The West Windsor-Plainsboro School District may still be near the top, but it seems that Montgomery High School is the new king of the hill when it comes to grabbing headlines for academic excellence.##M:[more]##
The New Jersey School Report Card for the 2004-’05 school year, released this week by the state Department of Education, shows that the West Windsor-Plainsboro School District continues to rank among the top school districts in the state, but that Mongomery managed to trump WW-P in the area of overall SAT scores.
According to the Report Card, Montgomery ranks first in the state with a total average SAT score of 1,”244. High School South comes in a close second, just four points behind at 1,”240. High School North placed sixth, just below Princeton, with an overall score of 1,”202.
Mongomery is the only school district in the central New Jersey area that is grouped in the same socio-economic category as WW-P.
The report card, required by state law to be released annually by the state Department of Education, presents 35 fields of information for each public school in the state in categories such as school environment, student performance indicators (including standardized test results), staff, and district finances.
The raw report card data doesn’t include a subjective ranking of New Jersey Schools , although the information is used in large part by New Jersey Montly Magazine in its bi-annual listing of top schools in the state.
But the report cards do give significant raw data that can be used to make comparisons between schools.
Says Superintendent Robert Loretan of the report card results: “Ninety-seven percent of our students take the SAT examinations and 93 percent continue on to college. With such high percentages, we are extremely proud of the number of students taking the SAT and the excellent scores they receive. Through the work of the administration, and content area supervisors across all grade levels, we continue to study curriculum and program offerings to meet the needs of all our students. With this commitment to curriculum development as well as to professional development, student performance shows that we offer a strong and well-rounded program of studies.”
WW-P District
Comparisons
Not only does WW-P score high marks in areas of academic excellence, it also does well in areas of fiscal responsibility.
According to the report card, the district has a better student per administrator ratio (191.1 to 1) than the state average (165.4 to 1). It also has a better faculty per administrator ratio (17.2 to 1) than the state average (15.1 to 1).
In both cases, higher is better because it translates into the district doing more with fewer administrators.
The total WW-P per-pupil cost in 2004-’05 was $12,”653, slightly higher than the state average of $12,”567. WW-P’s per-pupil cost is an increase of 1.8 percent from the previous year, while the state average per-pupil cost actually decreased about 3 percent from $12,”931.
The report card also reports the comparative per-pupil cost, which represents comparisons of similar operating types by factoring out costs such as tuition, transportation, lease purchase interest, and judgments against the district. WW-P’s comparative per-pupil cost is $11,”154, which is slightly lower than the state average of $11,”172.
In the area of salaries, WW-P pays teachers and administrators slightly higher than the state average. The average administrator salary in WW-P is $104,”475, up from $100,”650 in 2003-’04, a 3.8 percent increase. The state average is $102,”755, up 3.3 percent from the previous year. The average years of experience for administrators is 24 in WW-P, as opposed to 26 for the state average.
The average teacher salary is $56,”100, up from $55,”200 in 2003-’04, a 1.6 percent increase. The state’s average salary is $52.563, a 1.5 percent increase. The average years of experience for faculty is 12, as opposed to 10 at the statewide level. Both of those numbers are the same as the previous school year.
Because it is among the wealthiest school districts in the state, WW-P receives a significantly reduced level of funding from the state and federal governments than the state average. In 2004-’05, property taxes made up 89 percent of the revenues in WW-P, while the state average is 51 percent.
State aid made up only 8 percent of the district’s revenues, while the state average is much higher, at 41 percent. Federal funding to the district was at 1 percent, as opposed to the state average, which is 3 percent.
In reporting the results of student performance, the state report card compares test scores in a district and its schools to the state average and the average of demographically similar districts — a ranking called the district factor group (DFG). WW-P falls in the highest level DFG.
According to the state Department of Education website, a district’s DFGs is calculated based on: the percent of adults with no high school diploma in the community; the percent of adults with some college education; occupational status; unemployment rate; the percent of individuals in poverty; and the median family income.
In some cases, schools reported instances where the numer of students not passing standardized tests showed an increase over last year.
“”In a review of the state report card, we note that our general education students do very well on state standardized tests. WW-Pstudents surpass state standards with excellent scores on standardized tests, including NJ-ASK3/4, GEPA, and HSPA,” says Loretan. “We do, though, have some subgroups of students (as defined by the state) that are not doing as well as we would like.
