1 The Evaluation of Secondary Schools in Jamaica A Value-Added Approach A Policy Brief of the Jamaica Education Transformation Commission 2021 We REACH for Excellence Orlando Patterson, Chair, JETC ©Jamaica Education Transformation Commission, 2021. 2 The monitoring and evaluation of schools are essential components of any well- functioning education system. Schools are evaluated to measure the degree to which students are learning. It is the basis for monitoring progress toward the achievement of articulated goals, such as those specified in the recommendations of the Jamaica Education Transformation Commission. Evaluation provides the data needed to determine accountability, performance of leaders, teachers, and students, and to assist in assessing whether plans are being effectively implemented. This policy brief summarizes the new value-added method for evaluating Jamaica’s schools, explains the composite value-added measure derived from it, and presents the findings of the first complete application of the method to the evaluation of the nation’s high schools. This new composite-value added method complements the more traditional method of evaluation used by the National Education Inspectorate (NEI). It is based on the results of the value-added modeling procedure conducted by a team of statistics experts at the Inter-American Development Bank for the Jamaican Education Transformation Commission, 2021. The model used data on all results of the GSAT, GNAT, CSEC and CAPE exams for the 18-year period 2001-2018. 1.Explaining the Value-Added (VA) Method of Evaluating Schools What is value-added evaluation? It is one that takes account of what schools actually contribute to the performance of students, over and above what the students themselves and their background resources bring to the school. In Jamaica, high schools are usually evaluated simply on the basis of the average pass rate of their students in the final CSEC and CAPE exams. However, by itself, this is a misleading and unfair way of assessing the performance of schools. A school that recruits mainly students who have performed well in their entry level exams (such as the GSAT or GNAT) is stacking the cards in its favor, in that such students are very likely to do well in their CSEC because of the qualities they bring with them to the school. Indeed, we can predict with a high degree of confidence how students will do in their CSEC before they ever enter a high school, based solely on their GSAT exam. This is clearly indicated in Figure 1, which shows a close relationship between the GSAT performance of Jamaican students and their performance, years later, in their CSEC exams. 3 Figure 1. Relation between Jamaica GSAT Score and % CSEC Certificate pass Source: Diether Wolfgang Beuermann Mendoza, Technical Introduction, 2021 VA results Furthermore, students who come from middle- and upper-class backgrounds bring with them the advantages of educated parents, of living in homes with books and room to study, and sometimes additional tutoring from private teachers. To evaluate what a school with such students contribute to the students’ performance we must subtract, or control for, these outside-school advantages. Value-added models use statistical models to predict how students will perform on the basis of their baseline personal qualities and background, and attribute to the school and its teachers the difference between their predicted performance and actual performance. Thus, the model may predict that the average performance of students in a given school should be, say, 45% pass rate. If the actual rate turns out to be 60%, then the value added is 15% of the final pass rate, rather than the full 60 percent. The value added takes a negative value if the actual average performance is less than that predicted. This means that a school with a high pass rate of even 80 percent may still end up with a negative value-added score. Conversely, many schools with moderate, or even less than average pass rates may still end up with high value-added scores. Let’s take the case of a school in the inner-city area of Kingston, or in a poor rural area. The incoming students to such a high school may have performed poorly in the GSAT or GNAT exam. Furthermore, they may, on average, be coming from impoverished backgrounds with crowded one or two-room homes, no books, no libraries in their neighborhoods, and parents who may be functionally illiterate or too hardworking and tired to guide them in their homework. The value- added model may predict that such a school should have a pass rate of 25 percent on the CSEC. However, if the actual average pass rate of the school turns out to be 40%, such a school would be assessed as having a high value-added performance, even though 60 percent of 4 its students have failed the CSEC exam. The teachers and head of such a school would deserve high commendation for bringing out the best from their students, despite all that was working against them. There are many such schools in Jamaica. However, they are usually overlooked in the annual assessment of schools based solely on average percent of passes in the CSEC and CAPE exams. The value-added approach brings the good work that such schools are doing to the attention of education officers and others evaluating the schools. At the same time, it draws attention