Final Paper-1

THE EFFECT OF
SCHEDULE TYPE ON
AP EXAM SCORES
Whitney Graham
Abstract
Thisstudyfocusedonthe effectof school schedule type—regularblock, A/Bblock,or
traditional—onAdvancedPlacement scores.Datafrom2010, 2011, and 2012 were
collectedfromthe metropolitanareasof Maryland,California,Utah,Georgia,andSouth
Carolina.Two2-Sample T-Testswere performed,comparingAPscoresof schoolsonA/B
blockversustraditional andA/Bblockversusregularblock.There wasnostatistically
significantdifferencefoundbetweenthe data,indicatingthatthe scoresof studentson
an A/B blockschedule didnothave significantlyhigherscoresonaverage thanstudents
on a traditional orregularblockschedule.

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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
Quantitativ e Data Characteristics
Schedule Type
Block Traditional
Av erage 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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2.10
2.20
2.30
2.40
2.50
2.60
2.70
2.80
2.90
2010 2011 2012
AveerageAPExamScore
Year AP Exams Were Taken
The Effect of Scheduling on AP Exam Scores
of Georgia High Schools
Block Schedule
Traditional Schedule
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-
semester in the spring because the exam is offered in the spring, this may prompt CollegeBoard

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

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

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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

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

Graham 22
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
Smith, R., & Camara, W. J. (Jan. 1998). Block schedules and student performance on AP

Graham 24
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
Type
2010 2011 2012
Mean
for
2010-
2012
GA Douglas County High School 2.28 2.27 1.90 2.15 A/B Block
GA Lithia Springs High School 2.04 1.86 1.63 1.84 A/B Block
GA New Manchester High School 1.55 1.55 A/B Block
GA Heritage High School 2.42 2.47 2.55 2.48 A/B Block
GA Lamar County Comprehensive High School 1.78 1.59 1.73 1.70 A/B Block
GA Thomson High School 2.25 2.29 2.47 2.34 A/B Block
GA Laney High School 1.14 1.09 1.06 1.10 A/B Block
GA Richmond Hill High School 3.71 3.50 3.64 3.62 A/B Block
UT Academy For Math Engineering & Science(Ames) 2.28 2.76 2.67 2.57 A/B Block
UT American Fork High 3.21 3.27 3.34 3.28 A/B Block
UT Timpanogos High 3.37 3.12 3.19 3.23 A/B Block
UT Bountiful High 3.55 3.54 3.57 3.55 A/B Block
UT Clearfield High 2.94 3.23 3.01 3.06 A/B Block
UT Davis High 3.82 3.76 3.80 3.79 A/B Block
UT Layton High 2.93 2.78 2.66 2.79 A/B Block
UT Northridge High 3.18 3.28 3.28 3.24 A/B Block
UT SyracuseHigh 2.59 2.83 2.60 2.67 A/B Block
UT Viewmont High 3.44 3.29 3.45 3.39 A/B Block
UT Woods Cross High 3.26 3.27 3.25 3.26 A/B Block
UT Cottonwood High 2.98 2.84 2.78 2.87 A/B Block
UT Cyprus High 2.82 2.83 3.10 2.92 A/B Block
UT Granger High 2.29 2.35 2.57 2.40 A/B Block
UT Hunter High 2.64 2.56 2.39 2.53 A/B Block
UT Kearns High 2.65 2.47 2.56 2.56 A/B Block
UT Olympus High 3.47 3.50 3.42 3.46 A/B Block
UT SkylineHigh 3.46 3.55 3.59 3.53 A/B Block
UT TaylorsvilleHigh 3.02 2.81 2.87 2.90 A/B Block
UT Intech CollegiateHigh School 3.22 3.41 3.23 3.28 A/B Block
UT Alta High 3.29 3.35 3.39 3.34 A/B Block
UT Bingham High 3.27 3.38 3.28 3.31 A/B Block
UT Copper Hills High 2.82 2.89 2.79 2.83 A/B Block
UT Herriman High 2.88 2.91 2.89 2.89 A/B Block
UT West Jordan High 2.84 2.97 3.12 2.98 A/B Block