“We have been studying the tests and student scores, our curriculum, and the way we deliver instruction to these students,” the superintendent adds. “We have invested our energy into professional development activities for differentiated instruction, which we believe will better meet the needs of all students in the regular classroom. In addition, teachers and staff have been working with each other and with administration to have a continuing structure of improvement for students who are not succeeding according to these state test results.”
A breakdown of the district’s 10 schools and comparisons to state and DFG averages follows.
High Schools
North and South
In gauging student performance, the state report card presents results from two tests — the Scholastic Aptitude Test (SAT), and the High School Proficiency Assessment (HSPA).
SAT Results. On the SAT, both schools scored higher than similar school districts, and the state average. The number of students taking the SAT was 337 (97 percent) at South and 292 at North (98 percent). Both are significantly higher than the state average of 75 percent.
At South the average math score was 636, up from 613 the previous year. The average math score at North was 616, up slightly from 612 in 2003-’04. The average math score for districts in the same DFG was 607, and the state average was 519.
The average verbal score at South was 604, up from 581 the previous year. At North the average verbal score was 586, up one point from the previous year. The DFG average in verbal was 585, and the state average was 501.
By comparison, Montgomery High School, the only area high school in the same DFG as North and South, the average math score was 627, and the average verbal score was 617.
At Princeton High School, which is ranked in the DFG below WW-P, the average math score was 616 and the average verbal was 599.
HSPA Results. The district scored higher than the state average on the High School Proficiency Assessment. Students taking the standardized test are rated on their proficiencies in language arts, and math. Students are scored as advanced proficient, proficient, or partially proficient. Advanced and proficient are considered passing scores.
Overall both high schools decreased the number of students failing the test in math, and both schools surpassed the DFG and statewide scores.
In math High School South had more students scoring as advanced proficient, but also had a slightly higher percentage than North whohad non-passing scores,
At South 94 percent had passing scores in math (up from 92.1 percent the previous year), of which 63 percent scored advanced proficient (down from 69 percent in 2003-’04). Some 6 percent scored partially proficient (down from 7.9 percent the previous year).
At North, 95 percent passed (up from 90.6 percent), 60.7 percent scored advanced (up from 57.8 the previous year), and 5 percent scored partially proficient (down from 9.4 percent).
North scored higher than South in the language arts section of the HSPA, seeing a significant improvement in its scores from the previous year.
North had 97.6 percent passing (up from 95.4 percent), of which 45 percent scored advanced (up from 35.7 percent). Only 2.3 percent scored as partially proficient (down from 4.5 percent).
Meanwhile, South saw a decline in its language arts scores and was lower than the DFG, with 93.8 percent passing (down from 95 percent), 37.7 percent scoring advanced (down from 45.4 percent in 2003-’04), and 6.2 percent partial (up from 5.1 percent).
In comparison, Montgomery High’s language arts scores were 98.3 percent passing, 49.9 percent advanced, and only 1.7 percent ranked as partially proficient. Princeton High’s scores were 91.3 percent passing, 44.6 percent advanced, and 8.7 percent partial.
The DFG’s language arts scored were 96.5 percent passing, 42.2 percent advanced, and 3.5 percent partial. The state scores were 83.2 passing, 19.6 percent advanced, and 16.8 percent partial.
Other Comparisons. The state report card also offers numerous statistics about both high schools in the district.
At High School South, total student enrollment was down from 1,”543 in 2003-’04 to 1,”530 in 2004-’05. Overall enrollment is up by 12.6 percent since the 2001-’02 school year, when there were 1,”359 students enrolled.
Enrollment at North has risen steadily over the past four years from 1,”067 in 2001-’02, to 1,”328 in 2004-’05 — a 24.5 percent increase.
The average class sizes at both schools is slightly higher than the state average of 19.2.
At North the average is 21.4 students per class. The average class size at South is 21.5 students per class.
In terms of language diversity, the primary language spoken at home for 90 percent of South’s students is English, followed by Mandarin (3.4 percent), Spanish (1.7 percent), Korean (.8 percent), and Hindi (.2 percent).
At North the primary language spoken at home for 91.9 percent of the students is English, followed Mandarin (3 percent), Hindi (2 percent), and Spanish (2 percent).
