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Piedmont High Prioritizes College and Career Readiness

  • October 28, 2022
Piedmont High School logo
Piedmont High School Principal Adam Clemons has a good problem on his hands. He is running out of room on the school’s display board of students who have scored 25 or over on the ACT.

“We have a ‘Making an Impact’ display board in our school’s hallway with all the pictures and names of our students who have scored 25 and above on the ACT, so they can be recognized for their hard work and accomplishments,” says Clemons of his 23 current students at or above a score of 25 on the ACT. “We are running out of room, so we probably need another board. I’ll gladly make that purchase every year.”

#ACTCulture is the high school’s social media hashtag for college and career readiness, and it’s a common message pushed to students about the importance of performing well to attain opportunities after high school. “The ACT is an important assessment that will give our kids opportunities beyond high school,” Clemons says. “And as educators, we need to instill that culture of all-hands-on-deck to prepare our students with the proper skills to seize those opportunities.”

Piedmont High, an Alabama rural school with 338 students amidst a population of 4,500, ranks as one of the top schools in the state in graduation rate (100%) and college and career readiness (96%), and it’s above the state average for graduating class ACT average scores (18.1 vs. 18). What makes these accolades more impressive is 60% of Piedmont High’s students qualify for the National Free and Reduced Lunch Program, higher than the 45% Alabama state average. Economically disadvantaged students at Piedmont average 17.1 on the ACT; economically disadvantaged students across Alabama average 16.4. Proficiency levels are consistently higher than the state (54% vs. 47% proficiency for all students; 45% vs. 33% for economically disadvantaged).

“We are extremely proud of the steps we have taken to grow our proficiency levels, and therefore achieve academic successes for all our student body,” Clemons says. “Being from a small, rural town, we have a blue-collar working-class student population that realizes the opportunities they can achieve beyond our town, and it’s our job to lay that foundation for them to grow.”

Piedmont High ACT Predictions
Piedmont High graduation and career readiness rates

Unpaid testimonial. Individual results may vary, and testimonials are not claimed to represent typical results. ACT score average and gain data courtesy of MasteryPrep client district and based on year over year ACT test data for the same cohort. All testimonials are real participants, and may not reflect the typical user’s experience, and are not intended to represent or guarantee that anyone will achieve the same or similar results.

  • Partnering with MasteryPrep

Piedmont High is in its third year of implementing MasteryPrep Solutions for the ACT®, including the MasteryPrep Curriculum for the ACT, Practice Testing & Analysis for the ACT (including Study Hall0, Boot Camps for the ACT, and MasteryPrep Professional Development for teachers.

“The MasteryPrep data, particularly reports that come from Practice Testing when we assess students’ strengths and weaknesses, has allowed us to be more targeted in our approach in our classrooms, and very beneficial to our success,” Clemons says. “Differentiation is probably the hardest thing in education. We were looking for a program to center on the data that would help us make instructional changes tailored to each student, and MasteryPrep allows us to do that.” 

Piedmont High has a first-period ACT prep class required of its juniors, and ACT practice questions are incorporated into other class subjects throughout the day as bell ringers. Boot Camps for the ACT are administered a month before the Alabama state-mandated ACT in March, and professional development classes for teachers are held between school years and semesters. 

“It’s a year-round commitment of providing ACT prep resources, and then reinforcing those content needs and strategies immediately before the real test,” Clemons says. “It’s important that we track performance from their sophomore years to senior-year graduation, so we can hold ourselves accountable to realize the needed improvements.”   

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