Part 8: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Table 4: Percentage distribution of average test scores

In Mathematics SY: 2006-2007

School	Below	Average	Proficient	Advanced
1	46	47	7	0
2	40	48	12	0
3	11	31	44	14
5	39	45	16	0
6	39	42	17	2
7	36	48	14	2
8	41	44	15	0
Mean	36.00	43.57	17.86	2.57

Table 4 shows that among the 7 schools of the study, school number 3 has the highest percentage of students who belong to the category ‘proficient and advanced’ on average mathematics scores. This means that this school has more of creativeness and innovation introduced in the learning processes of the students.

Conversely, it is very noticeable that percentages of the numbers of students who are poor in mathematics were high as evidenced by 36.00% and 43.57%. This obviously requires the department of education to plan and develop a new curriculum apt for 8th Graders which would provide prime attention in the development of mathematical skills.

Part 7: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Figure 3: Percentage distribution of average test scores in Reading

SY: 2006-2007

Figure 3 shows the percentage distribution of average test scores in Reading SY: 2006-2007. It can be gleaned in the figure that all of the schools except number 3 have the same trends of percentage distributions. This implies that the school number 3 must have a good number of students who were proficient in reading with comprehension. Clearly, subjectivity aside, the school administrators of the 7 other schools must have to emulate the strategy of school number 3 to assure better graduates. Otherwise, attending school and graduating without the aptitude in reading and comprehension would only mean less quality products for lesser quality work considering the highly competitive labor market of the 21^st century.