Fiscal Year 2015-16 Accountability Report

Each year the South Carolina Governor’s School for Science & Mathematics produces an annual accountability report for the South Carolina General Assembly and the Budget and Control Board. Included is an executive summary, organizational profile, and discussion of the elements of the Malcolm Baldrige Award criteria.

Country school movements and ideals in South Carolina

The bulletin is a report of the State Supervisor of Elementary Rural Schools. It includes field work, rural school progress, and recommendations.

April 2010: South Carolina 2009 Notable State Documents

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Fiscal Year 2015-16 Accountability Report

Each year the South Carolina Governor’s School for the Arts and Humanities produces an annual accountability report for the South Carolina General Assembly and the Budget and Control Board. Included is an executive summary, organizational profile, and discussion of the elements of the Malcolm Baldrige Award criteria

Challenges in using science-based shoreline setbacks: Examples from South Carolina

Beachfront jurisdictional lines were established by the South Carolina Beachfront Management Act (SC Code ��48- 39-250 et seq.) in 1988 to regulate the new construction, repair, or reconstruction of buildings and erosion control structures along the state���s ocean shorelines. Building within the state���s beachfront ���setback area��� is allowed, but is subject to special regulations. For ���standard beaches��� (those not influenced by tidal inlets or associated shoals), a baseline is established at the crest of the primary oceanfront sand dune; for ���unstabilized inlet zones,��� the baseline is drawn at the most landward point of erosion during the past forty years. The parallel setback line is then established landward of the baseline a distance of forty times the long-term average annual erosion rate (not less than twenty feet from the baseline in stable or accreting areas). The positions of the baseline and setback line are updated every 8-10 years using the best available scientific and historical data, including aerial imagery, LiDAR, historical shorelines, beach profiles, and long-term erosion rates. One advantage of science-based setbacks is that, by using actual historical and current shoreline positions and beach profile data, they reflect the general erosion threat to beachfront structures. However, recent experiences with revising the baseline and setback line indicate that significant challenges and management implications also exist. (PDF contains 3 pages)

School desegregation in Williamsburg County, South Carolina : a staff report of the U.S. Commission on Civil Rights.

Includes bibliographical references.

School directory of South Carolina

Mode of access: Internet.

The response to an ESL population boom in the Beaufort County, South Carolina school system: A case study

The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers.^ Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers' recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. ^ The findings from the teachers' interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes.^ Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County's ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County's schools. Finally, recommendations for further research are provided.^

The Response to an ESL Population Boom in the Beaufort County, South Carolina School System: A Case Study

The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers. Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers��� recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. The findings from the teachers��� interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes. Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County���s ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County���s schools. Finally, recommendations for further research are provided.

2015-2016 ACCOUNTABILITY MANUAL : The Annual School and District Report Card System for South Carolina Public Schools and School Districts

State law requires that for school years 2014-15 and 2015-16 the EOC will not rate schools or districts but will instead report on student academic performance. The Education Oversight Committee must use the results of these assessments in school years 2014-2015 and 2015-2016 to report on student academic performance in each school and district pursuant to Section 59-18-900. The state report card for school year 2015-16 will include assessment information and measurements that address the Profile of the South Carolina Graduate.

Annual report of the John de la Howe School to the General Assembly of South Carolina 1981-82

The John de la Howe School presents an annual report to the governor and General Assembly with descriptions and budget of each program, objectives, and performance measures.

Annual report of the John de la Howe School to the General Assembly of South Carolina 1982-83

The John de la Howe School presents an annual report to the governor and General Assembly with descriptions and budget of each program, objectives, and performance measures.

Annual report of the John de la Howe School to the General Assembly of South Carolina 1983-84

The John de la Howe School presents an annual report to the governor and General Assembly with descriptions and budget of each program, objectives, and performance measures.

Annual report of the John de la Howe School to the General Assembly of South Carolina 1984-85

The John de la Howe School presents an annual report to the governor and General Assembly with descriptions and budget of each program, objectives, department reports, organizational charts and historical statements.

Blue book regulations for the South Carolina Corps of Cadets School Year 2016-2017

These regulations provide specific policy guidance for members of the South Carolina Corps of Cadets.