to schools that are underperforming, given the preexisting qualities of their students and their resources, even though their average pass rates are higher than well-performing schools that are adding value to their students’ performance. The achievement of the value-added exercise is to ‘level the playing field’ between unequally advantaged schools in the comparison of their students’ performances. Not all schools with privileged and highly qualified students are underperforming, and not all schools in poor areas are overperforming. To the contrary, our results show that many schools in low-income areas are underperforming and could do much better, while 40 40 45 6060 45 0 10 20 30 40 50 60 70 School X School Y Figure 2. Value-Added (VA) Illustration Prior Performance (before High School) Actual Performance (end of High School) Predicted Performance (start of High School) The difference between the predicted performance and the actual performance is the (VA) value-added by the school's teaching and environment. Positive VA indicates over-performance. Negative VA indicates under-performance. Zero VA indicates performance at the level predicted The predicted performance of a school is the average pass rate predicted of students in their CSEC & CAPE exams at the start of High School, after statistically taking account of their socio-economic, neighborhood, regional and pass grade in their GSAT or GNAT primary school exit exams Positive VANegative VA 5 several schools with students from middle class homes add value to their already academically and socially well-endowed students. There is always room for improvement. Better schools find the means to enhance the talents and resources that their students bring to them. It is very important to understand that value-added measures are relative, not absolute. Value-added scores are standardized (like most relative scores) with a mean or average of zero, with positive scores indicating better than predicted performance, and negative scores indicating lower than what was predicted. Thus, a negative added-value score does not mean that a school has had negative or harmful effects on its students. To the contrary, traditional schools such as Campion College or Munro College, may end up with substantially lower value-added scores than, say, St. Catherine High or Marymount, but perform, in absolute terms, at far higher levels measured in terms of pass rates in the CSEC and CAPE exams, so it would be misleading to say that they are having negative effects on their students. Although using only high school exam results is misleading, not taking account of such results and relying only on value added scores, as is done in countries such as the U.S and U.K., would be, in the Commission’s view, equally misleading. Parents and policymakers will be interested in exam results for a variety of reasons. Many parents may prefer to rely on such results, regardless of the school’s value added performance, because they want their children to associate with students that are expected to perform well or to associate with others with similar backgrounds. Employers may also prefer to hire students from schools with high percentage pass rates because such rates signal the performance and personal qualities that they prefer and, knowing this, parents may be motivated to send their children to such schools. For these reasons, we report pass rates in the evaluation tables below. In addition, we also report an overall composite rate, developed by the Commission, that combines ranking of schools in both their added value scores and exam pass rates by averaging the rankings on their VA and exam pass rates. This is explained at greater length below. 1. The Division of Schools into Traditional and Non-Traditional Groups 6 The usual way of evaluating the nation’s high schools not only relies solely on pass rates in the CSEC ad CAPE exams, but also groups all the schools together. The Commission also considers this to be unfair and misleading. Jamaica is a very unequal society, and this is strongly reflected in the inequality of its schools. There are, in fact, two school systems, especially at the high school level. One group, which is sometimes called the traditional schools, mainly serves the students of the middle and upper classes. They are high performing institutions that can compete with the best schools anywhere in the world. On the other hand, there are the non-traditional secondary schools, which the children of the rest of the nation attend (apart from unusually bright ones who win scholarships to the traditional elite schools). These schools mainly receive children from working class as well as impoverished homes, many of which, as indicated earlier, lack the most basic resources to help their children. These children are also nearly all coming from government primary schools, many of which are not well served. The Commission therefore decided to separate the results of the CSEC and CAPE exams, as well as the VA modeling, into the two groups of schools: the traditional (or elite as they are sometimes called) of which there are 42, and the 211 non-traditional schools for which there are adequate data, and rank them separately. There is another advantage of dividing the schools into two groups. One problem with value-added modeling for elite schools that get very