High school exit examination Basic Skills Assessment Program (BSAP) results of the Spring 2003 administration

A total of 57,262 students participated in the spring 2003 Exit Examination. A graph illustrates student participation by grade. Approximately 76 percent (43,280) of the participants were tenth graders; about 18 percent (10,204) were eleventh graders; 4 percent (2,461) were twelfth graders; and adult education students made up about 2 percent (1,317) of the participants. Among the 43,280 tenth graders who took the examination, 40,622 took the examination for the first time

2002 results of the ACT Assessment

Colleges and universities use tests such as the ACT or the SAT, along with other information, to make admissions decisions. This report reviews the results of the ACT Assessment for South Carolina and for the nation for 2002

2004 results of the advanced placement (AP) examinations and the international baccalaureate (IB) examinations

Since 1984, each school district in South Carolina has been required to provide Advanced Placement (AP) courses in all secondary schools that include grades 11 or 12. These classes prepare students for the national AP examinations. Students who score 3, 4, or 5 on an AP exam are generally considered qualified to receive credit for the equivalent course(s) at colleges and universities that give credit for AP exams. The data are presented for high school students who participated in AP courses in public schools and took at least one AP exam during the 2003–04 school year

Finding a moral homeground: appropriately critical religious education and transmission of spiritual values

Values-inspired issues remain an important part of the British school curriculum. Avoiding moral relativism while fostering enthusiasm for spiritual values and applying them to non-curricular learning such as school ethos or children's home lives are challenges where spiritual, moral, social and cultural (SMSC) development might benefit from leadership by critical religious education (RE). Whether the school's model of spirituality is that of an individual spiritual tradition (schools of a particular religious character) or universal pluralistic religiosity (schools of plural religious character), the pedagogy of RE thought capable of leading SMSC development would be the dialogical approach with examples of successful implementation described by Gates, Ipgrave and Skeie. Marton's phenomenography, is thought to provide a valuable framework to allow the teacher to be appropriately critical in the transmission of spiritual values in schools of a particular religious character as evidenced by Hella's work in Lutheran schools