The attendance rate at South was 97.1 percent, as opposed to 94.4 percent at the state level. Attendance was lowest among seniors (96 percent), and highest among freshmen (98 percent).
At North the overall attendance rate was 96.6 percent. Attendance was lowest among seniors (95.3 percent) and highest among freshmen, (97.3 percent).
There were no dropouts at South in the 2004-’05 school year, and the graduation rate was 99.7 percent, up from 95.2 percent last year. The state average is 91.3 percent.
Of those seniors graduating, 92.3 percent plan to attend a four-year college or university, 4.8 percent a two-year institution, 1 percent is listed as other college, .6 percent as enlisting in military service, and .7 percent are moving on to full-time employment.
The numbers of those moving on to four-year schools are up over the past two years. In 2004 the number was 84.3 percent, and in 2003, it was 79.8 percent.
At North the dropout rate was .5 percent, and the graduation rate was 98.37 percent, down from 99.6 percent the previous year. Of those seniors graduating, 81.9 percent plan to attend a four-year college or university, 12.4 percent a two-year institution, 1.7 percent are listed as other college, .5 percent as other post-secondary school, .3 percent as enlisting in military service, 1.7 percent are moving on to full-time employment, and 1.5 percent are classified as undecided.
The numbers of graduates moving on to four-year schools has continued to decline at North in recent years. In 2004 the number was 82.7 percent, and in 2003 it was 90.1 percent.
In matters of disciplinary action, both high schools were well below the state average. In 2004-’05, the number of students suspended from South was 2.1 percent, as opposed to 13.6 percent statewide. The number of suspensions at North was 6.2 percent. There were no expulsions at either school last year.
The length of the school day at North and South is seven hours and 10 minutes, longer than the state average of six hours, 49 minutes. Instructional time at both schools at six hours, 20 minutes is also higher than the state average of five hours, 52 minutes.
The ratio of students to computers is 2.8 at South, and 4.1 at North. The state average is 3.7. Both schools have 100 percent access to the Internet in classrooms, libraries, and computer labs.
The number of student per administrator at South is 218.6, and significantly better than the state average of 182.3. North is lower than the state average at 120.7 students.
The number of students per faculty member is 11.8 at South, and 10.6 at North. The state average is 11.4.
The breakdown in degrees held by faculty member at North is 36.2 percent bachelors, 61.5 percent masters, and 2.3 percent doctorate. At South the breakdown is 39.4 percent bachelors, 58.4 percent masters, and 2.2 percent doctorate.
Middle Schools
The standardized test for gauging student performance at the middle school level is the Grade Eight Proficiency Assessment (GEPA). The test has three sections — language arts, math, and science — and utilizes the same scoring system as the HSPA.
GEPA Results. The GEPA presented a good news/bad news scenario for WW-P. Although the district-wide scores showed increases in the number of students showing advanced proficiency in all three sections, the number of students passing the test in all three sections went down.
A breakdown between both schools shows that Grover performed better on all three sections of the test than Community.
In the GEPA language arts section, 91.6 percent district-wide passed the test (down from 93.4 percent last year), including 24.2 percent scoring advanced proficiency (up from 23.4 percent).
The DFG average was 93.1 percent passing, including 20.5 percent advanced. The state average was 72.3 percent passing, including 8 percent advanced.
In language arts at Community Middle School, 90 percent passed the GEPA (down from 92.3 last year), including 22.4 percent scoring advanced (down from 25.6 percent).
At Grover Middle School the scores were 93.5 percent passing (down from 94.3 percent last year), and 26.1 percent scoring advanced proficiency (up from 21.6 percent).
In math, the district as a whole scored much higher than the DFG in terms of advanced scores. But while 50.4 percent scored advanced (up from 49 percent last year), only 88.8 passed the test overall (down from 91.6 percent).
The scores for the DFG were 89.5 passing, including 42.8 percent advanced. The state averages were 62.4 percent passing, including 18.7 percent advanced.
Grover scored 91.8 percent passing (down from 93.3 percent in 2003-’04), including 52.2 percent advanced (down from 53.6 percent).
Community’s scores were 86.2 percent passing (down from 89.6 percent last year), with 48.9 percent advanced (up from 43.4 percent).
In the science section of the GEPA, the district scored slightly worse than the DFG, but well above the state averages. Some 93.9 percent passed the test (down from 96 percent in 2003-’04), and 49.7 percent scored advanced (up from 48.1 percent).