privileged and high performing students is that these schools end up with relatively low value-added scores when compared with well performing schools that get poorer and less prepared students. There is relatively less to add, given the personal and background resources that their students already bring to the school--a case of diamonds in, diamonds out. By separating the schools into traditional and non-traditional, the former ends up competing for rank only with their fellow privileged schools. Hence, formerly top schools that find themselves no longer at the top cannot complain that they had only limited room to demonstrate added value, since other equally well-endowed schools show that it is still possible to add to the already well-prepared incoming cohort of students, not to mention being better at taking in more students from less fortunate homes and bringing them up to the standards of the majority of privileged students. The results for the 42 Traditional Schools are in Table 1, and for the 211 Non-Traditional in Table 2. In addition to the two main groups of high schools, there is a third category which had to be dropped from the value-added analysis due to missing information and the fact that too many of these schools had zero exam results on the CAPE and CSEC exams: 30 percent had zero CSEC, and over 60 percent zero CAPE, results. Including many schools with zero passes in a VA analysis destabilizes the model and leads to unreliable results. Although these schools were dropped from the VA composite tables, their exam performances are presented, since these will still we useful in evaluating them. These results are presented in Table 3 below. 7 2. The rankings of Jamaica’s secondary schools based on the 2021 value- added and other results Tables 1 and 2 present results on the performance of Jamaica’s high schools under 9 headings, the most important being the composite overall rank that is listed in the second column. These results are based on data over the 18-year period 2001 to 2018. The third column, ‘Ranking based on Average Result (% CSEC Certificate),’ is the average ranking of the schools on the basis of their performance in the CSEC exams over the 18 years from 2001 to 2018. Column (4) is ‘Ranking based on Added Value (%CSEC Certified).’ This reports the ranking of the value-added scores relating to the CSEC results. These VA scores were estimated separately from those relating to the CAPE results. There were good reasons for doing this, mainly because the population of students taking the CAPE exams differ in substantial, and statistically significant, ways from those sitting the CSEC exams. Column 5, ‘Ranking based on Average Result (VA CSEC and % CSEC Certificate)’ is a composite rank. It averages the ranks on CSEC Certificate performance and the CSEC value added scores. Schools often rank very differently on these two results and averaging the ranks gives a better, and fairer, evaluation of a school’s performance. Campion is an extreme case in point: it ranks #1 among the 42 traditional schools on average percent CSEC certificates passed over the years. However, it ranks 41 on the value added CSEC measure (though not on the CAPE value added score) because its incoming students are so far ahead of those of most other schools in personal academic qualities and privileged socio-economic background. Averaging its rankings brings it back up to the top ranks of schools in the final ranking. Column 6, ‘Ranking based on Average Result (% CAPE Diploma)’ reports results based on the CAPE exams. This, and the next two columns, repeat estimates similar to those for the CSEC exams: Column 7, ‘Ranking based on Added Value(%CAPE Diploma),’ and Column (8), ‘Ranking based on Average Result (VA CAPE + %CAPE Diploma).’ The final columns (8) and (9), simply present the averages for the CSEC and CAPE pass percentages. These are the results, on the basis of which schools were (and still are) 8 ranked by others. We present them here for the convenience of those who still prefer this way of evaluating schools. The most important ranking is reported in column (2), the ‘Overall Ranking based on the Average of All other Rankings.’ This is, simply, the composite ranking of all the ranks. The Commission is of the view that it does a better job of assessing the performance of the nation’s high schools and in attributing merit where it is most deserved. It is also the fairest approach. Unlike school systems that rely solely on final exam results without regard to background or baseline student characteristics, it takes account of such factors; at the same time, unlike school systems that have become over-reliant on value-added scores, such as the British Education System since 2002, it takes account of schools’ exam results. 