Graham 27
UT Juab High 2.85 2.85 A/B Block
UT Merit College Preparatory Academy 2.68 2.20 2.44 A/B Block
UT Ogden High 2.64 2.46 2.16 2.42 A/B Block
UT ParadigmHigh School 1.42 1.42 A/B Block
UT Provo High 2.51 2.40 2.64 2.52 A/B Block
UT Timpview High 3.51 3.40 3.32 3.41 A/B Block
UT Rockwell Charter High School 2.38 2.18 2.36 2.31 A/B Block
UT East High 2.82 2.77 2.65 2.75 A/B Block
UT Highland High 2.64 2.68 2.70 2.67 A/B Block
UT West High 3.48 3.53 3.63 3.54 A/B Block
UT South Summit High 2.48 2.55 2.62 2.55 A/B Block
UT Stansbury High 2.34 2.55 2.36 2.41 A/B Block
UT Desert Hills High 2.84 2.68 2.83 2.78 A/B Block
UT DixieHigh 2.60 2.22 2.38 2.40 A/B Block
UT HurricaneHigh 2.29 2.49 2.35 2.38 A/B Block
UT Pine View High 2.61 2.63 2.44 2.56 A/B Block
UT BonnevilleHigh 2.92 2.67 2.85 2.81 A/B Block
UT Fremont High 2.93 2.81 2.83 2.85 A/B Block
UT Roy High 2.98 2.93 2.49 2.80 A/B Block
UT Weber High 3.19 3.33 3.01 3.17 A/B Block
CA InspireSchool of Arts and Sciences 2.86 2.86 A/B Block
CA Heritage High 3.88 3.06 3.61 3.52 A/B Block
CA Liberty High 3.75 2.97 4.03 3.58 A/B Block
CA California High 3.68 2.43 2.50 2.87 A/B Block
CA Caruthers High 1.89 2.39 2.53 2.27 A/B Block
CA Central High East Campus 2.53 3.06 2.63 2.74 A/B Block
CA KingsburgHigh 1.86 2.53 1.51 1.96 A/B Block
CA Lancaster High 2.11 2.13 2.98 2.40 A/B Block
CA El Monte High 2.62 2.13 2.21 2.32 A/B Block
CA Agoura High 3.21 3.50 2.73 3.15 A/B Block
CA Avalon K-12 2.14 2.36 2.71 2.40 A/B Block
CA Academia Avance Charter 2.30 3.03 1.32 2.22 A/B Block
CA Abraham Lincoln Senior High 2.84 2.33 2.06 2.41 A/B Block
CA Alexander Hamilton Senior High 1.66 3.06 1.16 1.96 A/B Block
CA AllianceJudy IvieBurton Technology Academy High 2.10 2.10 A/B Block
CA Canoga Park Senior High 1.99 1.90 1.29 1.73 A/B Block
CA Chatsworth Senior High 2.10 2.10 1.42 1.87 A/B Block
CA CIVITAS School of Leadership 1.75 1.75 A/B Block
CA College Ready Academy High #5 1.81 1.60 1.42 1.61 A/B Block
CA Crenshaw Senior High 1.38 2.20 1.67 1.75 A/B Block