The DFG scored 95.6 percent passing, including 49 percent advanced. The state averages were 76.8 percent passing, with 23.5 percent advanced.
At Community 92.3 percent passed the test (down from 96.7 percent the previous year), of which 46.7 percent scored advanced proficient (up from 46.5 percent.
At Grover 95.4 percent passed the test (down from 95.6 percent)., including 52.9 percent scoring advanced proficient.
Other Comparisons. Statistics listed on the report card show that the average class size is 17.9 students at Community, and 21.3 at Grover. The state average is 19.2.
Enrollment at Grover was listed at 1,”150 students, a decrease of 11 students from 2003-’04. Overall, the number of students has stayed virtually the same since 2001, when the enrollment was 1,”156.
Community’s enrollment was 1,”111, an increase of 45 students over the previous year. Since 2001 the number of students has increased by 9.5 percent.
The primary language spoken at home for students at Grover is English (92.6 percent), followed by Cantonese (1.3 percent), Hindi (1.3 percent), Spanish (1 percent), and Farsi (.9 percent). Some 2.9 percent are listed in the “others” category.
Language diversity at Community is English (81.5 percent), Mandarin (6.2 percent), Spanish (2.4 percent), Korean (1.4 percent), and Japanese (.6 percent). The report card lists 7.9 percent as speaking an unlisted language.
The percentage of students suspended from school in 2004-’05 was listed as 3.4 percent for Grover and 1.1 percent for Community. The state average is 4.1 percent. Both schools had no expulsions.
The student to computer ratio is 3.7 at Community, and 3.3 at Grover. The state average is 3.9.
At Grover, 50 percent of the teachers hold bachelors degrees, 47.6 hold masters degrees, and 2.4 percent have doctoral degrees. The numbers are similar at Community, where 46.5 percent have bachelors, 50.4 percent have masters, and 3.1 percent have doctorate degrees.
Millstone & Village Upper Elementary
The standardized test administered at this level is the fourth grade New Jersey Assessment of Skills and Knowledge (NJASK4). The test, which uses the same grading system as the HSPA and the GEPA, has three sections — language arts literacy, math and science.
NJASK4 Results. The numbers are broken down by individual schools, the school district as a whole, DFG results, and the state average. By comparison, WW-P performed much higher than state averages, and was in line with the DFG.
In language arts, 93.2 percent of WW-P fourth graders taking the test passed, with 6.8 percent scoring with advanced proficiency. Those numbers are down from the previous year, when 94.7 passed, and 10.2 percent achieved advanced proficiency.
The number is also slightly lower than the DFG results, which were 93.9 percent passing, with 9.3 percent achieving advanced proficiency, but well above the state averages of 81.6 percent passing, and 4.4 percent advanced.
At Millstone 91.4 percent passed the test, with 6.8 percent scoring advanced proficient. Those numbers are down from the previous year, when the number passing was 95.7 percent, with 7.8 scoring advanced proficient.
At Village 95.4 percent passed the test, with 6.8 percent scoring advanced proficient. The number passing last year was lower, 93.5 percent, but the students achieving advanced scores was higher at 13 percent.
District-wide math results show that 91.2 passed the test, including 50.5 scoring advanced proficient. Those numbers are up from the previous year when 88.6 percent scored proficient or better, including 47.4 percent scoring advanced.
The number of students scoring advanced is higher than the DFG, but the percentage passing is lower. The DFG averages were 92.5 percent passing, with 47.8 percent scoring advances. State scores were 80.2 percent passing, with 31.7 percent scoring advanced.
At Millstone 90.2 percent passed the test, with 52.2 scoring advanced proficient. The numbers are an increase over the previous year, when 88.5 passed the test and 46.4 percent scored advanced.
Village’s numbers are also better than the previous year. Some 92.3 passed the test, with 48.5 percent scoring advanced. In 2003-’04, 88.8 percent achieved passing scores, with 48.7 percent of those being advanced.
In science, the district’s overall scores were lower than the DFG by a small margin, although the district did have more students classified as advanced proficient.
In WW-P 93.9 percent had passing scores, with 41.8 showing advanced proficiency. The state report card lists no comparison to the previous year, because 2004-’05 was the first year for the science section of the NJASK4.