3. Some Brief Comments Glenmuir High, located in May Pen, Clarendon, a co-educational school of 1700 students, emerges as the nation’s best performing traditional high school. It was founded in 1958 by the Rt. Reverend Percival Gibson, then Bishop of Jamaica. It is followed by Wolmers High School for Girls in Kingston, the female division of the nation’s oldest school, founded in 1736, and by St. Jago High School in Spanish Town, the nation’s third oldest continuously operating school, founded in 1744. Dinthill Technical High, founded in 1938, and now one of the country’s largest technical institutions with an enrollment of 1400 students, has the highest composite ranking of non-traditional high schools. It is followed closely by Denbigh High in May Pen, and Edwin Allen High in Frankfield, Clarendon. Among the traditional schools, Merl Grove ranks first in value-added at the CSEC level, followed by Charlemont High, in Linstead, St. Catherine, and Clarendon College. At the CAPE exam level, Campion is first in value added, followed by Wolmers High School for Girls and Glenmuir High. Campion, it should be noted, ranks first on percent of its students who pass the CSEC and CAPE exams as well as value added in the CAPE exams. However, it ranks very low among traditional schools on value added score at the CSEC level, which largely explains its 6th place on the overall composite rank. St. Mary’s College, a co-educational school of 1000, located in Above Rocks, St. Catherine, ranks first among non-traditional schools in value added based on the CSEC examination 9 results. Its value-added score of 0.1656 is best in the nation although virtually identical with Merl Grove’s score of 0.1653. Bluefields High/Belmont Academy in Bluefields, Westmoreland, ranks first in average CAPE results and value-added based on the CAPE, although not on the CSEC results, and has a low value-added score based on the CSEC. This suggests that it has a relatively selected student body with students from somewhat more advantaged backgrounds. The poor performance of some of the better-known traditional schools is surprising, especially Calabar, Excelsior, Jamaica College and Rusea’s. Jamaica College and Rusea’s are among the nation’s oldest continuously operating schools, Rusea’s having opened its doors in 1777, and Jamaica College in 1795. Jamaica College was for many years among the nation’s leading schools, and it is perplexing that it has fallen so precipitously in both performance on the CSEC and value added. It cannot blame the quality of its incoming cohort of students for its underperformance. The standardized average GSAT score of its recruits over the 18 years, 2001-2018, was 1.183,1 meaning that they were well above the national average. Indeed, the average baseline GSAT grades of its entering classes substantially surpassed those of Merl Grove and were higher than several of the other well performing traditional schools such as Knox College, Morant Bay High, and Convent of Mercy. It is noteworthy that eight of the twelve top performing traditional high schools are girls only institutions, whereas only one boys-only school, Wolmers Boys, is in this top group. This means that girls have access to 11 of the top twelve schools while boys are accepted in only four of them. This is not by design. There are many boys-only schools in the country. The girls’ schools dominate the top twelve because girls, in general, significantly outperform boys in the nation’s schools in all subjects, including mathematics and Science, at all levels of the system. The academic underperformance of boys is a major problem in Jamaica’s education and is discussed in the unabridged report of the Commission. 1 Not shown in Table 1 below, but see complete results, including standardized GSAT score in the 2021 VA Results available in the Commission google folder. 10 4. Recommendations The Commission makes the following 5 recommendations toward the implementation of the value-added approach for evaluating Jamaica’s high schools: 1. All secondary schools should be evaluated and ranked using the value-added procedure, complementing the traditional evaluations by the National Education Inspectorate 2. The value-added rankings should be combined with the rankings on the regular CSEC and CAPE exams to produce the composite rank developed by the Commission 3. MOEY should promptly address both the Value-Added and NEI evaluations. Special attention should be paid to schools that perform poorly on these assessments. Schools that perform well should be publicly acknowledged and rewarded 4. Both sets of evaluations should be made publicly available and widely disseminated to stakeholders 5. Every effort should be made to ensure that all schools are able to provide the appropriate data needed to conduct the value-added procedure. Belmont Academy 11 Appendix 1: Composite, Value Added, and Exam Rankings of Secondary Schools S e c o n d a ry S c h o o l N a m e O V E R A L L R A N K IN G B as ed o n A ve ra g e o f A ll O th er R an ki n g s R an ki n g b as ed o n A ve ra g e R es u lt ( % C S E C C er ti fi ca te ) R an ki n g b as ed o n A d d ed V al u e (% C S E C C er ti fi ca te ) R an ki n g b as ed o n A ve ra g e R es u lt ( V A C S E C a n d % C S E C C er ti fi ca te ) R an ki n g b as ed o n A ve ra g e R es u lt ( % C A P E D ip lo m a) R an ki n g b as ed o n A d d ed V al u e (% C A P E D ip lo m a) R an ki n g b as ed o n A ve ra g e R es u lt ( V A C A P E a n d C A P E D ip lo m a) A ve ra g e C S E C % C er ti fi ca te A ve ra g e C A P E % D ip lo m a GLENMUIR HIGH SCHOOL 1 3 16 1 4 3 4 72.04% 46.55% WOLMERS HIGH SCHOOL FOR GIRLS 2 6 24 9 3 2 2 69.86% 52.01% ST JAGO HIGH SCHOOL 3 15 12 7 8 5 7 62.13% 38.87% ST ANDREW HIGH SCHOOL FOR GIRLS 4 5 17 3 11 15 12 71.42% 34.32% IMMACULATE CONCEPTION 4 2 35 16 2 4 3 72.89% 54.26% CAMPION COLLEGE 6 1 41 22 1 1 1 73.64% 64.15% WOLMERS BOYS HIGH 7 8 30 17 6 7 