About The School  

Beauregard High School Mission Statement

Beauregard High School Crest

Mission

We at Beauregard High School are committed to providing a safe, comfortable environment that promotes challenging and supportive learning experiences to all students, resulting in responsible, well-rounded, and productive citizens who are able to adapt to and compete in a constantly changing and increasingly diverse society.

Our Beliefs

      • All students can learn; therefore, student learning is the most important priority for our school.
      • The primary aim of our school is to provide a variety of instructional approaches to support the learning needs of our students Each student is a valued individual with unique physical, social, emotional, and intellectual needs.
      • Exceptional students (e.g., special education, limited English proficiency, talented and gifted, etc.) require special services and resources.
      • Required material and teaching methods should involve a variety of learning activities since students learn best 
      • Students need to not only demonstrate and apply their understanding of needed knowledge and skills but also be actively involved in solving problems and producing quality work.
      • Given a supportive and challenging learning enviornment, students learn to make appropriate decisions which allow them opportunities for success.
      • A physically comfortable environment where students feel safe promotes learning.
      • Our school should function to promote a learning environment and provide opportunities for all of those who share an interest in the sucess of the school to work together as acommunity of learners.
      • The commitment to continuous improvement is necessary for our school to enable students to become confident, knowledgeable, self-directed learners for a lifetime.
      • Through success in school directed community and social activities, students will become responsible contributing citizens.

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Executive Summary for Southern Association of Colleges and Schools Accreditation

Introduction

The profile section of the school improvement plan provides an overview of student performance datum, student and community demographics, school characteristics, and stakeholder perspectives on the quality of education.

1. Student Performance Data

The national student performance datum collected includes the American College Test (ACT) and the Stanford Achievement Test--ninth edition. Average ACT scores over the past two years for Beauregard students indicate a positive comparison to state and national figures. Over the past few years, Beauregard students have increased their scores on the SAT-9 from 10% to 20% in all areas tested.

Statewide assessments of student learning in reading, mathematics, and language are accomplished through the administration of the Alabama Basic Skills Exit Exam. For the Fall 1998 testing, Beauregard students have passed the initial or first attempt at a 90 percent rate in reading and at an 83 percent rate in mathematics. These ratings are the highest in the Lee County School District. The language first attempt passing rate is at 85 percent, which is the second highest rating in the district.

During the 1997-98 school year, Beauregard High School had a graduation rate of 94.5 percent, while the dropout rate was only 2 percent. Post graduation enrollment plans of Beauregard students include 44 percent enrolling at a two-year community college, but the enrollment in a four-year college or university was at 20 percent. Beauregard students joining the armed forces after graduation was 16 percent.

2. Student and Community Demographics

The student demographics of Beauregard High School have remained relatively stable for the past five years. Student enrollment has averaged 490 with the greatest fluctuation being 7%. The racial composition of the student body has also remained consistent over a five year period with 65% of the students categorized as Caucasian, while 35% are categorized as African-American. Likewise the percentage of students who receive free and reduced lunch has remained at 37%. According to current student surveys, 44% of the Beauregard High School students live with both biological parents, while 29% and 27%, respectively, reside in a single household or with one biological parent and one step-parent.

The Beauregard community is predominately a bedroom community of the Auburn-Opelika area. According to information provided by the Beauregard Water Authority and the Beauregard Volunteer Fire Department, there are approximately 2,500 homes in this community. this datum also indicates that Beauregard has groun an average of 5% per year for the past five years. Student surveys show that 65% of parents work in Opelika while the remaining 35% work in various areas immediately surrounding Opelika.

The student body at Beauregard High School is very active in school activities. According to responses from students, 54% indicate that they are involved in at least one extracurricular activity. Furthermore, 35% say that they participate in more than one activity, while 24% are involved in two activities or more.

3. School Characteristics

Beauregard High School possesses various strengths as an educational facility. The numerous curriculum opportunities offered to students are extensive for a rural high school with an enrollment of less than 500 students.

Over the past four years, the average class size at Beauregard High School has fluctuated very little. Current enrollment for the 1998-99 school year is 480 with an average class size of nineteen. The faculty at Beauregard have an average of 11.1 years of experience with 63% of the faculty holding advanced degrees.

To meet the increasing educational needs of the student population, various curriculum offerings have been added to class scheduling. Remedial reading courses have been added to assist those students who do not pass the reading section of the Alabama Basic Skills Exit Exam as well as those who show a deficiency in reading and reading comprehension skills. A pre-college reading and study skills course, which is an elective for juniors and seniors desiring additional preparation for college, has recently been added to the curriculum.

Other curriculum offerings that have been added to address student needs are tech-prep sciences to assist those students desiring a tech-prep diploma, psychology as an elective course, a speech and humanities class which is required for all freshmen, and an introduction to Spanish. The Jobs for Alabama Graduates (JAG) is another important course offering implemented in the 1998-99 school year. At-risk students are provided with employment and job training skills that may lead to permanent jobs after graduating from Beauregard High School.

One of the most significant changes at Beauregard High School has been the implementation of block scheduling during the 1997-98 school year. Because of the increased number of course offerings to meet the demands of block scheduling, the units required for Lee County graduates has risen from 22 to 29 for the graduationg class of 2001. In addition, the state required graduation examination has been revised increasing the level of knowledge from from the eighth to the eleventh grade. Along with the changes, two new diplomas have been added to meet student needs and interests. Besides the current regular diploma and advanced diploma offerings, students now have the opportunity to earn a tech-prep diploma or an occupational diploma.