The DFG averages were 94.8 passing with 39.1 percent advanced. The state scores were 81.1 percent passing, with 22 percent scoring advanced.
At Village 94.7 percent achieved passing scores, with 45.2 scoring advanced. The numbers were higher than Millstone, where the scores were 93.1 percent passing, and 38.8 percent advanced.
Other Comparisons. The report card shows that the average class size is 21.4 students at Millstone, and 21.6 at Village. The state average is 19.2.
The breakdown at Millstone is 23 students per class in grade four, and 23.5 in grade five. At Village there are 22.6 in grade four, and 22.7 in grade five.
Enrollment at Village was listed at 648 students, a decrease of 11 students from 2003-’04. Overall the number of students has decreased from 2001, when the enrollment was 686.
Millstone’s enrollment has decreased significantly from 1,”441 in 2001 to 836 in 2004-’05. The number of students between 2003-’04 and 2004-’05 increased by 35 students.
The primary language spoken at home for students at Village is English (66.5 percent), followed by Mandarin (10.5 percent), and Spanish (2.6 percent). The report card lists 20.4 percent in the others language category.
Language diversity at Millstone is English (89.8 percent), Spanish (1.8 percent), Mandarin (1.7 percent), Hindi (1.4 percent), and others at 5.3 percent.
There were no students suspensions or expulsions at either school in 2004-’05. The state average for suspensions was 4.1 percent.
The student to computer ratio is 3.3 at Millstone, and 4.1 at Village. The state average is 3.9. Both buildings have 100 percent internet connectivity.
At Village 58.3 percent of the teachers hold bachelors degrees, and 41.7 hold masters degrees. At Millstone 40 percent have bachelors, 57.3 percent have masters, and 2.7 percent have doctorate degrees.
Elementary Schools
The standardized test for elementary schools is the third grade New Jersey Assessment of Skills and Knowledge (NJASK3). The test evaluates students’ skills in language arts and mathematics.
NJASK3 Results. On the language arts section, the district as a whole scored 96.2 percent passing, including 8.9 percent advanced proficient. The number of students scoring in the advanced category is down from 13 percent the previous year, but the number of students passing the test increased from 95.9 percent.
The district is in line with the DFG scores, which were 96.3 percent passing, including 9.3 percent advanced. The state averages were 83.3 percent passing, including 4.4 percent advanced.
At Dutch Neck the number of students passing improved over the previous year, increasing from 97.4 percent in 2003-’04, to 99 percent in 2004-’05. The number of students scoring with advanced proficiency decreased from 14.3 percent last year to 8.3 percent on 2004-’05.
Maurice Hawk also saw an increase in the number of students passing the test, but there was a significant decrease in those scoring advanced proficiency. A total of 96.6 percent scored as proficient or better, up from 95.2 percent the previous year. But the number of students scoring advanced proficiency dropped from 17.1 percent in 2003-’04 to 8.9 percent this year.
At Town Center there was a decrease in the number of students passing the test, but an increase in those ranking as advanced proficient. The percentage of students passing went down from 95.8 last year to 93.4 in 2004-’05. Meanwhile, the percentage scoring advanced proficiency went from 7.2 last year to 10.9 this year.
Wicoff School saw a significant decrease in the number of students scoring advanced proficiency, and a small decrease in percentage of students not passing the test. The percentage passing increased from 96 percent last year to 96.5 this year. The number scoring advanced proficient dropped from 14 percent last year to 5.9 percent this year.
In math the district was well above the DFG both in the number of students passing the test, and in students scoring in the advanced proficient category. The district also improved its scores over the previous year.
WW-P’s scores in the math section were 96 percent passing (up from 94.5 in 2003-’04), and 56.2 percent scoring advanced proficient (up from 49.9 percent).
The DFG was 95.2 percent, including 48 percent in the advanced proficient category. The state averages were 82.5 percent passing, and 28.8 percent advanced.
The number of students passing the math section at Dutch Neck School increased from 94.9 percent last year to 96.7 percent this year. The percentage scoring in the advanced proficiency category also increased from 47.2 percent in 2003-’04 to 55.8 percent this year.
Maurice Hawk also saw an increase in the number of students passing the test, and in students scoring in the advanced proficiency category. The number passing increased from 95.2 percent in 2003-’04 to 97.4 percent this year. The percentage scoring advanced proficient rose from 50.3 last year to 60.7 this year.