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CA 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
CA Gardena Senior High 2.00 1.65 2.32 1.99 A/B Block
CA Heritage College-Ready High 1.79 1.34 1.57 A/B Block
CA John C. Fremont Senior High 1.99 1.99 1.72 1.90 A/B Block
CA Rancho Dominguez Preparatory 1.81 1.81 A/B Block
CA Reseda Senior High 1.96 1.47 2.50 1.98 A/B Block
CA 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 Block
CA Valley Academy of Arts and Sciences 1.65 1.65 A/B Block
CA View Park Preparatory Accelerated High 2.00 2.77 2.50 2.42 A/B Block
CA Woodrow Wilson Senior High 2.31 1.71 1.96 1.99 A/B Block
CA John Muir High 1.65 2.46 2.51 2.21 A/B Block
CA South Pasadena Senior High 3.57 2.49 2.54 2.86 A/B Block
CA Minarets High 1.76 3.84 2.80 A/B Block
CA San Rafael High 2.88 2.82 3.45 3.05 A/B Block
CA Marina High 2.14 2.14 1.81 2.03 A/B Block
CA Monterey High 2.27 2.80 3.31 2.79 A/B Block
CA Marina High 2.29 2.13 1.45 1.96 A/B Block
CA Northwood High 3.70 2.11 1.97 2.59 A/B Block
CA Newport Harbor High 2.12 2.97 3.38 2.82 A/B Block
CA Rocklin High 3.49 2.63 2.64 2.92 A/B Block
CA Whitney High 2.91 2.72 2.48 2.70 A/B Block
CA Eleanor Roosevelt High 3.59 2.50 3.61 3.23 A/B Block
CA Indio High 3.28 1.73 3.33 2.78 A/B Block
CA San Benito High 2.73 2.47 1.84 2.34 A/B Block
CA Henry J. Kaiser High 2.42 2.75 2.74 2.64 A/B Block
CA Encore High for the Performing and Visual Arts 2.41 2.16 2.28 A/B Block
CA Mission Bay High 3.17 2.79 2.34 2.77 A/B Block
CA La Costa Canyon High 3.16 2.29 2.32 2.59 A/B Block
CA Torrey Pines High 3.79 1.95 2.30 2.68 A/B Block
CA Vista High 2.62 2.11 2.33 2.35 A/B Block
CA Pacific LawAcademy 1.86 1.86 A/B Block
CA Stockton CollegiateInternational Second 1.69 1.69 A/B Block
CA Atascadero High 2.35 2.63 3.22 2.73 A/B Block
CA CoastUnion High 3.06 2.98 2.57 2.87 A/B Block
CA Oceana High 2.81 2.69 2.54 2.68 A/B Block
CA Los Gatos High 3.84 3.80 3.45 3.70 A/B Block
CA Gunderson High 2.39 3.22 3.28 2.96 A/B Block

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CA Casa GrandeHigh 4.29 3.28 4.28 3.95 A/B Block
CA Petaluma High 4.29 4.27 2.98 3.85 A/B Block
CA Mission Oak High 3.02 2.18 3.23 2.81 A/B Block
CA Oak Park High 3.10 3.66 1.99 2.92 A/B Block
CA Foothill Technology High 2.43 2.28 3.24 2.65 A/B Block
CA MarysvilleCharter Academy for the Arts 2.58 2.71 2.64 A/B Block
MD Washington County Technical High 1.80 2.00 2.10 1.97 A/B Block
MD Kent Island High 3.00 3.00 2.90 2.97 A/B Block
MD BladensburgHigh 1.50 1.60 1.70 1.60 A/B Block
MD Crossland High 1.20 1.20 1.30 1.23 A/B Block
MD Frederick Douglass High 1.90 1.70 1.90 1.83 A/B Block
MD Friendly High 1.30 1.40 1.50 1.40 A/B Block
MD Oxon Hill High 1.70 1.70 1.60 1.67 A/B Block
MD Dulaney High 3.60 3.60 3.80 3.67 A/B Block
MD Hereford High 3.40 3.60 3.70 3.57 A/B Block
MD Milford Mill Academy 1.40 1.30 1.20 1.30 A/B Block
MD New Town High 2.00 1.80 1.70 1.83 A/B Block
MD Perry Hall High 3.10 3.20 3.30 3.20 A/B Block
SC Palmetto High School 2.60 2.40 2.60 2.53 A/B Block
SC Pendleton High School 2.20 2.30 2.30 2.27 A/B Block
SC Wren High School 2.60 3.00 3.20 2.93 A/B Block
SC Goose Creek High School 2.30 2.50 2.30 2.37 A/B Block
SC Hanahan High School 3.20 2.90 2.60 2.90 A/B Block
SC Academic Magnet High School 3.20 3.40 3.50 3.37 A/B Block
SC Charleston Charter School of Math and Science 2.00 2.70 2.35 A/B Block
SC Wando High School 3.80 3.50 3.50 3.60 A/B Block
SC South FlorenceHigh School 2.40 2.40 2.70 2.50 A/B Block
SC Chapin High School 3.10 2.90 2.80 2.93 A/B Block
SC Dutch Fork High School 3.10 3.10 3.00 3.07 A/B Block
SC Irmo High School 2.80 2.70 2.50 2.67 A/B Block
SC Easley High School 3.00 2.60 2.70 2.77 A/B Block
SC Columbia High School 1.40 1.70 1.60 1.57 A/B Block
SC Dreher High School 3.20 3.30 3.30 3.27 A/B Block
SC Eau ClaireHigh School 1.40 1.50 1.30 1.40 A/B Block
SC 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

