CHAPTER II – SCHOOL CURRENT SITUATION

School Profile

Pagadian City National Comprehensive High School, the only comprehensive high school in the Division of Pagadian City, Province of Zamboanga del Sur, sits in the green hills of barangay Banale, Pagadian City. A school amidst the forest, naturally surrounded by teak trees, beautifully aligned formations of rocks, and hilly grounds with a total land area of 10,080 sq. meters.

Pagadian City National Comprehensive High School, the only comprehensive high school in the Division of Pagadian City, Province of Zamboanga del Sur, sits in the green hills of barangay Banale, Pagadian City. A school amidst the forest, naturally surrounded by teak trees, beautifully aligned formations of rocks, and hilly grounds with a total land area of 10,080 sq. meters.

This prestigious school cradles excellence and talents since its first foundation school year in 1993-1994 and has graciously stood its prestige for 32 years. On May 3, 1997, Pagadian City National Comprehensive High School became officially established pursuant to Republic Act 8285. For more than ten years, Mrs. Mila P. Arao had shown exemplary performance as a school head. In fact, it is during her administration that the school stage was extended to accommodate the growing number of graduates every year. More buildings were erected. There are buildings donated by the local government and by the Department of Education. With the increase of facilities, the school also soared high with flying colors and marched with the pace of technology. PCNCHS, as the acronym of the school, competed with bigger schools in the city and in fact had leveled their achievements.

This prestigious school cradles excellence and talents since its first foundation school year in 1993-1994 and has graciously stood its prestige for 32 years. On May 3, 1997, Pagadian City National Comprehensive High School became officially established pursuant to Republic Act 8285. For more than ten years, Mrs. Mila P. Arao had shown exemplary performance as a school head. In fact, it is during her administration that the school stage was extended to accommodate the growing number of graduates every year. More buildings were erected. There are buildings donated by the local government and by the Department of Education. With the increase of facilities, the school also soared high with flying colors and marched with the pace of technology. PCNCHS, as the acronym of the school, competed with bigger schools in the city and in fact had leveled their achievements.

At present, the school under the management of Dr. Alna A. Lasala, Principal IV nests 29 competitive teachers based on the current teachers assigned in the school and 749 learners as of BOSY under the Pagadian City Division with educational qualifications that boost their credibility and expertise in addressing learning deficiencies. Eight (8) head teachers manage the supervision of the academic delivery of teachers while seven (7) master teachers provide mentoring services. Five (5) non-teaching personnel manage the schools’ day-to-day operations. Two (2) security guards provide safety to teachers and students in the school as well as the school facilities and equipment.

At present, the school under the management of Dr. Alna A. Lasala, Principal IV nests 29 competitive teachers based on the current teachers assigned in the school and 749 learners as of BOSY under the Pagadian City Division with educational qualifications that boost their credibility and expertise in addressing learning deficiencies. Eight (8) head teachers manage the supervision of the academic delivery of teachers while seven (7) master teachers provide mentoring services. Five (5) non-teaching personnel manage the schools’ day-to-day operations. Two (2) security guards provide safety to teachers and students in the school as well as the school facilities and equipment.

Furthermore, the school in its current implementation of the K-12 curriculum with 117 students for grades 11 and 12 offers the following track and strands.

* H.E. – Bread and Pastry,

Food and Beverages

With these, the school offers the following curriculum; Oral Communication, Reading and Writing, Komunikasyon at Pananaliksik sa Wika’t Kulturang Pilipino, Pagbasa at Pagsusuri ng Iba’t-ibang Teksto Tungo sa Pananaliksik 21st Century Literature from the Philippines and the World, Contemporary Philippine Arts from the Regions, Media & Information Literacy, General Mathematics, Statistics and Probability, Earth and Life Science, Physical Science, Personal Development, Understanding Culture, Society and Politics, Introduction to Philosophy of the Human Person, and Physical Education and Health.

With these, the school offers the following curriculum; Oral Communication, Reading and Writing, Komunikasyon at Pananaliksik sa Wika’t Kulturang Pilipino, Pagbasa at Pagsusuri ng Iba’t-ibang Teksto Tungo sa Pananaliksik 21st Century Literature from the Philippines and the World, Contemporary Philippine Arts from the Regions, Media & Information Literacy, General Mathematics, Statistics and Probability, Earth and Life Science, Physical Science, Personal Development, Understanding Culture, Society and Politics, Introduction to Philosophy of the Human Person, and Physical Education and Health.

