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Enterprise High School has been fully accredited from 1956-present.
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The mission of Enterprise High School is to provide the curricula, resources, and technology enabling all students to pursue a variety of academic, career-technical, and extra-curricular goals. To fulfill this mission, Enterprise High School will provide a safe, clean, and healthy environment in which students, parents, staff, and community work together to pursue educational excellence. Enterprise High School Beliefs We believe that: A safe and physically comfortable environment promotes student learning. Students need to not only demonstrate their understanding of essential knowledge and skills but also need to be actively involved in solving problems and producing quality work. The commitment to continuous improvement is imperative if our school is going to enable students to become confident, self-directed, lifelong learners. Students need to apply their learning in meaningful contexts. Students learn best when they have appropriate opportunities for success. Students learn in different ways and should be provided with a variety of instructional approaches to support their learning. Curriculum and instructional practices should incorporate a variety of learning activities to accommodate differences in learning styles. Each student is a valued individual with unique physical, social, emotional, and intellectual needs. Teachers, administrators, parents, and the community share the responsibility for advancing the school's mission.
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Demographics: | Race | Percentage | # of Students | | White | 64.3% | 907 | | African American | 25.5% | 360 | | Hispanic | 7% | 99 | | Asian/Pacific Islander | 2.4% | 34 | | Native American | 0.4% | 5 | | Other | 0.4% | 5 |
Enrollment: | Total | 1410 | | Sophomores | 492 | | Juniors | 452 | | Seniors | 453 |
American College Testing (ACT)
Taken by interested students in grades 10-12
2009 Graduating Class SUBJECT | ENTERPRISE | STATE OF AL | National | | MATH | 20.9 | 19.5 | 21.0 | | ENGLISH | 22.2 | 20.5 | 20.6 | | READING | 22.4 | 20.7 | 21.4 | | SCIENCE/REASONING | 21.6 | 20.1 | 20.9 | | COMPOSITE | 21.9 | 20.3 | 21.1 |
National Merit Scholars (past 5 years): 2
National Merit Commended Students (past 5 years): 10
Academy Appointments (past 5 years):
West Point-5
Air Force Academy-3 The Class of 2009 was offered 7.7 million dollars in scholarship money and accepted 4.4 million dollars in scholarships. Post Secondary Education Acceptance at Major Universities: Enterprise graduates attend Auburn University, University of Alabama, University of Alabama-Huntsville, University of Alabama-Birmingham, Huntingdon, Troy, Tuskegee, University of Mobile, Jacksonville State, Alabama A&M, Birmingham Southern, Samford, and University of South Alabama, Georgia Institute of Technology, Clemson, and Pennsylvania State University. Service Academy appointments: Over the past three years, graduating Enterprise High School seniors have received appointments to the following military academies: | West Point | 5 | | Air Force Academy | 3 |
Graduates Seek College Degrees | 39% go directly to a four year college | | 33% begin a two-year junior college, then continue in a four-year college | | 12% attend a two-year junior college | | 7% join the military or seek fully-time employment | | 84% go on to post secondary education |
Scholarship Winners
Total scholarships accepted by the class of 2009 topped 4.4 million dollars. Student Class Rank and Grade-Point Average
The students entering high school (1999-2000 or before), class rank and GPA is based on course work in grades 9-12. The courses counted are Academic classes only. Electives such as band are not included in your GPA.
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Continuous Improvement Plan Summary Enterprise High School 2009-2010 Part I - Needs Assessment/Summary of Data: Summary for Academic Achievement: Strengths: According to results from the Alabama High School Graduation Exam (AHSGE), Enterprise High School met the Annual Yearly Progress (AYP) goals for reading and math (2009 11th grade students) | Weaknesses: The subgroups of special education students, black students, and students that receive free and reduced lunch failed to make Annual Yearly Progress (AYP) as indicated by results from the AHSGE. |
Summary for School Demographics (Culture Related Data): Strengths: The graduation rate for EHS remained at 90% from 2008 to 2009. The attendance rate remains over 95% The average years of experience for core content teachers are 16 years. | Weakness: There were 1,835 discipline referrals during the 2008-2009 school year. Enterprise High School had 407 students receiving free/reduced lunches. This is approximately 29% of the student body. |
Part II - Goals to Address Academic Needs Reading: Reading Skills of black students, students receiving free/reduced lunch, and special education students will meet the Annual Measurable Objective (AMO) of 89% proficiency rating on the reading sub-test on AHSGE. Math: Math skills of students in the special education sub-group will meet the AMO of 82% proficiency rating on the math sub-test on the AHSGE during the 2009-2010 school year. Research Based Strategies: Reading Students with non-mastery of AHSGE reading portion will receive individualized reading instruction and test taking strategies Small group/cooperative learning activities in reading classrooms a minimum of 3x a week to focus on non mastered reading standards Intervention teachers will use "Ladders to Success" to guide instruction | Research Based Strategies: Math Use longitudinal data to address weakest math standards in all math classes Use a variety of formative/summative assessment types throughout units of study Diversify instruction in foundation math classes |
Part IV - Strategies to Address School Safety, Classroom Management/Discipline, and Building Supportive Learning Environments: Challenges: Reduce the number of referrals in reference to disobedience and defiance According to the Pride survey, 28% of our students seldom or never feel safe in the parking lot, bathroom, and school bus. | Research Based Strategies: Use of positive reinforcement/the issuance of redeemable "CAT TABS" Reassignment and changes to prior year supervision and duty roster |
Part VII - Professional Learning Needs Related to Academic Challenges: Challenge: Special Education sub-group did not make AYP in reading | Professional Learning Offered: Core faculty will participate in professional development for differentiated teaching strategies Training to include Compass Learning |
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