Lockamy's contract promises him an annual salary of
When Lockamy was hired in 2005, he received an annual salary of
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District officials reported a decrease in infractions that led to suspension and expulsions in 2014, but school board officials were not impressed. Although reported disciplinary infractions dropped from 14,038 in 2013 to 10,478 in 2014, several board members raised concerns that the public school system's focus is on improving statistics and not resolving behavioral problems. They argued that disciplinary problems in the schools are overwhelmingly behavioral and the district's in-school suspension program is ineffective in correcting those behaviors.
According to the report, 84.4 percent of the disciplinary infractions in 2014 were the result of incivility (41.5 percent), fighting (15.6 percent), disorderly conduct (14.7 percent), and attendance (12.6 percent). And African-Americans make up the overwhelming majority of students who are disciplined for behavioral infractions again this year. In 2014, 82.5 percent of the reported infractions were committed by African-American students. In 2013 that number was 83.6 percent.
"We are more content to get the number down than to make a difference," Buck said. "If you stop and look at numbers; of the 10,000 infractions 8,000 are for four things -- attendance, disorderly conduct, fighting and student incivility -- not guns and not drugs. It is students not knowing how to behave in a classroom. Our real problem is kids who act out. And if they're acting out in the classroom when they go to ISS (in school suspension) they're going to act out there too. How do we impact the behavior?"
The full disciplinary report is available online at: http://bit.ly/1oysKN9.
Reading and numeracy on grade level reports were presented to the school board. The percentage of Asian students whose reading and math levels were on grade level dipped slightly on several grade levels. Those percentages were up for African-Americans on most grade levels, however their outcomes remained among the lowest in the district.
Just 65 percent of African-African American and 62 percent of Hispanic second-graders were reading on grade level in 2014. Among fourth-graders 67 percent of African-Americans read on grade level and in seventh grade just 62 percent of African-Americans.
Among African-American second-graders 64 percent had grade level math skills. In the fourth grade the percentage of Asian students with grad-level math skills dropped six percentage points to 88 percent. African-American students' performing on grade level in math was unchanged at 53 percent. Although seventh-graders performing on grade level in math was up among all racial groups, just 55 percent of African-Americans, 76 percent of Hispanics and 79 percent of whites were performing on grade level. Second-, fourth- and seventh-graders who fail to meet grade level standards in math and reading are not advanced to the next grade level. The full report is available online at http://bit.ly/1qRSzGE.
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