Traditional

MD Westlake High 1.70 1.70 0.18 1.19 Traditional

MD Eleanor Roosevelt High 2.90 3.00 3.10 3.00 Traditional

MD Baltimore Polytechnic Institute 2.70 2.90 2.90 2.83 Traditional

MD Edmondson Westside High 1.20 1.30 1.30 1.27 Traditional

MD Reginald F Lewis High 1.00 1.00 1.00 1.00 Traditional

MD Renaissance Academy 1.10 1.20 1.00 1.10 Traditional

MD Western High 1.60 1.50 1.50 1.53 Traditional

SC Aiken High School 2.70 2.70 2.80 2.73 Traditional

SC Midland Valley High School 2.10 2.50 2.30 2.30 Traditional

SC North Augusta High School 2.40 2.50 2.30 2.40 Traditional

SC Ridge Spring Monetta High School 1.30 1.30 Traditional

SC Silver Bluff High School 2.30 2.20 2.30 2.27 Traditional

SC South Aiken High School 2.90 3.00 2.90 2.93 Traditional

SC Wagener-Salley High School 1.40 1.40 1.20 1.33 Traditional

SC Crescent High School 2.30 2.10 2.30 2.23 Traditional

SC North Charleston High School 1.20 1.40 1.30 Traditional

SC Hartsville Senior High School 1.10 1.30 1.90 1.43 Traditional

SC Mayo High School Math Sci Tec 2.60 2.40 2.40 2.47 Traditional

SC Ashley Ridge High School 3.00 2.80 3.00 2.93 Traditional

SC Fort Dorchester High School 2.00 2.30 2.30 2.20 Traditional

SC Summerville High School 2.80 2.70 2.70 2.73 Traditional

SC Fox Creek High School 1.40 1.60 1.50 Traditional

SC Lake City High School 1.50 1.70 2.20 1.80 Traditional

SC Eastside High School 2.80 3.00 3.10 2.97 Traditional

Graham 66

SC Greenville Senior High School 2.80 2.80 2.80 2.80 Traditional

SC Hillcrest High School 2.40 2.40 2.50 2.43 Traditional

SC Mauldin High School 3.20 3.30 3.20 3.23 Traditional

SC Riverside High School 3.30 3.00 3.20 3.17 Traditional

SC Southside High School 3.10 3.00 2.90 3.00 Traditional

SC Woodmont High School 2.20 2.30 2.50 2.33 Traditional

SC Swansea High School 1.60 1.80 1.90 1.77 Traditional

SC Blythewood High School 2.90 3.00 3.10 3.00 Traditional

SC Ridge View High School 3.10 3.10 2.90 3.03 Traditional

SC Spring Valley High School 3.70 3.90 3.80 3.80 Traditional

SC Spartanburg High School 3.40 3.40 3.60 3.47 Traditional