The school situated at barangay Banale in the city of Pagadian, in the province of Zamboanga del Sur. Situated at approximately 7.8347, 123.4269, in the island of Mindanao. Elevation at these coordinates is estimated at 114.7 meters or 376.3 feet above mean sea level.

The school situated at barangay Banale in the city of Pagadian, in the province of Zamboanga del Sur. Situated at approximately 7.8347, 123.4269, in the island of Mindanao. Elevation at these coordinates is estimated at 114.7 meters or 376.3 feet above mean sea level.

Its population as determined by the 2020 Census was 8,724. This represented 4.15% of the total population of Pagadian. The household population of Banale in the 2015 census was 8,088 broken down into 1,575 households or an average of 5.14 members per household. The population of Banale grew from 1,463 in 1990 to 8,724 in 2020, an increase of 7,261 people over the course of 30 years. The latest census figures in 2020 denote a growth rate of 1.58%, or an increase of 625 people, from the previous population of 8,099 in 2015, based on the Philippine Statistics. As a result, this positive growth helps the populace of learners in schools especially the Pagadian City National Comprehensive High School where it is located.

Its population as determined by the 2020 Census was 8,724. This represented 4.15% of the total population of Pagadian. The household population of Banale in the 2015 census was 8,088 broken down into 1,575 households or an average of 5.14 members per household. The population of Banale grew from 1,463 in 1990 to 8,724 in 2020, an increase of 7,261 people over the course of 30 years. The latest census figures in 2020 denote a growth rate of 1.58%, or an increase of 625 people, from the previous population of 8,099 in 2015, based on the Philippine Statistics. As a result, this positive growth helps the populace of learners in schools especially the Pagadian City National Comprehensive High School where it is located.

The economy of Banale, Pagadian City is predominantly agriculture and carpentry. Some are into small- and big-time businesses. And a few are unemployed and underemployed. In fact, in 2018, since barangay Banale, as part of Pagadian City has recorded a 14.07% poverty incidence among families with an unemployment and underemployment rate of 3.52% and 10.55%, respectively. This poverty incidence, unemployment, and underemployment rates are prominent barriers to education in Pagadian City and Banale most especially. Education and poverty are substantially correlated (Rodriguez, 2020). Receiving an education is a primary way of achieving financial stability, and lack of access to education is a significant predictor to the dependent variable of passing poverty from one generation to the next.

The economy of Banale, Pagadian City is predominantly agriculture and carpentry. Some are into small- and big-time businesses. And a few are unemployed and underemployed. In fact, in 2018, since barangay Banale, as part of Pagadian City has recorded a 14.07% poverty incidence among families with an unemployment and underemployment rate of 3.52% and 10.55%, respectively. This poverty incidence, unemployment, and underemployment rates are prominent barriers to education in Pagadian City and Banale most especially. Education and poverty are substantially correlated (Rodriguez, 2020). Receiving an education is a primary way of achieving financial stability, and lack of access to education is a significant predictor to the dependent variable of passing poverty from one generation to the next.

The school with its land area of 10,080 sq. meters, has a learning environment that is naturally helpful to cater to and nurture students’ academic prowess. It has its school physical facilities to boot school buildings, classrooms, library, six laboratories, toilet facilities, offices: principal, head teachers, registrar, accounting, and auditor’s offices, and five (5) infrastructures. All these were provided to cater to and motivate students toward learning.

The school with its land area of 10,080 sq. meters, has a learning environment that is naturally helpful to cater to and nurture students’ academic prowess. It has its school physical facilities to boot school buildings, classrooms, library, six laboratories, toilet facilities, offices: principal, head teachers, registrar, accounting, and auditor’s offices, and five (5) infrastructures. All these were provided to cater to and motivate students toward learning.

Banale shares a common border with the following barangays that also serves as the high school’s feeder schools not to mention that the Banale Elementary School as an immediate counterpart. These feeder schools are Sto. Nino Elementary School, San Jose Elementary School, Dao Elementary School, Balintawak Elementary School, and the Rotary Inner Wheel Village Elementary School. Together with these intermediate schools Pagadian City National Comprehensive High School boost its populace. The local government, Banale continues to assist the school in every academic endeavor that would highly benefit the learners. Aid in projects like infrastructures and improvement of the school. Hand in hand with the School’s Parents and Teachers Association, and the community, the school can go a long way in achieving the Department’s mission and mission, and its thrust.