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GA Southeast Whitfield County High School 2.42 2.98 2.67 2.69 Reg. Block
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 LoganvilleHigh 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 WalnutGrove 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
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 HillgroveHigh 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 OsborneHigh 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

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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 OakdaleHigh 3.00 3.40 3.20 Reg. Block
MD Tuscarora High 3.20 3.20 3.00 3.13 Reg. Block
MD Urbana High 3.30 3.30 3.50 3.37 Reg. Block
MD WalkersvilleHigh 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 FairmontHeights High 1.10 1.10 1.10 1.10 Reg. Block
MD ForestvilleHigh 1.30 1.20 1.20 1.23 Reg. Block
MD High PointHigh 2.00 1.80 1.90 1.90 Reg. Block
MD Largo High 1.50 1.40 1.50 1.47 Reg. Block
MD SurrattsvilleHigh 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
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 CatonsvilleHigh 3.20 3.20 3.10 3.17 Reg. Block
MD Loch Raven High 3.20 2.90 3.00 3.03 Reg. Block

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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 WestsideHigh 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 BaptistHill 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 SaintJohns 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 JohnsonvilleHigh 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
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 ForestHigh 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 District55 High School 2.00 2.10 2.30 2.13 Reg. Block
SC Batesburg-LeesvilleHigh School 2.30 2.80 2.80 2.63 Reg. Block
SC Brookland-CayceHigh 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

Graham 33
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 BoilingSprings 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
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 SpringvilleHigh 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
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 RenaissanceAcademy 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 SeasideHigh 3.23 2.02 2.66 2.64 Reg. Block

Graham 34
CA IrvineHigh 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 RosevilleHigh 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 RobleFundamental 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
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

Graham 35
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
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 PleasantGrove 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 JoseHigh 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 SkylineHigh 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
CA Chico High 2.50 3.35 2.69 2.85 Traditional
CA PleasantValley High 2.25 2.21 3.17 2.54 Traditional
CA Las Plumas High 2.38 2.65 2.68 2.57 Traditional
CA OrovilleHigh 2.05 2.52 2.77 2.45 Traditional
CA ParadiseSenior 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

Graham 36
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 PittsburgSenior 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 PinoleValley 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
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 HoltvilleHigh 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
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

Graham 37
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 StockdaleHigh 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 PacificHigh 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
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 EastsideHigh 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 PalmdaleHigh 2.49 1.87 1.97 2.11 Traditional
CA Quartz Hill High 2.28 2.55 2.35 2.39 Traditional
CA WilliamJ.(Pete) KnightHigh 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 GladstoneHigh 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

Graham 38
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
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 HillsHigh 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 GlendaleHigh 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 WilliamWorkman 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 BirminghamCommunity Charter High 1.98 2.33 2.36 2.22 Traditional
CA Bright Star Secondary Charter Academy 2.00 2.43 2.21 Traditional
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 Traditional
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 LearningCenter 1.91 1.64 2.17 1.91 Traditional
CA El Camino Real Charter High 2.24 3.29 2.08 2.54 Traditional

Graham 39
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 Traditional
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 HillsCharter 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 LearningCenter 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
CA Los Angeles Senior High 1.58 1.47 1.92 1.65 Traditional
CA Magnolia ScienceAcademy 1.88 2.82 1.61 2.10 Traditional
CA Magnolia ScienceAcademy 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 BanningSenior 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 JusticeLeadership Academy at Esteban E. Torres 1.24 1.24 Traditional
CA South EastHigh 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 LearningCenter 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 WilliamHoward 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

Graham 40
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
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
CA Canyon High 1.74 2.01 2.62 2.12 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 WilliamS.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

Graham 41
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 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 SalinasHigh 3.81 2.68 3.61 3.36 Traditional
CA SalinasHigh 3.50 2.75 3.43 3.23 Traditional
CA Greenfield High 2.55 2.14 3.00 2.56 Traditional
CA KingCity High 2.81 2.21 2.77 2.60 Traditional
CA Calistoga Junior-Senior High 3.37 2.85 1.77 2.66 Traditional
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 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 GrandeHigh 2.80 2.71 2.90 2.80 Traditional
CA Garden Grove High 2.02 1.87 3.05 2.31 Traditional
CA PacificaHigh 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
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