7 68.81% 43.43% CONVENT OF MERCY 8 22 11 13 12 9 9 58.69% 31.26% HAMPTON HIGH 9 4 37 30 5 6 5 71.50% 45.86% QUEENS HIGH SCHOOL 10 28 8 15 15 8 10 52.76% 28.90% ST HUGHS HIGH SCHOOL 11 23 5 8 20 14 16 57.21% 27.47% ARDENNE HIGH SCHOOL 12 7 33 19 7 13 8 69.17% 39.66% CLARENDON COLLEGE 13 32 3 14 23 11 16 48.02% 26.88% MEADOWBROOK HIGH 14 25 6 10 21 19 19 56.30% 27.14% KINGSTON COLLEGE 15 19 14 13 19 20 18 61.32% 27.78% HOLY CHILDHOOD HIGH 16 17 9 6 26 23 26 61.88% 26.12% WESTWOOD HIGH 17 10 22 11 13 31 22 68.22% 30.88% ST HILDAS DIOCEAN 18 13 13 6 26 23 26 63.63% 26.15% KNOX COLLEGE 19 18 4 3 29 29 31 61.47% 24.00% DECARTERET 20 16 29 25 17 16 14 61.89% 28.66% ST MARY HIGH SCHOOL 21 31 19 32 16 10 12 51.79% 28.71% MERL GROVE HIGH SCHOOL 22 24 1 4 32 27 32 56.37% 21.02% MANNINGS SCHOOL 23 11 36 30 14 25 18 64.56% 30.57% ST CATHERINE HIGH SCHOOL 24 38 7 25 31 12 21 40.97% 21.27% MUNRO COLLEGE 25 20 39 36 9 18 13 61.22% 36.23% MORANT BAY HIGH SCHOOL 26 27 15 21.5 28 21 26 53.49% 24.96% MONTEGO BAY HIGH SCHOOL 27 9 38 30 10 32 20 68.62% 34.73% MOUNT ALVERNIA HIGH SCHOOL 28 12 27 18 22 34 29 63.74% 27.05% ST GEORGES COLLEGE 29 26 20 27.5 24 22 23 56.08% 26.19% CHARLEMONT HIGH SCHOOL 30 41 2 23 37 17 28 31.87% 17.12% BISHOP GIBSON HIGH SCHOOL 31 21 26 30 18 30 24 59.27% 27.95% MARYMOUNT HIGH SCHOOL 32 35 10 25 35 26 33 44.07% 18.01% MANCHESTER HIGH SCHOOL 33 14 32 27.5 27 35 34 63.05% 25.49% TITCHFIELD HIGH SCHOOL 34 33 21 33.5 33 24 30 46.88% 18.96% CAMPERDOWN HIGH SCHOOL 35 36 18 33.5 39 33 36 43.59% 16.64% YORK CASTLE HIGH SCHOOL 36 30 25 35 36 37 38 52.09% 17.47% CORNWALL COLLEGE 37 29 40 41 30 41 35 52.56% 21.50% JAMAICA COLLEGE 38 34 34 39.5 34 39 38 45.16% 18.28% EXCELSIOR HIGH SCHOOL 39 39 28 38 41 36 40 38.11% 13.38% CALABAR HIGH SCHOOL 40 37 31 39.5 38 38 39 42.57% 16.87% FERNCOURT HIGH SCHOOL 41 42 23 37 42 42 42 30.43% 7.26% RUSEAS HIGH SCHOOL 42 40 42 42 40 40 41 33.95% 13.42% 12 Table 2. Rankings of Average and Value-Added Scores for CSEC & CAPE + Base % Average Results Non-Traditional Schools (2001-2018) Se co n d ar y Sc h o o l N am e R an ki n g b as ed o n A ve ra g e R es u lt ( A ll ra n ki n g s) R an ki n g b as ed o n A ve ra g e R es u lt ( % C S E C C er ti fi ca te ) R an ki n g b as ed o n A d d ed V al u e (% C S E C C er ti fi ca te ) R an ki n g b as ed o n A ve ra g e R es u lt (V A C S E C a n d % C S E C C er ti fi ca te ) R an ki n g b as ed o n A ve ra g e R es u lt ( % C A P E D ip lo m a) R an ki n g b as ed o n A d d ed V al u e (% C A P E D ip lo m a) : 2S L S R an ki n g b as ed o n A ve ra g e R es u lt ( V A C A P E a n d % C A P E D ip lo m a) A ve ra g e % C S E C C er ti fi ca te A ve ra g e % C A P E D ip lo m a DINTHILL TECHNICAL SCHOOL 1 7 4 1.5 4 3 2 31.90% 13.16% DENBIGH HIGH SCHOOL 2 2 9 1.5 3 16 5 41.10% 14.71% EDWIN ALLEN HIGH SCHOOL 3 9 11 5 5 12 4 27.40% 11.74% ST MARYS COLLEGE 4 15 1 4 11 11 6 23.64% 9.02% OLD HARBOUR HIGH SCHOOL 5 13 2 3 15 19 9 25.36% 8.01% THE CEDAR GROVE ACADEMY 6 12 15 7 25.54% HOLMWOOD TECHNICAL HIGH SCHOOL 7 27 6 10 25 6 8 18.83% 4.51% JONATHAN GRANT HIGH SCHOOL 8 11 18 8 13 24 10 26.31% 8.19% JOSE MARTI TECHNICAL SCHOOL 9 28 27 20 9 4 3 18.60% 10.13% MACGRATH HIGH SCHOOL 10 40 5 13.5 18 10 7 13.24% 6.26% OBERLIN HIGH SCHOOL 11 16 16 9 14 28 12 23.55% 8.05% GUYS HILL HIGH SCHOOL 12 33 12 13.5 21 17 11 15.63% 5.68% VERE TECHNICAL HIGH SCHOOL 13 20 3 6 20 51 14 21.56% 5.75% GARVEY MACEO HIGH SCHOOL 14 17 17 11 12 75 18 23.28% 8.64% HOLLAND HIGH SCHOOL 15 18 31 17 17 59 16 22.75% 7.49% MICO PRACTISING PRIMARY AND JUNIOR HIGH 16 51 10 23 43 30 15 10.43% 2.47% CENTRAL HIGH SCHOOL 17 42 23 26 32 46 17 12.54% 3.54% SPALDINGS HIGH SCHOOL 18 19 20 12 22 94 26 21.99% 5.17% BLUEFIELDS HIGH / BELMONT ACADEMY 19 14 144 69 1 1 1 24.48% 16.34% BOG WALK HIGH SCHOOL 20 75 42 40 31 31 13 6.41% 3.64% WINDWARD ROAD PRIMARY AND JUNIOR HIGH 21 64 8 28 69 42 23.5 7.91% 1.04% ST MARY TECHNICAL HIGH SCHOOL 22 25 37 24.5 24 101 28 19.30% 4.70% BRIDGEPORT HIGH SCHOOL 23 21 41 24.5 16 119 34.5 21.29% 7.62% MAY DAY HIGH SCHOOL 24 10 36 15 19 137 48.5 26.67% 5.83% SYDNEY PAGON AGRICULTURAL HIGH SCHOOL 25 90 7 36 4.68% ANNOTTO BAY HIGH SCHOOL 26 32 19 18 44 113 50 16.09% 2.23% MILE GULLY HIGH SCHOOL 27 35 54 33 30 99 30 14.42% 3.73% LENNON HIGH SCHOOL 28 45 26 27 36 109 40 11.52% 2.97% NEW DAY PRIMARY AND JUNIOR HIGH 29 113 14 45 105 2 21 2.83% 0.48% CLAUDE MCKAY HIGH SCHOOL 30 56 38 34 38 102 37 9.56% 2.69% ST THOMAS TECHNICAL HIGH SCHOOL 31 29 24 19 26 155 69 18.22% 4.47% 13 CONSTANT SPRING PRIMARY AND JUNIOR HIGH 32 114 30 56.5 97 7 20 2.77% 0.57% IONA HIGH SCHOOL 33 26 48 29 28 138 56 19.25% 4.16% TIVOLI GARDENS HIGH SCHOOL 34 77 61 50.5 57 60 27 5.95% 1.56% MAVIS BANK VOCATIONAL SCHOOL 35 95 28 44 90 45 34.5 4.35% 0.66% AABUTHNOTT GALLIMORE HIGH SCHOOL 36 37 49 31 48 118 56 13.80% 1.98% BUFF BAY HIGH SCHOOL 37 50 59 37 52 98 44 10.54% 1.76% HOLY TRINITY HIGH SCHOOL 38 100 52 63 77 33 22 4.14% 0.83% TACKY HIGH SCHOOL 39 66 64 47 65 73 36 7.76% 1.21% ST ANDREW TECHNICAL HIGH SCHOOL 40 38 117 65.5 27 84 23.5 13.60% 4.30% WATERFORD HIGH SCHOOL 41 92 46 50.5 72 62 33 4.62% 0.95% PORT ANTONIO HIGH SCHOOL 42 36 45 30 49 132 69 13.82% 1.95% DENHAM TOWN HIGH SCHOOL 43 131 40 76 76 25 19 2.15% 0.84% PORUS HIGH SCHOOL 44 48 63 38 40 127 58 10.77% 2.61% GREEN POND HIGH SCHOOL 45 52 70 43 33 125 51.5 10.13% 3.08% HAPPY GROVE HIGH SCHOOL 46 30 29 22 29 