Banale shares a common border with the following barangays that also serves as the high school’s feeder schools not to mention that the Banale Elementary School as an immediate counterpart. These feeder schools are Sto. Nino Elementary School, San Jose Elementary School, Dao Elementary School, Balintawak Elementary School, and the Rotary Inner Wheel Village Elementary School. Together with these intermediate schools Pagadian City National Comprehensive High School boost its populace. The local government, Banale continues to assist the school in every academic endeavor that would highly benefit the learners. Aid in projects like infrastructures and improvement of the school. Hand in hand with the School’s Parents and Teachers Association, and the community, the school can go a long way in achieving the Department’s mission and mission, and its thrust.

The school’s strengthened connection with the stakeholders, Parents and Teachers Association, School Alumni Association, barangay council, local government and private individuals and institutions skyrocket the schools immense improvement. The installation of two covered courts, male and female comfort rooms, establishment of registrar’s office, creation of two make-shift classrooms, reading hub facility and donation of reading materials are only few of the assistance the community.

The school’s strengthened connection with the stakeholders, Parents and Teachers Association, School Alumni Association, barangay council, local government and private individuals and institutions skyrocket the schools immense improvement. The installation of two covered courts, male and female comfort rooms, establishment of registrar’s office, creation of two make-shift classrooms, reading hub facility and donation of reading materials are only few of the assistance the community.

The following charts, graphs, and structured data illustrate the actual performance of Pagadian City National Comprehensive High for the past 4 years. These data were carefully organized, presented, and analyzed to acquire a deeper understanding among education leaders and managers and to generate the needs, gaps, issues, and concerns that are to be addressed.

The following charts, graphs, and structured data illustrate the actual performance of Pagadian City National Comprehensive High for the past 4 years. These data were carefully organized, presented, and analyzed to acquire a deeper understanding among education leaders and managers and to generate the needs, gaps, issues, and concerns that are to be addressed.

A. SCHOOL PERFORMANCE ON ACCESS

A.1. Enrolment by Gender for Key Stage 3 : Grade 7 to Grade 10

Enrollment for Key Stage 3, revealed a slight downward trajectory in the total student population over the three-year period. Total enrollment peaked in School Year 2022-2023 with 670 students but has since contracted to 612 students by School Year 2024-2025. The Grade 9 male population decreased from 83 students in SY 2023-2024 to just 59 students in SY 2024-2025. Conversely, the highest enrollment was Grade 8 females in SY 2023-2024, reaching 99 students.

The underlying causes for these shifts likely stem from a combination of economic pressures and academic transitions that affect students. The dramatic "thinning" of cohorts—where a Grade 7 class of 181 students in SY 2022-2023 shrinked to just 143 students by Grade 9—indicates a high attrition rate that may be linked to students dropping out or transferring to other schools.

The underlying causes for these shifts likely stem from a combination of economic pressures and academic transitions that affect students. The dramatic "thinning" of cohorts—where a Grade 7 class of 181 students in SY 2022-2023 shrinked to just 143 students by Grade 9—indicates a high attrition rate that may be linked to students dropping out or transferring to other schools.

A.2 Enrolment by Gender for Key Stage 4 : Grade 11 to Grade 12

Enrollment for Key Stage 4 revealed a fluctuating student population over the three-year period. The total enrollment for Grade 11 and Grade 12 combined remained relatively stable—moving from 107 students in SY 2022-2023 to 112 students in SY 2024-2025. Female enrollment has shown a strong upward trajectory, growing from 49 total students in the first year to 68 students in the most recent year. Conversely, male enrollment has experienced a notable decline, dropping from a total of 58 students in SY 2022-2023 to 44 students in SY 2024-2025.

The peak enrollment for a single group occurred in SY 2024-2025, with Grade 11 females reaching 35 students, followed closely by Grade 12 females at 33 students. In contrast, the lowest enrollment point was recorded in SY 2023-2024 for Grade 11 males, with only 18 students enrolled. The underlying causes for these shifts may include economic factors, local labor market demands or a misalignment between the current curriculum and the career interests of students.

