Cobb, Fulton schools top grad test results

As expected, academic powerhouse Walton High in Cobb County posted the highest passing rates in the metro area on the Georgia High School Graduation Test, with 98.4 percent passing all sections on the first try.

Crim High in Atlanta, which serves students who are at risk of dropping out, scored the lowest in the metro area with 24.2 percent passing.

In all, six schools in Cobb and Fulton counties were among the metro area’s top 10 performers.

Want to know how your high school did? Go here and check out the AJC database.

16 comments Add your comment


June 9th, 2009
8:33 am

When I go to the link there is no database info. I get the same thing when I go to their CRCT links. Is there an IE setting that needs to be changed, firewall issue or just bad links from the AJC?

Turd Ferguson

June 9th, 2009
8:38 am

Is that Fulton or NORTH FULTON?


June 9th, 2009
9:33 am

i typically post on momania and continue to get blasted for my teacher attitudes, as I am an educator but now work for myself as an educational consultant. Many say they are sick of teacher’s attitudes that they know it all. I reply that we see a LOT of children and know more that one parent ( who has never been in the classroom could know).

How is it that some schools post high passing rates and some do not. IMHO, it starts with the home life and parenting. I shared the quote below on MOMANIA today and thought perhaps those on GET SCHOOLED would agree that if every parent adhered to what Denise Jonas is sharing below, our classrooms would be easier to work in and success would be the majority and not the minority for all children…

Here is a quote my daughter shared with me this morning….she read the article ( last night) about the Jonas brothers , and their mother, in my Good Housekeeping magazine:

” we wanted everyone to feel joy in the presence of our children ( Denise their mother says)
To me there’s nothing more frustrating than being around a child who’s annoying. We taught our kids proper manners…consistency, boundaries and constantly reinforcing good conduct until it was behavior. Because they’re going to be adults a lot longer than they are children.”

anyone else think this about sums it up?

William Casey

June 9th, 2009
9:41 am

Want your scores higher? Recruit Asians into your district a la Northview. Of course, you have to accept 0-10 football teams.

Turd Ferguson

June 9th, 2009
10:27 am

The Jonas Sisters? Oh brother.


June 9th, 2009
12:19 pm

Our (only) high school’s scores are higher than you would predict because by this time the dropouts have dropped out, the BDs have been pushed into alternative school, and the lowest class have been pushed into the night school. So I don’t put much faith in these reports, either. We call it “massaging the data.”


June 9th, 2009
12:20 pm

Wm Casey: But darned good chess teams!

jim d

June 9th, 2009
12:38 pm


Please return to the other blog. Most of us here realize their are good parents and bad parents–much like there are good teachers and admins. and bad ones. and we do try not to paint with such a broad brush.

But thank you for your input.

jim d

June 9th, 2009
1:04 pm

And when is said and done I suspect we will be reading articles regarding rampant cheating on the grad tests in Fulton and Cobb.

jim d

June 9th, 2009
1:06 pm

One other thought. when all that is done is teaching a test,have students been prepared for life after graduation?

Fulton Teacher

June 9th, 2009
3:46 pm

“…have students been prepared for life after graduation?”

I had this exact conversation with my son’s tutor today. How frustrating that my child has had very little teaching in the area of writing becasue the main focus was on CRCT. But teachers gotta keep their jobs,so they we do what we must at the expense of our students.

As far as the test, I know all too well that you can’t put too much stock in test scores. Cheating is indeed rampant.


June 9th, 2009
5:03 pm

Etowah – #6! Yeah, baby!!


June 10th, 2009
7:47 am

Well, obviously they need to take the teachers from Walton High and put them at Crim High, and vice versa. That will solve everything.

[sarcasm warning]


June 10th, 2009
10:07 am

OK, so you have Walton, with a population consisting mainly of students from 2-parent families, where both parents have COLLEGE degrees, and mom has often had the luxury of being a SAHM through the kids’ school years vs Crim, where the population mainly consists of kids from single parent families where the single parent might not even have a HS diploma themselves, and you’re surprised at the discrepancy???

When are we going to quit kidding ourselves? It’s not the teachers (although a school like Crim is far more likely to have younger less experienced teachers and I certainly wouldn’t give Walton teachers full props for their results), it’s the “raw materials.”