177 97 17.55% 3.87% BLACK RIVER HIGH SCHOOL 47 5 113 41 8 164 60 33.15% 10.45% TACIUS GOLDING HIGH SCHOOL 48 85 35 42 93 80 61.5 5.35% 0.61% TRENCH TOWN HIGH SCHOOL 49 110 32 54 134 21 46 3.22% 0.24% HIGHGATE PRIMARY AND JUNIOR HIGH 50 74 90 72 64 67 31.5 6.45% 1.23% FROME TECHNICAL HIGH SCHOOL 51 8 149 67 7 141 42 28.35% 10.68% BELLEFIELD HIGH SCHOOL 52 22 25 16 39 190 122.5 20.63% 2.66% WILLIAM KNIBB MEMORIAL HIGH SCHOOL 53 6 82 32 10 193 93 32.40% 9.18% COCKBURN GARDENS PRIMARY AND JUNIOR HIGH 54 120 51 76 114 29 38.5 2.62% 0.37% ST ELIZABETH TECHNICAL HIGH SCHOOL 55 3 129 48 6 180 77 38.42% 11.63% GORDON TOWN / LOUISE BENNETT COVERLEY ALL AGE 56 93 101 93.5 84 47 31.5 4.58% 0.75% DONALD QUARRIE HIGH SCHOOL 57 103 68 76 109 49 51.5 4.05% 0.42% CLONMEL PRIMARY AND JUNIOR HIGH 58 62 75 49 181.5 8 82 8.00% 0.00% FOGA ROAD HIGH SCHOOL 59 43 13 21 37 206 139 12.23% 2.82% OCHO RIOS HIGH SCHOOL 60 31 65 35 41 179 109.5 16.83% 2.53% BALCOMBE DRIVE PRIMARY AND JUNIOR HIGH 61 164 21 88 138 9 41 0.88% 0.22% HERBERT MORRISON TECHNICAL SCHOOL 62 1 140 53 2 186 80.5 48.72% 16.13% MANDEVILLE PRIMARY AND JUNIOR HIGH 63 53 99 63 59 124 71.5 10.02% 1.52% CALABAR PRIMARY AND JUNIOR HAILE HIGH AND INFANT 64 108 80 89 87 68 46 3.51% 0.71% CHARLIE SMITH HIGH SCHOOL 65 125 43 73 153 23 65.5 2.32% 0.06% CENTRAL BRANCH ALL AGE 66 124 109 116 79 35 25 12.54% 3.54% CARRON HALL HIGH SCHOOL 67 89 74 71 92 92 73 4.79% 0.62% BROWNS TOWN HIGH SCHOOL 68 63 89 63 61 133 85.5 7.96% 1.34% MARCUS GARVEY TECHNICAL HIGH SCHOOL 69 76 103 81 83 93 65.5 5.98% 0.77% SELASSIE HIGH SCHOOL 70 160 34 93.5 136 26 54 1.08% 0.22% 14 MELROSE PRIMARY AND JUNIOR HIGH 71 129 87 108.5 104 39 38.5 2.22% 0.48% EWARTON HIGH SCHOOL 72 83 72 65.5 62 135 89 5.76% 1.33% IRWIN HIGH SCHOOL 73 23 121 56.5 23 192 101 20.57% 5.05% SEAFORTH HIGH SCHOOL 74 47 69 39 51 185 130.5 10.89% 1.89% ALLMAN HILL PRIMARY AND JUNIOR HIGH 75 122 47 74 181.5 13 87 2.52% 0.00% KEMPS HILL HIGH SCHOOL 76 71 76 58.5 66 152 103 6.89% 1.15% KELLITS HIGH SCHOOL 77 72 71 55 74 146 109.5 6.74% 0.89% ORACABESSA HIGH SCHOOL 78 61 79 52 127 96 114.5 8.10% 0.26% CUMBERLAND HIGH SCHOOL 79 128 22 61 140 79 106 2.28% 0.21% CHRISTIANA HIGH SCHOOL 80.5 59 120 81 50 143 84 8.57% 1.90% B B COKE HIGH SCHOOL 80.5 55 169 112 45 110 46 9.85% 2.18% SWALLOWFIELD PRIMARY AND JUNIOR HIGH 82 143 53 97 145 34 67 1.68% 0.15% ISLINGTON / HORACE CLARKE HIGH 83 99 78 78 126 72 90 4.15% 0.27% STEER TOWN HIGH MANSFIEL 84 79 50 46 68 170 134 5.95% 1.04% ST JOSEPHS HIGH 85 57 125 86 123 71 85.5 9.01% 0.30% SPOT VALLEY HIGH SCHOOL 86 97 122 111 47 121 59 4.33% 2.11% SHORTWOOD PRACTISING PRIMARY AND JUNIOR HIGH AND INFANT 87 106 55 70 181.5 38 107 3.68% 0.00% ALBERT TOWN HIGH SCHOOL 88 41 106 58.5 56 174 124 12.79% 1.64% BRIMMER VALE HIGH SCHOOL 89 88 92 83.5 135 69 95 5.07% 0.24% JOHN MILLS PRIMARY AND JUNIOR HIGH AND INFANT 90.5 137 66 100.5 150 36 77 1.91% 0.12% TROJA PRIMARY JUNIOR HIGH 90.5 176 73 125.5 88 61 43 0.70% 0.70% NEW FOREST PRIMARY AND JUNIOR HIGH AND INFANT 92 70 108 79 55 156 99 7.01% 1.69% BELAIR SCHOOL 93 4 189 91 34.42% SEAWARD PRIMARY AND JUNIOR HIGH 94 174 58 115 152 14 56 0.71% 0.08% GODFREY STEWART HIGH SCHOOL 95 46 102 60 54 182 130.5 11.48% 1.71% MAGGOTTY HIGH SCHOOL 96 39 172 104.5 35 150 74.5 13.55% 3.00% MAVERLEY PRIMARY AND JUNIOR HIGH 97 139 104 122 142 18 53 1.84% 0.16% THOMPSON TOWN HIGH SCHOOL 98 96 98 93.5 71 129 91 4.34% 0.98% INSTITUTE OF HIGHER LEARNING / ST ANDREW COLLEGE 99 82 126 102.5 110 78 80.5 5.77% 0.41% ABERDEEN PRIMARY AND JUNIOR HIGH 100 123 93 108.5 131 54 74.5 2.48% 0.25% MOUNT ANGUS PRIMARY JUNIOR HIGH 101 153 128 148 94.5 32 29 1.20% 0.60% STONY HILL PRIMARY AND JUNIOR HIGH AND INFANT 102 150 67 110 146 40 77 1.47% 0.15% LINSTEAD PRIMARY AND JUNIOR HIGH 103 170 44 107 143 48 83 0.80% 0.16% MOUNT SAINT JOSEPH CATHOLIC HIGH SCHOOL 104 24 179 100.5 19.48% GLENGOFFE HIGH SCHOOL 105 118.5 81 99 181.5 37 105 2.63% 0.00% LISTER MAIR GILBY HIGH SCHOOL FOR THE DEAF ANDREW 106.5 118.5 39 68 181.5 74 152 2.63% 0.00% ALSTON HIGH SCHOOL 106.5 80 114 93.5 100 126 119.5 5.87% 0.51% 15 ST JAMES HIGH SCHOOL 108 68 111 81 81 158 137 7.43% 0.80% LACOVIA HIGH SCHOOL 109 44 167 104.5 46 172 103 11.66% 2.14% RENNOCK LODGE ALL AGE 110 189 60 125.5 181.5 5 79 0.49% 0.00% GREENWICH ALL AGE 111 197 83 147 121 52 61.5 0.33% 0.33% CROSS KEYS HIGH SCHOOL 112 73 110 87 101 153 150.5 0.83% 0.00% ANCHOVY HIGH SCHOOL 113 34 163 98 42 202 140 14.44% 2.53% ST ANNES HIGH SCHOOL 114 200 57 134 181.5 20 92 0.25% 0.00% ACCOMPONG PRIMARY AND JUNIOR HIGH 115 98 187 151 67 114 69 4.26% 1.06% GREEN ISLAND HIGH SCHOOL 116 60 177 118 34 189 114.5 8.46% 3.00% PETERSFIELD HIGH SCHOOL 117 54 159 106 53 196 146 9.90% 1.75% ROSEMOUNT PRIMARY AND JUNIOR HIGH 118.5 161 85 123 147 81 121 1.06% 0.14% WINSTON JONES HIGH SCHOOL 118.5 58 132 90 86 187 165 8.79% 0.73% GARLOGIE PRIMARY AND JUNIOR HIGH 120 107 142 125.5 106 120 119.5 3.56% 0.44% ALBION PRIMARY AND JUNIOR HIGH 121 179 151 186 129 27 48.5 0.68% 0.26% MUSCHETTE HIGH SCHOOL 122 69 171 121 58 175 127 7.11% 1.52% BAMBOO PRIMARY AND JUNIOR HIGH 123 156 153 176 111 63 63 1.16% 0.39% HATFIELD PRIMARY AND JUNIOR HIGH 124 78 198 144.5 63 145 98 5.95% 1.28% TROY HIGH SCHOOL 125 49 131 83.5 85 203 176 10.66% 0.74% YALLAHS HIGH SCHOOL 126 87 94 85 122 168 180 5.08% 0.32% BRAETON PRIMARY AND JUNIOR HIGH 127 195 77 140 155 65 109.5 0.38% 0.05% RETREAT PRIMARY