There was an improvement in the percentage passing and in advanced proficiency at Town Center. The number passing increased from 92.3 percent last year to 92.9 percent this year. The increase in the percentage scoring advanced proficient was 47.4 last year and 53.6 in 2004-’05.
Wicoff saw an increase in the number of students passing the test, going from 97 percent in 2003-’04 to 98.8 percent this year. The percentage of students scoring with advanced proficiency decreased from 59 percent last year to 53.5 percent this year.
Other Comparisons. The report card shows that enrollment in district elementary schools went down slightly from 2,”546 in 2003-’04 to 2,”494 last year. Since 2001, enrollment has increased by some 37 percent, from 1,”859 students.
Enrollment at Dutch Neck was listed at 682 students, a decrease of 21 students from 2003-’04. Overall, the number of students has decreased from 2001, when the enrollment was 664, but part of the decrease is due to the opening of Town Center Elementary in 2002.
Millstone’s enrollment decreased slightly from 732 last in 2003-’04 to 272 the following year. The number of students listed in 2001 was 744.
Enrollment at Town Center is up since last year, from 721 students to 758 students. Enrollment is up also from 734 in 2002, when the school opened.
The number of students at Wicoff School dropped by some 16 percent from 390 students in 2003-’04 to 327 in 2004-’05. The overall number of at Wicoff has dropped significantly since 2001, when there were 451 students.
Class sizes at all four elementary school are very close to the state average of 19.2 students. The average class size is 19.5 students at Dutch Neck, 18.6 at Maurice Hawk, 19.9 at Town Center, and 17.2 at Wicoff.
The breakdown at Dutch Neck is a 16.6 student average per class in kindergarten, 17.9 in first grade, 21.5 in second grade, and 20.3 in third grade.
At Maurice Hawk the numbers are 17.7 students per class in kindergarten, 18.3 in first grade, 19.8 in second grade, and 20.6 in third grade.
Town Center reports 20 students per class in kindergarten, 17.4 in first grade, 23.7 in second grade, 22.3 and in third grade.
At Wicoff the averages are 16.3 in kindergarten, 16.4 in first grade, 18.2 in second grade, and 19.5 in third grade.
A breakdown of the primary language spoken at home for the various elementary schools shows the tremendous cultural diversity of the WW-P School District.
The primary language at home for Dutch Neck students is English (62.5 percent), followed by Hindi (11.3 percent), Cantonese (10.9 percent), Japanese (2.1 percent), Spanish (1.5 percent), and Korean (.6 percent). Some 11.3 percent are listed as speaking an unspecified other language.
At Maurice Hawk the primary language at home for students is English (75 percent), followed by Mandarin (7.2 percent), Spanish (5.5 percent, Hindi (3 percent), Korean (1.9 percent), French, .6 percent, and German .3 percent. Some 6.6 percent are classified in the other language category.
Language diversity at Town Center is English (64.7 percent), Mandarin (12.1 percent), Telugu (6.2 percent), Hindi (4.4 percent), and Tamil (4.1 percent), and 5.8 percent in the other language category.
At Wicoff School English is the primary language (76.8 percent), followed by Spanish (6.4 percent), Cantonese (5.5 percent), Korean (3.7 percent), Hindi (3.4 percent), and 4.3 percent in the other language category.
In the category of suspensions from school, where the state average is 4.1 percent of the student body, the rates in WW-P elementary schools in 2004-’05 were .4 percent in Dutch Neck, and .1 percent at Town Center. There were no suspensions at Maurice Hawk or Wicoff, and no expulsions at any of the four schools.
The student to computer ratio is 4.7 at Dutch Neck, 4.6 at Maurice Hawk, 5.5 at Town Center, and 3.2 at Wicoff. The state average is 3.9. All four buildings have 100 percent Internet connectivity.
At Dutch Neck 42.9 percent of the teachers hold bachelors degrees, 55.4 hold masters degrees, and 1.8 hold doctorates. At Maurice Hawk 49.2 percent hold bachelors, and 50.8 hold masters. At Town Center 54.4 percent hold bachelors, 42.1 percent hold masters, and 3.5 percent have doctorates. At Wicoff 48.6 percent hold bachelors, 48.6 percent hold masters, and 2.7 percent hold doctorate degrees.