A.3. Transition Rate

The transition rates of students between Grade 10 and Grade 12 showed significant variance across three school years. For students moving from Grade 10 to Grade 11, the rates were remarkably low at 31.53% in SY 2022-2023 further down to 25.15% in SY 2023-2024, but then recovering to 36.18% in SY 2024-2025. In contrast, the transition from Grade 11 to Grade 12 exhibited greater stability with an unusually high transition rate in S.Y. 2023-2024, suggesting an influx of transferees from other schools or students re-entering the system after a period of hiatus. The initial movement into Senior High School remained a critical challenge. Nonetheless, students who reach Grade 11 showed a very high likelihood of progressing to their final year of basic education.

A.4. Simple Drop-Out Rate

The dropout rate data across Grade 7 to Grade 12 indicated a highly positive downward trend in student attrition over the last three school years. In SY 2022-2023, the institution faced a challenging average dropout rate of 14%, with senior high school levels showing particularly high instability. However, a significant recovery occurred in SY 2023-2024, where the average rate was slashed by half to 7%. Although there was a marginal 1% increase in the overall average for SY 2024-2025, the figures remained substantially lower than the baseline year, suggesting that the school has successfully implemented more effective retention strategies. Notably, Grade 8 has shown the most consistent improvement, steadily decreasing from 14% to 7% over the three-year period.

The dropout rate data across Grade 7 to Grade 12 indicated a highly positive downward trend in student attrition over the last three school years. In SY 2022-2023, the institution faced a challenging average dropout rate of 14%, with senior high school levels showing particularly high instability. However, a significant recovery occurred in SY 2023-2024, where the average rate was slashed by half to 7%. Although there was a marginal 1% increase in the overall average for SY 2024-2025, the figures remained substantially lower than the baseline year, suggesting that the school has successfully implemented more effective retention strategies. Notably, Grade 8 has shown the most consistent improvement, steadily decreasing from 14% to 7% over the three-year period.

B. SCHOOL PERFORMANCE ON EQUITY

B.1. Enrollment of Children with Disabilities (Special Needs Education) (SY 2024-2025)

There were no students enrolled in Madrasah Education Program for the past three years. Currently, the school doesn’t offer such program.

There were no students enrolled in Madrasah Education Program for the past three years. Currently, the school doesn’t offer such program.

The enrollment data for students belonging to indigenous groups across Grade 7 to Grade 10 revealed a declining trend over a period of three years. In School Year (SY) 2022-2023, the total indigenous student population stood at 20 students. This figure saw a slight increase to 23 students in SY 2023-2024, driven primarily by a rise in female enrollment. However, by SY 2024-2025, the total number dropped to its lowest point of 16 students. Conversely, there is a positive trend of "cohort progression" where the indigenous students are moving into higher grades; Grade 10 enrollment grew from a single student in SY 2022-2023 to a peak of 9 students in SY 2024-2025.

The enrollment data for students belonging to indigenous groups across Grade 7 to Grade 10 revealed a declining trend over a period of three years. In School Year (SY) 2022-2023, the total indigenous student population stood at 20 students. This figure saw a slight increase to 23 students in SY 2023-2024, driven primarily by a rise in female enrollment. However, by SY 2024-2025, the total number dropped to its lowest point of 16 students. Conversely, there is a positive trend of "cohort progression" where the indigenous students are moving into higher grades; Grade 10 enrollment grew from a single student in SY 2022-2023 to a peak of 9 students in SY 2024-2025.

The peak enrollment for a single grade and gender occurred in SY 2022-2023 for Grade 8 males (6 students) and SY 2023-2024 for Grade 7 females (5 students). Interestingly, there was a total lack of incoming indigenous students in Grade 7 during the most recent school year. These shifts suggest underlying causes such as relocation, displacement, etc.

The peak enrollment for a single grade and gender occurred in SY 2022-2023 for Grade 8 males (6 students) and SY 2023-2024 for Grade 7 females (5 students). Interestingly, there was a total lack of incoming indigenous students in Grade 7 during the most recent school year. These shifts suggest underlying causes such as relocation, displacement, etc.

Grade 11

Grade 11

Grade 12

Grade 12

Grade 12

Students enrolled in the Alternative Learning System (ALS) revealed a high level of academic success in Humanities and Social Sciences (HUMSS) contrasted by challenges in technical-vocational tracks. Across both Grade 11 and Grade 12, the HUMSS strand achieved a perfect 100% promotion rate for both male and female students. This indicates a strong alignment between the learner’s goals and the academic curriculum, or perhaps a more accessible transition for those returning to formal education through these disciplines. The data underscores a narrative of resilience among female learners and a need for targeted support for males in vocational paths. The perfect promotion scores in most categories suggest that the ALS program effectively bridges the gap for non-traditional students.