AND JUNIOR HIGH 128.5 178 115 158.5 181.5 22 94 0.69% 0.00% MONEAGUE PRIMARY AND JUNIOR HIGH 128.5 135 139 142 151 70 112 2.01% 0.12% MALDON HIGH SCHOOL 130 94 157 128.5 116 122 134 4.52% 0.36% FOUR PATHS PRIMARY AND JUNIOR HIGH 131 155 133 154 125 88 100 1.17% 0.28% HIGGINS LAND PRIMARY AND JUNIOR HIGH 132 134 141 143 181.5 43 116 2.05% 0.00% CAMBRIDGE HIGH SCHOOL 133 81 168 125.5 80 166 142 5.85% 0.81% NEW GREEN PRIMARY AND JUNIOR HIGH 134 133 193 183 96 87 71.5 2.09% 0.60% DALLAS PRIMARY JUNIOR HIGH 135 208.5 97 175 181.5 15 88 0.00% 0.00% KITSON TOWN ALL AGE 136 168 105 141 117 112 122.5 0.83% 0.36% DISCOVERY BAY ALL AGE 137 148 152 167 102 103 96 1.49% 0.50% BALACLAVA / ROGER CLARKE HIGH 138 84 183 138 70 165 129 5.51% 1.00% TREDEGAR PARK ALL AGE 139 201 62 137 181.5 57 136 0.25% 0.00% NEWELL HIGH SCHOOL 140 104 181 151 91 134 117 4.01% 0.65% HAYES PRIMARY AND JUNIOR HIGH 141 169 127 161.5 141 77 103 0.82% 0.16% NORMAN GARDENS PRIMARY AND JUNIOR HIGH 142.5 183 95 146 181.5 50 125 0.58% 0.00% CASTLETON PRIMARY AND JUNIOR HIGH 142.5 126 130 133 181.5 66 144 2.31% 0.00% MUIRHOUSE PRIMARY AND JUNIOR HIGH 144 177 174 192 119 56 64 2.31% 0.00% MAUD MCLEOD HIGH SCHOOL 145 65 165 113 75 199 166 7.80% 0.87% POINT HILL LEASED PRIMARY AND JUNIOR HIGH 146 198 96 160 144 76 109.5 0.31% 0.16% 16 BUSTAMANTE HIGH SCHOOL 147 109 86 96 112 198 187 3.41% 0.38% SPRING GARDENS ALL AGE 148 185 91 144.5 149 89 134 0.50% 0.13% MERLENE OTTEY HIGH SCHOOL VOCATIONAL 149 67 164 114 78 205 171 7.63% 0.83% BULL BAY ALL AGE 150 180 56 117 181.5 97 169 0.63% 0.00% OSBOURNE STORE PRIMARY AND JUNIOR HIGH 151 149 119 139 154 95 146 1.49% 0.06% BETHABARA PRIMARY JUNIOR HIGH 152 130 124 131.5 115 149 155 2.16% 0.36% CROSS PRIMARY AND JUNIOR HIGH 153 167 84 128.5 181.5 90 161 0.83% 0.00% STEPHNEY / BOB MARLEY PRIMARY JUNIOR HIGH 154 152 137 155 181.5 55 132 1.21% 0.00% GRANVILLE ALL AGE 155 158 100 135 181.5 83 156 1.14% 0.00% FAIR PROSPECT HIGH SCHOOL 156 91 147 119 137 148 172 4.66% 0.22% NAIN PRIMARY JUNIOR HIGH 157 127 160 153 118 131 146 2.29% 0.35% KNOCKALVA TECHNICAL SCHOOL 158 86 173 136 82 194 167 5.10% 0.80% ENFIELD PRIMARY AND JUNIOR HIGH 159 173 143 181 181.5 44 118 0.74% 0.00% AENON TOWN ALL AGE 160 151 145 161.5 103 144 143 1.45% 0.48% REST PRIMARY AND JUNIOR HIGH 161 162 123 151 181.5 85 158 1.02% 0.00% VILLA ROAD PRIMARY AND JUNIOR HIGH 162 112 209 182 128 104 126 3.11% 0.26% CLAREMONT ALL AGE ST ANN 163 140 150 156 181.5 82 154 1.81% 0.00% PORT MORANT PRIMARY AND JUNIOR HIGH 164 145 138 149 113 159 162.5 1.60% 0.37% LITTLE LONDON HIGH SCHOOL 165 101 197 164.5 73 181 150.5 4.13% 0.94% LEWISVILLE HIGH VOCATIONAL SCHOOL 166 102 200 172 89 161 148.5 4.08% 0.70% CEDAR VALLEY PRIMARY JUNIOR HIGH AND INFANT 167 165 88 130 181.5 130 188 0.85% 0.00% GARLANDS PRIMARY AND JUNIOR HIGH 168 202 154 193 181.5 41 113 0.24% 0.00% RHODES HALL ORANGE BAY HIGH 169 117 185 172 60 201 153 2.67% 1.38% ROBERT LIGHTBOURNE HIGH SCHOOL 170 142 112 131.5 181.5 139 191 1.68% 0.00% CEDRIC TITUS HIGH SCHOOL 171 115 190 174 108 157 157 2.73% 0.43% RUNAWAY BAY ALL AGE 172 154 148 172 181.5 86 160 1.18% 0.00% WHITE MARL PRIMARY AND JUNIOR HIGH 173 193 107 167 181.5 91 164 0.42% 0.00% PAUL BOGLE HIGH SCHOOL 174 105 134 120 148 197 200 3.69% 0.14% LEICESTERFIELD PRIMARY AND JUNIOR HIGH AND INFANT 175 136 161 163 94.5 183 168 2.01% 0.60% EBONY GROVE ACADEMY 176 175 33 102.5 181.5 207 207 0.71% 0.00% BATH PRIMARY AND JUNIOR HIGH 177 199 116 180 130 142 162.5 0.25% 0.25% CHAPLETON ALL AGE 178 146 155 169.5 99 188 174 1.55% 0.52% GREEN PARK PRIMARY AND JUNIOR HIGH 179 166 135 169.5 181.5 106 175 0.84% 0.00% CROFTS HILL PRIMARY AND JUNIOR HIGH 180 192 156 191 139 111 148.5 0.44% 0.22% MOUNT SALEM PRIMARY AND JUNIOR HIGH 181 205 176 198 181.5 53 128 0.09% 0.00% AVOCAT PRIMARY AND JUNIOR HIGH 182 138 162 167 181.5 116 182 1.85% 0.00% JOHN AUSTIN ALL AGE 183 157 136 158.5 181.5 128 186 1.16% 0.00% 17 GRANGE HILL HIGH SCHOOL 184 116 196 177.5 98 191 178 2.67% 0.56% FARM PRIMARY AND JUNIOR HIGH 185 204 180 199.5 181.5 58 138 0.18% 0.00% BEULAH ALL AGE 186 132 166 164.5 120 195 189 2.14% 0.34% HOPEWELL SANDY BAY HIGH 187 121 170 157 124 204 193 2.56% 0.29% MOUNT MORELAND PRIMARY AND JUNIOR HIGH 188 196 118 179 181.5 117 183 0.36% 0.00% ELDERSLIE PRIMARY AND JUNIOR HIGH 189 144 184 184 181.5 108 179 1.65% 0.00% LOWE RIVER PRIMARY AND JUNIOR HIGH 190 159 211 196 107 160 159 1.09% 0.44% CATADUPA PRIMARY AND JUNIOR HIGH 191 208.5 192 208 181.5 64 141 0.00% 0.00% MOUNT HERMON PRIMARY AND JUNIOR HIGH 192 171.5 175 190 181.5 105 173 0.77% 0.00% FLANKERS PRIMARY AND JUNIOR HIGH 193 184 195 197 181.5 100 170 0.51% 0.00% EXCHANGE ALL AGE 194 141 191 187.5 181.5 140 192 1.76% 0.00% FELLOWSHIP PRIMARY AND JUNIOR HIGH 195 181 186 195 181.5 115 181 0.61% 0.00% CHANDLERS PEN PRIMARY AND JUNIOR HIGH 196 186 146 187.5 181.5 151 195 0.50% 0.00% WALKERSWOOD ALL AGE 197 171.5 158 185 181.5 162 198 0.77% 0.00% SANTA CRUZ PRIMARY AND JUNIOR HIGH 198 190 199 202 181.5 107 177 0.48% 0.00% GOSHEN ALL AGE 199 111 201 177.5 181.5 184 206 3.21% 0.00% NEW HOPE PRIMARY AND JUNIOR HIGH 200 163 203 194 181.5 147 194 0.95% 0.00% HOPE BAY ALL AGE 201.5 208.5 182 203 181.5 123 185 0.00% 0.00% MOUNT GRACE PRIMARY AND JUNIOR HIGH 201.5 187 207 204 132 169 184 0.49% 0.24% WINDSOR CASTLE ALL AGE 203 147 188 189 181.5 178 205 1.52% 0.00% BETHEL PRIMARY AND JUNIOR HIGH 204 208.5 178 