Graham 42
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 HillsHigh 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 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
CA BanningHigh 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 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 PalmDesert 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 PatriotHigh 1.44 2.22 3.34 2.33 Traditional
CA Rubidoux High 3.43 1.91 3.43 2.92 Traditional
CA ElsinoreHigh 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

Graham 43
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 CollegeHigh 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 PalmSprings High 2.76 2.65 2.37 2.59 Traditional
CA Palo Verde High 1.90 2.98 2.12 2.33 Traditional
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 PleasantGrove 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 GaltHigh 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
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 Traditional
CA HiramW. Johnson High 1.41 2.65 2.57 2.21 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

Graham 44
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 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 HillsHigh 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
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

Graham 45
CA Silverado High 1.77 2.36 2.56 2.23 Traditional
CA University Preparatory 2.60 2.83 2.78 2.74 Traditional
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 HillsHigh 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 ValhallaHigh 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 OceansideHigh 3.21 3.00 2.50 2.90 Traditional
CA ClairemontHigh 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 PointLoma High 3.21 2.54 1.93 2.56 Traditional
CA Serra High 2.04 2.85 2.95 2.61 Traditional
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

Graham 46
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 BurlingameHigh 3.92 2.49 1.12 2.51 Traditional
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
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

Graham 47
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 CloverdaleHigh 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
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 OakdaleHigh 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 FarmersvilleHigh 2.86 1.67 2.76 2.43 Traditional
CA Monache High 2.15 2.46 1.80 2.13 Traditional
CA PortervilleHigh 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 WoodlakeHigh 3.65 3.41 3.55 3.54 Traditional

Graham 48
CA WestlakeHigh 2.92 3.66 3.77 3.45 Traditional
CA FillmoreSenior 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 PacificaHigh 2.50 2.16 2.96 2.54 Traditional
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 LindhurstHigh 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 AdairsvilleHigh 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
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

Graham 49
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
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 RiccaHigh 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 ParkviewHigh School 3.21 3.14 3.14 3.16 Traditional

Graham 50
GA South Gwinnett High School 2.11 2.05 1.96 2.04 Traditional
GA EastsideHigh School 2.89 3.08 2.94 2.97 Traditional
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 GreenvilleHigh 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 WestsideHigh 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
GA Cross Creek High School 1.36 1.44 1.42 1.41 Traditional
GA WestsideHigh 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 ForestHigh 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

Graham 51
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 SpringHigh 2.40 2.40 2.30 2.37 Traditional
MD North Hagerstown High 2.60 2.60 2.40 2.53 Traditional
MD WilliamsportHigh 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
MD WildeLake 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 ChaseHigh 3.50 3.40 3.50 3.47 Traditional
MD ClarksburgHigh 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 GaithersburgHigh 2.40 2.60 2.70 2.57 Traditional
MD Northwest High 2.90 2.80 2.90 2.87 Traditional
MD PaintBranch High 2.90 2.80 3.00 2.90 Traditional
MD PoolesvilleHigh 3.80 3.80 3.90 3.83 Traditional
MD QuinceOrchard High 2.90 2.90 3.00 2.93 Traditional
MD Richard Montgomery High 3.70 3.70 3.70 3.70 Traditional
MD RockvilleHigh 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 WaltWhitman 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 CalvertHigh 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
MD Thomas Stone High 1.90 2.00 2.10 2.00 Traditional
MD WestlakeHigh 1.70 1.70 0.18 1.19 Traditional
MD Eleanor Roosevelt High 2.90 3.00 3.10 3.00 Traditional

Graham 52
MD BaltimorePolytechnic Institute 2.70 2.90 2.90 2.83 Traditional
MD Edmondson WestsideHigh 1.20 1.30 1.30 1.27 Traditional
MD Reginald F Lewis High 1.00 1.00 1.00 1.00 Traditional
MD RenaissanceAcademy 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 SpringMonetta 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 HartsvilleSenior 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 EastsideHigh School 2.80 3.00 3.10 2.97 Traditional
SC GreenvilleSenior High School 2.80 2.80 2.80 2.80 Traditional
SC HillcrestHigh School 2.40 2.40 2.50 2.43 Traditional
SC Mauldin High School 3.20 3.30 3.20 3.23 Traditional
SC RiversideHigh 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 SpringValley High School 3.70 3.90 3.80 3.80 Traditional
SC SpartanburgHigh School 3.40 3.40 3.60 3.47 Traditional

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