Students enrolled in the Alternative Learning System (ALS) revealed a high level of academic success in Humanities and Social Sciences (HUMSS) contrasted by challenges in technical-vocational tracks. Across both Grade 11 and Grade 12, the HUMSS strand achieved a perfect 100% promotion rate for both male and female students. This indicates a strong alignment between the learner’s goals and the academic curriculum, or perhaps a more accessible transition for those returning to formal education through these disciplines. The data underscores a narrative of resilience among female learners and a need for targeted support for males in vocational paths. The perfect promotion scores in most categories suggest that the ALS program effectively bridges the gap for non-traditional students.

C. SCHOOL PERFORMANCE ON QUALITY

C.1. Philippines Informal Reading Inventory (Phil-IRI) Result (SY 2024-2025) – English

The results of the Philippines Informal Reading Inventory (Phil-IRI) for English in SY 2024-2025 revealed a highly positive trend of literacy improvement across all Junior High School levels. At the beginning of the school year (BOSY), a significant number of students were categorized under the "Frustration" and "Instructional" levels, but by the end of the school year (EOSY), there was a consistent migration of students toward the "Independent" category. Specifically, the number of students at the Independent level grew from 342 at the start of the year to 397 by the end, marking a clear advancement in reading comprehension and word recognition. Conversely, the number of students in the Frustration level was successfully reduced by approximately 50% across all grades, indicating that targeted reading interventions during the academic year were effective. The improvement seen by the EOSY suggests that consistent classroom instruction and specialized reading programs successfully addressed these gaps.

The results of the Philippines Informal Reading Inventory (Phil-IRI) for English in SY 2024-2025 revealed a highly positive trend of literacy improvement across all Junior High School levels. At the beginning of the school year (BOSY), a significant number of students were categorized under the "Frustration" and "Instructional" levels, but by the end of the school year (EOSY), there was a consistent migration of students toward the "Independent" category. Specifically, the number of students at the Independent level grew from 342 at the start of the year to 397 by the end, marking a clear advancement in reading comprehension and word recognition. Conversely, the number of students in the Frustration level was successfully reduced by approximately 50% across all grades, indicating that targeted reading interventions during the academic year were effective. The improvement seen by the EOSY suggests that consistent classroom instruction and specialized reading programs successfully addressed these gaps.

C.2. Philippines Informal Reading Inventory (Phil-IRI) Result (SY 2024-2025) – Filipino

The results of the Philippines Informal Reading Inventory (Phil-IRI) for Filipino in SY 2024-2025 showed a strong trend of literacy advancement across all grade levels. Similar to the English results, there was a clear migration of students from the "Frustration" and "Instructional" categories toward the "Independent" level by the end of the school year (EOSY). At the beginning of the school year (BOSY), the total number of independent readers across all grades was 423, which increased to 460 by the EOSY. Conversely, the "Frustration" level saw a significant reduction, dropping from a total of 52 students at the BOSY to only 25 by the EOSY, representing a survival rate of roughly 50% for those requiring the most intensive intervention. This suggests that the school's Filipino literacy programs are highly effective in moving students toward mastery. The underlying causes for the generally high performance in Filipino compared to English are likely due to the language being the primary medium of communication for most students.

The results of the Philippines Informal Reading Inventory (Phil-IRI) for Filipino in SY 2024-2025 showed a strong trend of literacy advancement across all grade levels. Similar to the English results, there was a clear migration of students from the "Frustration" and "Instructional" categories toward the "Independent" level by the end of the school year (EOSY). At the beginning of the school year (BOSY), the total number of independent readers across all grades was 423, which increased to 460 by the EOSY. Conversely, the "Frustration" level saw a significant reduction, dropping from a total of 52 students at the BOSY to only 25 by the EOSY, representing a survival rate of roughly 50% for those requiring the most intensive intervention. This suggests that the school's Filipino literacy programs are highly effective in moving students toward mastery. The underlying causes for the generally high performance in Filipino compared to English are likely due to the language being the primary medium of communication for most students.