Dr. John Trotter

June 11th, 2009
12:49 am

Here’s the dirty little secret that most educrats and politicians will never touch: Standardized test scores almost invariably correlate one-to-one with socio-economic scores. If the Walton High School teachers began teaching at Crim High School, and the Crim teachers began teaching at Walton, the scores would stay essentially the same. The only substantial difference? The new Crim teachers would think that they had died and had been sent to hell, and the new Walton teacher would think that they had been sent somewhere at least in Purgatorial realm and not pure hell. The Law of the Large Numbers is just that…a “law” — a principal of action which hold true, even so much that polls of four hundred representative voters nationwide can eerily predict national elections. There are always, of course, exceptions to the rule. Students from stable, two-parent homes with the parents being very well-educated themselves have students who score significantly higher on standardized tests than students who hail from single-parent homes surrounded by a drug-infested and crime-ridden neighborhood. If children do not perceive that they come from a reading culture where books are plentiful in the home, then these children are not going to place a high value on reading. If a child brings to school little or no motivation to learn to read (and very little readiness skills), then the reality of this child becoming an effective reader is very slim despite the very effective teaching which may take place in the classroom. The key to learning is the motivation to learn. We have heard the metaphor that “you can lead a horse to water but you cannot make the horse drink it” is ever so true in the schooling process. The educrats and the politicians do not want to accept this. This is, however, a reality just like the Law of Gravity is a reality. Wishing a phenomenon not to exist cannot make the phenomenon go away.

I will quote my eccentric and brilliant professor from UGA, Dr. Eugene Boyce, on this subject: “The motivation to learn is a social phenomenon.” Schools have to be examined sociologically and structured in such a fashion that recognizes this reality. Until the dimwit educrats and policymakers do so, trying to put bandaids on the abject failure of our schools (urban schools in particular) is like spittin’ against a tsunami. (Did I spell “tsunami” correctly? Here lately, I have left a few typos and misspelled words on these blogs. “Desculpe,” as they say in Brazil.) The anti-academic and academically debilitating culture has to be mitigated and not allowed into the school setting. The schools should be learning environments, not social experiences. Playing cops and robbers with students is unconscionable. The misreant students should simply be removed from the regular school setting. (There are many ways to accomplish this, but I don’t have the time to go into details now.) You cannot allow the non-academically motivated students who are really hell-bent on materially and substantially disrupting the learning processes of the students who want to learn to engage in this infantile conduct with impunity. The other students will quickly get the message and fall in line with the academic mission of the schools. Today’s school boards and superintendents simply do not have the intestinal fortitude to do the right thing or they are simply dumbas_ses. In either scenario, they should be metaphorically horse whipped. They are contributing to the delinquency of the students which will probably lead to a life of crime and anguish for not only these “students” themselves but for innocents who come in contact with them. School boards like the City of Atlanta and DeKalb County and superintendents like Beverly Hall and Crawford Lewis are contributors to the problem, not the saviors. (c) MACE, 2009


June 11th, 2009
9:51 am

Since I was asked ( by jim d) to leave, I did. Now I am back…

I have worked with over 90,000 educators in 46 states who would agree with Dr. John Trotter’s statement completely:

Students from stable, two-parent homes with the parents being very well-educated themselves have students who score significantly higher on standardized tests than students who hail from single-parent homes surrounded by a drug-infested and crime-ridden neighborhood.

I have been quoted as saying, “you cannot make prime rib out of hamburger…”
If you give a chef a bag of overripe strawberries, then it will not be turned into a delicious shortcake. You work with what you get….some things cannot be worked with and who are we kidding?

When parents send children to school that are “hamburger” it is tough to get them tasting like “prime rib”. Some resrourceful teachers could move them into ” swiss steak” as it were.

I was simply stating that if more children came from homes with the same ideals as those shared by Denise Jonas, then we might have something to work with. I have worked with teachers who teach in high socio-economic/academic areas that still wish students would have manners and respect…not a crown prince mentality.

Dr. John Trotter…am I really so elementary here? Does it not start with family values too? If children are brought up without any values, how in the world can teachers add that to their cart along with hygiene, discipline and oh my the actual academics of the classroom.
Yes, I am an early childhood consultant…. I see it starting way too early.