4. Stakeholder Perspectives on the Quality of Education

Beauregard High School created a survey for the purpose of determining the perceptions of students, parents, and faculty members about the quality of education of the schools. The surveys were distributed to randomly selected students and parents while all faculty members participated. Once the datum was collected, a comparison of the opinions held by the stakeholder groups across eight major categories which were commonly identified on all of the surveys was completed. As comparisons were made between the common items, the datum indicates that when the ratings of "strongly agree" and "agree" are combined over 50% of the stakeholders surveyed perceive that the school is performing adequately on each of the eight common items.

The eight common items are: 1)The extracurricular activities meet the needs of the students in the Beauregard community. 2)The educational program offered to the students meets the needs of the community. 3)Teachers hold high expectations for student learning. 4)The facilities are adequate to support the instructional program. 5)Beauregard students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, tutorial services, and adequate counseling. 6)Our school provides students and teachers with a safe and orderly environment. 7)Our school is preparing students with issues and problems they will face in the twenty-first century. 8)Beauregard High School parents, students, and faculty have input in the administration of Beauregard High School.

5. Conclusion

Beauregard High School is continuing to strive for improvement with focus on student performance. While there have been many accomplishments, it is our goal to promote student, faculty, and community growth. It through constant reflection on our processes that we foster lifelong learning practices.

The History of Beauregard

Beauregard School in 1972

      Beauregard High School is a public high school located in rural Lee County, Alabama, about six miles south of Opelika and seven miles southeast of Auburn on Highway 51. The school has been at this site since the 1890s when land was donated by Mr. Louis A. Whatley. The original school, named Whatley School, was a one-room building which served 40 children. In 1921 consolidation of Whatley School and Wright School occurred under the direction of W. Y Fleming, County Superintendent of Education. In 1923 five more schools - Thompson School near the Mayfield-Whatley home, Hopewell School near Hopewell Church, Hinson School south of Hopewell Church, Parker School near Lime Kiln Road, and Dorsey School on Griffin Mill Road - merged with Whatley School. A few years later five more schools - Cross Roads School on Mitchell Mill Road, Pleasant Grove School near Pleasant Grove Church, Sand Hill School near the old Sand Hill Church, Watoola School near Watoola Church, and Marvyn School in Marvyn - also consolidated with Whatley School, and the enrollment grew to 250 students in grades 1 through 11. In 1927, the twelfth grade was added and the school became accredited.

      In 1928 the name Whatley School was changed to Beauregard High School when Mrs. Dolf Parker, formerly known as Kate Grimmett, who was interested and well-versed in southern history, asked that the school be named after the Civil War General Pierre Gustave Tuotant Beauregard. At this time the school mascot became the Hornet because of a major military offensive lead by General Beauregard at Shiloh in the War between the States. The sunken area in which General Beauregard established the largest concentration of artillery yet to be assembled in an American war became so thick with the blasts of canister and rifle fire that this area became known as the "Hornet's Nest." Beauregard won the day by routing the enemy, and his troops would long speak of Beauregard's Hornets. Thus, the Hornet became the perfect mascot for Beauregard School.

      The 1970-71 school year brought about a major change for Beauregard School. At this time integration was incorporated, so Sanford School and Beauregard School consolidated to form an elementary division consisting of grades 1-3 and a high school division consisting of grades 10-12 and being housed on Beauregard campus. The middle school division consisting of grades 4-9 was housed at Sanford School, which became known as Sanford Junior High.

      Over the years there have been many changes in the physical plant. For twenty years the campus remained the same. Electricity was added in 1936 and indoor plumbing was added in 1939. Basketball began in 1932 when basketball goals were added to the school auditorium, which soon became known as the "cracker box" because of its size. Another gymnasium was built in 1962. As the attendance continued to grow, many additions were made to the school facility. Also, grades 4 and 9 were returned to Beauregard School. The present campus consists of an administrative building, a cafeteria, a building with thirteen classrooms and the gymnasium built in 1962, another gymnasium completed in 1987, a vocational agriculture building, and band building, and facilities for football, softball, baseball, and track. In 1990 the school's enrollment was 1,016 students in K-4 and 9-12. By 1992 enrollment had increased enough for the high school and elementary school to be divided into an elementary division and a high school division with both divisions being on the same campus.

      Since its inception in the 1920s, Beauregard School has been under the leadership of ten principals. The first principal was Miss Myrtle Jordan, who was followed by Mrs. E. E. Newton. She was replaced by Mrs. J. W. Sparks in 1926. Some of these first principals and also some of the early teachers at the school boarded with the Louis Whatley family directly across from the school. Mr. W. A. Rowell became the first male principal in 1927. He was followed by Mr. W. H. MacGregor, Mr. O. L. Entrekin, Mr. F. E. Thomas, Mr. John W. Harris (1943-1970), Mr. Jim Strong (1970-1978), and presently Mr. Richard L. Brown, Sr. who has been principal since 1978.

      With its meager beginning as a one room school, Beauregard High School has indeed continued to grow and become the modern, progressive facility, but the people of the community will always remember its history as a source of pride.

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