C.3. Rapid Mathematics Assessment (RMA) Result (SY 2024-2025)

The results of the Rapid Math Assessment (RMA for SY 2024-2025 indicated a significant trend of foundational improvement, though overall proficiency remained at a critical stage. At the Beginning of the School Year (BOSY), the vast majority of students across all grade levels were classified as "Emerging - Not Proficient," totaling 637 students. By the End of the School Year (EOSY), this number was reduced to 317, with a massive migration of students into the "Emerging - Low Proficient" category, which grew from 31 students to 334. While the data shows students are moving out of the lowest possible tier, the "Developing," "Transitioning," and "At Grade Level" categories remain nearly empty, suggesting that while basic numeracy is improving, higher-order mathematical competency has yet to materialize.

C.4.1 JHS School Mean Percentage Score by Learning Areas (SY 2024-2025)

Araling Panlipunan/

The Mean Percentage Score (MPS) of the Junior High School for SY 2024-2025 revealed a consistent upward trend in academic performance across almost all learning areas as the school year progressed. Most subjects showed a significant leap in scores between the 2nd and 3rd quarters, maintaining that momentum through the 4th quarter. Some subjects, however, experienced a plateau. Mathematics started strong at 72.58 but slightly dipping and then remaining stagnant at 71.88 for the final two quarters. This suggests that while students generally adapted well to the curriculum over time, certain technical subjects faced more challenges in growth compared to performance-based or linguistic areas.

The Mean Percentage Score (MPS) of the Junior High School for SY 2024-2025 revealed a consistent upward trend in academic performance across almost all learning areas as the school year progressed. Most subjects showed a significant leap in scores between the 2nd and 3rd quarters, maintaining that momentum through the 4th quarter. Some subjects, however, experienced a plateau. Mathematics started strong at 72.58 but slightly dipping and then remaining stagnant at 71.88 for the final two quarters. This suggests that while students generally adapted well to the curriculum over time, certain technical subjects faced more challenges in growth compared to performance-based or linguistic areas.

English had the lowest overall performance, with a starting low of 56.50 and an average of 60.98, making it the only subject to stay below the 63% mark. The underlying causes for these disparities likely involve the high linguistic demand of the English subject requiring a high degree of mastery across four macro skills. Meanwhile, the stagnation in Mathematics may be attributed to the increasing complexity of topics in the latter half of the year, which offset any gains from initial student adjustments.

English had the lowest overall performance, with a starting low of 56.50 and an average of 60.98, making it the only subject to stay below the 63% mark. The underlying causes for these disparities likely involve the high linguistic demand of the English subject requiring a high degree of mastery across four macro skills. Meanwhile, the stagnation in Mathematics may be attributed to the increasing complexity of topics in the latter half of the year, which offset any gains from initial student adjustments.

C.4.2. SHS School Mean Percentage Score by Learning Areas (SY 2024-2025)

The Mean Percentage Score (MPS) of the Senior High School (SHS) for SY 2024-2025 revealed a generally positive upward trend in academic proficiency, though performance varies significantly by subject. Most learning areas, such as English, Mathematics, and Empowerment Technology, showed substantial growth from the 1st to the 4th quarter. English, for instance, surged from a 64.50% start to an impressive 87.75% finish. Similarly, Empowerment Technology rose from 67.85% to 88.89%, indicating high student engagement with digital literacy. However, Filipino plateaued, starting at 55.00%, peaking briefly at 63.50% in the 2nd quarter, and then regressing back to 56.00% by the end of the year. Specialized tracks like TVL-CSS also showed volatility, with a sharp dip in the 2nd quarter (62.85%) before recovering to 80.45%.

The Mean Percentage Score (MPS) of the Senior High School (SHS) for SY 2024-2025 revealed a generally positive upward trend in academic proficiency, though performance varies significantly by subject. Most learning areas, such as English, Mathematics, and Empowerment Technology, showed substantial growth from the 1st to the 4th quarter. English, for instance, surged from a 64.50% start to an impressive 87.75% finish. Similarly, Empowerment Technology rose from 67.85% to 88.89%, indicating high student engagement with digital literacy. However, Filipino plateaued, starting at 55.00%, peaking briefly at 63.50% in the 2nd quarter, and then regressing back to 56.00% by the end of the year. Specialized tracks like TVL-CSS also showed volatility, with a sharp dip in the 2nd quarter (62.85%) before recovering to 80.45%.

Filipino held the lowest overall average at 57.38%. Science also remained a low-growth area, with scores hovering around the 60%–64% range throughout the entire year. High scores in Empowerment Tech and MIL suggest students were more motivated by technology-driven curriculum, while the low scores in Filipino and Science may point to a lack of foundational gaps in these areas.