201 181.5 154 197 0.00% 0.00% SALEM PRIMARY AND JUNIOR HIGH 205 208.5 205 211 181.5 136 190 0.00% 0.00% FALMOUTH ALL AGE 206 188 210 206.5 133 200 196 0.49% 0.24% CALEDONIA ALL AGE AND INFANT 207 182 202 199.5 181.5 176 204 0.58% 0.00% STRAWBERRY PRIMARY AND JUNIOR HIGH 208 194 204 206.5 181.5 163 199 0.39% 0.00% BELLEVUE PRIMARY AND JUNIOR HIGH / PERTH TOWN ACADEMY 209 191 206 205 181.5 171 202 0.47% 0.00% SANDY BAY PRIMARY AND JUNIOR HIGH 210 208.5 194 209 181.5 173 203 2.56% 0.29% MIDDLE QUARTERS ALL AGE 211 203 208 210 181.5 167 201 0.22% 0.00% 18 Table 3. Schools dropped due to zero scores, assignment & compliance issues. Secondary School Name R an ki n g b as ed o n A ve ra g e R es u lt ( % C S E C C er ti fi ca te ) A ve ra g e % C S E C C er ti fi ca te R an ki n g b as ed o n A ve ra g e R es u lt ( % C A P E D ip lo m a) A ve ra g e % C A P E D ip lo m a MONA HIGH SCHOOL 2 33.52% 1 9.05% LIBERTY ACADEMY AT THE PRIORY 1 38.46% 4 5.17% THE SALVATION ARMY SCHOOL FOR THE BLIND 4 23.53% 2 5.88% GAYNSTEAD HIGH SCHOOL 3 28.48% 3 5.77% TARRANT HIGH SCHOOL 10 9.90% 5 4.01% DUNOON PARK TECHNICAL HIGH SCHOOL 7 13.10% 8 2.75% KINGSTON TECHNICAL HIGH SCHOOL 6 13.35% 9 2.71% VAUXHALL HIGH SCHOOL 8 11.25% 10 2.57% ELTHAM HIGH SCHOOL 15 7.64% 6 3.29% ASCOTT HIGH SCHOOL 14 7.93% 7 3.28% SOLID BASE COMPUTER INSTITUTE 5 15.06% 18 1.20% NORMAN MANLEY HIGH SCHOOL 13 8.41% 15 1.56% PAPINE HIGH SCHOOL 9 10.48% 19 1.19% PEMBROKE HALL HIGH SCHOOL 12 8.77% 16 1.33% SPANISH TOWN HIGH SCHOOL 16 7.16% 12 2.00% CLAN CARTHY HIGH SCHOOL 19 6.37% 13 1.92% ST THERESAS ALL AGE 22 5.00% 14 1.67% EDITH DALTON JAMES HIGH SCHOOL 20 6.32% 17 1.26% GREATER PORTMORE HIGH SCHOOL 18 6.37% 23 0.89% WEST AVENUE INSTITUTE 11 8.88% 31 0.59% KINGSTON HIGH SCHOOL 23 4.66% 26 0.69% ST JOHNS COLLEGE GROUP OF SCHOOLS 28 3.67% 22 1.04% ROCK HALL ALL AGE ST ANDREW 21 5.64% 30 0.59% LLUIDAS VALE ALL AGE 43 2.44% 11 2.44% ST MARYS ALL AGE 27 3.68% 28.5 0.61% CRAIGHEAD ALL AGE 32 3.43% 24 0.86% WARSOP ALL AGE 24 4.19% 32 0.52% CROOKED RIVER ALL AGE 33 3.38% 27 0.68% MIZPAH ALL AGE 31 3.54% 33 0.51% HARRY WATCH ALL AGE 46.5 2.33% 20 1.16% STEER TOWN PRIMARY AND JUNIOR HIGH 35 3.26% 37 0.34% PIKE ALL AGE 49 2.07% 25 0.83% ROCK RIVER ALL AGE 40 2.56% 35 0.43% RED HILLS ALL AGE ST ANDREW 42 2.47% 34 0.45% BETHESDA ALL AGE 55 1.14% 21 1.14% 19 DRAPERS ALL AGE 41 2.51% 36 0.36% PENWOOD HIGH SCHOOL 38 2.94% 40 0.17% BOYS TOWN ALL AGE 50 1.84% 28.5 0.61% INNSWOOD HIGH SCHOOL 48 2.18% 38 0.28% MADRAS ALL AGE 17 7.14% 70.5 0.00% DEVON ALL AGE 25 3.94% 70.5 0.00% BRANDON HILL PRIMARY AND JUNIOR HIGH SCHOOL 26 3.92% 70.5 0.00% PAISLEY ALL AGE 29 3.64% 70.5 0.00% PATRICK TOWN ALL AGE 30 3.57% 70.5 0.00% TROUT HALL ALL AGE 64 0.53% 39 0.26% ST MARGARETS BAY ALL AGE 34 3.30% 70.5 0.00% ANNOTTO BAY ALL AGE 36 3.26% 70.5 0.00% CLARKSONVILLE ALL AGE 37 3.20% 70.5 0.00% MCNIE ALL AGE 39 2.60% 70.5 0.00% SUDBURY ALL AGE 44 2.41% 70.5 0.00% LOWER BUXTON ALL AGE 45 2.38% 70.5 0.00% MOORE TOWN PRIMARY AND JUNIOR HIGH 46.5 2.33% 70.5 0.00% SUNBURY ALL AGE 51 1.77% 70.5 0.00% WATT TOWN ALL AGE 52 1.30% 70.5 0.00% KENDAL ALL AGE 53 1.27% 70.5 0.00% SHEFFIELD ALL AGE 54 1.26% 70.5 0.00% KENTUCKY PRIMARY AND JUNIOR HIGH 56 1.08% 70.5 0.00% GIBRALTAR ALL AGE 57.5 1.04% 70.5 0.00% HALLS DELIGHT PRIMARY JUNIOR HIGH 57.5 1.04% 70.5 0.00% BOHEMIA ALL AGE 59 0.95% 70.5 0.00% WILLIAMSFIELD ALL AGE 60 0.82% 70.5 0.00% NEGRIL ALL AGE 61 0.75% 70.5 0.00% BETHEL TOWN ALL AGE 62 0.70% 70.5 0.00% MANCHIONEAL ALL AGE 63 0.53% 70.5 0.00% COMFORT HALL ALL AGE 65 0.49% 70.5 0.00% CHESTER CASTLE ALL AGE 66 0.40% 70.5 0.00% DUNCANS ALL AGE AND INFANT 67 0.37% 70.5 0.00% PLANTERS HALL ALL AGE AND INFANT 68 0.33% 70.5 0.00% GLENDEVON PRIMARY AND JUNIOR HIGH 69 0.22% 70.5 0.00% SUCCESS PRIMARY AND JUNIOR HIGH 85 0.00% 70.5 0.00% CARIBBEAN CHRISTIAN CENTRE FOR THE DEAF KNOCKPATRICK 85 0.00% 70.5 0.00% CASCADE PRIMARY JUNIOR HIGH 85 0.00% 70.5 0.00% JACKSON PRIMARY JUNIOR HIGH 85 0.00% 70.5 0.00% CORNWALL MOUNTAIN ALL AGE 85 0.00% 70.5 0.00% LETHE ALL AGE 85 0.00% 70.5 0.00% MOORES PRIMARY JUNIOR HIGH 85 0.00% 70.5 0.00% 20 THE WINDSOR SCHOOL OF SPECIAL EDUCATION 85 0.00% 70.5 0.00% CAVE VALLEY ALL AGE 85 0.00% 70.5 0.00% COMFORT CASTLE PRIMARY JUNIOR HIGH 85 0.00% 70.5 0.00% RETRIEVE ALL AGE 85 0.00% 70.5 0.00% RIVERSIDE ALL AGE 85 0.00% 70.5 0.00% JOHNS HALL ALL AGE 85 0.00% 70.5 0.00% WALTHAM ABBEY ALL AGE 85 0.00% 70.5 0.00% BARRETT TOWN ALL AGE 85 0.00% 70.5 0.00% UPPER ROCK SPRING ALL AGE AND INFANT 85 0.00% 70.5 0.00% ST GEORGES ALL AGE 85 0.00% 70.5 0.00% GENESIS ACADEMY 85 0.00% 70.5 0.00% HYDEL GROUP OF SCHOOLS ST ANDREW 85 0.00% 70.5 0.00% CHALKY HILL ALL AGE 85 0.00% 70.5 0.00% CAVALIERS ALL AGE 85 0.00% 70.5 0.00% LISTER MAIR GILBY HIGH SCHOOL FOR THE DEAF MAY PEN 85 0.00% 70.5 0.00% REVIVAL ALL AGE 85 0.00% 70.5 0.00% NEW ROADS ALL AGE 85 0.00% 70.5 0.00% THE RANDOLPH LOPEZ SCHOOL OF HOPE 85 0.00% 70.5 0.00% DUNDEE ALL AGE 85 0.00% 70.5 0.00% WHITFIELD ALL AGE 85 0.00% 70.5 0.00% TEAMWORK PREPARATORY HIGH DEPT 85 0.00% 70.5 0.00% LINTON PARK ALL AGE 85 0.00% 70.5 0.00% GRANVILLE PRIMARY 85 0.00% 70.5 0.00% THE WOODLAWN SCHOOL OF SPECIAL EDUCATION 85 0.00% 70.5 0.00% Written by Professor Orlando Patterson, OM. Chair, Jamaica Education Transformation Commission 2021 John Cowles Professor of Sociology, Harvard University ©Jamaica Education Transformation Commission, 2021.