Filipino held the lowest overall average at 57.38%. Science also remained a low-growth area, with scores hovering around the 60%–64% range throughout the entire year. High scores in Empowerment Tech and MIL suggest students were more motivated by technology-driven curriculum, while the low scores in Filipino and Science may point to a lack of foundational gaps in these areas.

C.5. National Assessment Test Mean Percentage Score (SY 2023-2024)

The NAT results revealed a state of "Low Proficiency" across most academic domains. With an overall Mean Percentage Score (MPS) of only 44.78%, the data indicated that students were struggling to master the core competencies required at this level. However, a positive internal trend was observed in social-humanistic subjects; Philosophy and Social Science stand out as the only areas where students reached the "Nearly Proficient" level, scoring 58.46% and 55.79% respectively. In contrast, technical and communication-based subjects show a stagnant or downward performance trajectory, significantly pulling down the general average and suggesting a disparity in how different disciplines are being absorbed by the learners.

The NAT results revealed a state of "Low Proficiency" across most academic domains. With an overall Mean Percentage Score (MPS) of only 44.78%, the data indicated that students were struggling to master the core competencies required at this level. However, a positive internal trend was observed in social-humanistic subjects; Philosophy and Social Science stand out as the only areas where students reached the "Nearly Proficient" level, scoring 58.46% and 55.79% respectively. In contrast, technical and communication-based subjects show a stagnant or downward performance trajectory, significantly pulling down the general average and suggesting a disparity in how different disciplines are being absorbed by the learners.

The highest proficiency was achieved in Philosophy (58.46%), followed by Social Science, which suggests a relatively stronger grasp of theoretical and societal concepts. Conversely, the lowest performance is critically observed in Mathematics, which plummeted to a score of 32.61%, and Science, at 37.53%. The underlying causes for these results likely include a cumulative gap in foundational numeracy and scientific literacy, which may have been exacerbated by previous years of disrupted learning. Furthermore, the low scores in "Language & Communication" (40.78%) likely act as a barrier to understanding the complex word problems and concepts in Science and Math.

C.6. Promotion Rate

The overall trend indicated high promotion rates across all grade levels with female students consistently outperforming their male counterparts. In Junior High School (JHS), Grade 7 and Grade 9 showed high stability, frequently maintaining promotion rates between 98% and 100%. However, Grade 8 promotion rate dropped significantly from 90% in SY 2022-2023 to 75% by SY 2024-2025. In Senior High School (SHS), the data reflected an unusual surge in SY 2024-2025, with promotion rates for Grade 11 females reaching 120% and Grade 12 males reaching 126% suggesting a high influx of transferees or students returning from a period of hiatus

The overall trend indicated high promotion rates across all grade levels with female students consistently outperforming their male counterparts. In Junior High School (JHS), Grade 7 and Grade 9 showed high stability, frequently maintaining promotion rates between 98% and 100%. However, Grade 8 promotion rate dropped significantly from 90% in SY 2022-2023 to 75% by SY 2024-2025. In Senior High School (SHS), the data reflected an unusual surge in SY 2024-2025, with promotion rates for Grade 11 females reaching 120% and Grade 12 males reaching 126% suggesting a high influx of transferees or students returning from a period of hiatus

The highest consistent performance was seen among Grade 7 and Grade 9 females, who achieved perfect 100% promotion rates in multiple years. The most notable low was found in Grade 8 males during SY 2024-2025, where the promotion rate fell to 75%—the lowest recorded figure in the entire dataset. This suggested Grade 8 as the most critical stage where male students have the highest risk of non-promotion. The underlying causes for these patterns likely involve difficulty adapting to more challenging and demanding tasks in higher grade levels.

The highest consistent performance was seen among Grade 7 and Grade 9 females, who achieved perfect 100% promotion rates in multiple years. The most notable low was found in Grade 8 males during SY 2024-2025, where the promotion rate fell to 75%—the lowest recorded figure in the entire dataset. This suggested Grade 8 as the most critical stage where male students have the highest risk of non-promotion. The underlying causes for these patterns likely involve difficulty adapting to more challenging and demanding tasks in higher grade levels.

C.7.1 JHS Completion Rate by Gender

The Completion Rate of the Junior High School (JHS) from SY 2022-2023 to SY 2024-2025 revealed a downward trend in the institution’s ability to move students from entry to graduation. The overall completion rate had steadily declined from 76% to 69% over the three-year period. The most significant high was the 96% female completion rate in SY 2023-2024, representing 89 completers from an initial group of 93. The most critical low occurred in the same school year for males, where only 59% of the original Grade 7 cohort completed junior high school. In SY 2024-2025, the total number of completers hit a period low of 149 students, compared to 190 students two years prior. The underlying causes for these low rates, particularly among males, likely involve socio-economic pressures that lead to early entry into the workforce, as well as academic disengagement during the middle years of high school.

C.7.2. SHS Completion Rate by Gender

The analysis of the Senior High School (SHS) Completion Rate data from SY 2022-2023 to SY 2024-2025 revealed remarkable upward trend in institutional efficiency and student success. While the initial year showed a total completion rate of 79%, this figure surged to 93% in the second year and reached an unusually high of 129% in SY 2024-2025. This trajectory is particularly impressive given that the base Grade 11 enrollment from the prior year was actually shrinking, dropping from 62 students to just 45. A significant gender trend was also evident: female completion rates saw a massive recovery, climbing from a low of 61% to 126%, while male rates transitioned from a strong 97% to an exceptional 133% in the final year.

The analysis of the Senior High School (SHS) Completion Rate data from SY 2022-2023 to SY 2024-2025 revealed remarkable upward trend in institutional efficiency and student success. While the initial year showed a total completion rate of 79%, this figure surged to 93% in the second year and reached an unusually high of 129% in SY 2024-2025. This trajectory is particularly impressive given that the base Grade 11 enrollment from the prior year was actually shrinking, dropping from 62 students to just 45. A significant gender trend was also evident: female completion rates saw a massive recovery, climbing from a low of 61% to 126%, while male rates transitioned from a strong 97% to an exceptional 133% in the final year.

The highs and lows in the data indicated a remarkable shift in the school's ability to graduate its students. The most significant high is the 133% completion rate for males in SY 2024-2025, which indicated that the number of Grade 12 graduates (24) far exceeded the original Grade 11 cohort from the prior year (18). The most critical low was the female completion rate of 61% in SY 2022-2023, where only 19 out of 31 students successfully graduated. The underlying causes for the recent rates exceeding 100% likely include the successful reintegration of students or those from previous cohorts who had delayed their graduation, effectively boosting the current year's output. Additionally, the earlier low rates for females suggest prior socio-economic or academic barriers that have since been mitigated through improved support systems.

The highs and lows in the data indicated a remarkable shift in the school's ability to graduate its students. The most significant high is the 133% completion rate for males in SY 2024-2025, which indicated that the number of Grade 12 graduates (24) far exceeded the original Grade 11 cohort from the prior year (18). The most critical low was the female completion rate of 61% in SY 2022-2023, where only 19 out of 31 students successfully graduated. The underlying causes for the recent rates exceeding 100% likely include the successful reintegration of students or those from previous cohorts who had delayed their graduation, effectively boosting the current year's output. Additionally, the earlier low rates for females suggest prior socio-economic or academic barriers that have since been mitigated through improved support systems.

D. School Performance on Resiliency and Well-Being

D.1. Nutritional Status – SY 2024-2025

The Nutritional Status of High School Students for SY 2024-2025 revealed that while the vast majority of the student body falls within the Normal range for both weight and height, there were sporadic instances of malnutrition that require attention. A significant trend observed was that nutritional challenges vary by gender and grade level; for instance, "wasting" (low weight-for-height) was more prevalent among male students in Grade 9 and Grade 10 compared to their female counterparts. Conversely, "stunting" (low height-for-age) was a more widespread issue across all Junior High School (JHS) levels, affecting 114 students in total, whereas Senior High School (SHS) students show much higher rates of reaching "Normal Height" or being "Tall". This suggested that while acute malnutrition (wasting) is sporadic, chronic malnutrition (stunting) remains a foundational health hurdle for younger students entering the system. The underlying causes for these disparities likely included varying levels of food security at home and a lack of access to diverse, nutrient-dense diets during the critical growth spurts of early adolescence.

The Nutritional Status of High School Students for SY 2024-2025 revealed that while the vast majority of the student body falls within the Normal range for both weight and height, there were sporadic instances of malnutrition that require attention. A significant trend observed was that nutritional challenges vary by gender and grade level; for instance, "wasting" (low weight-for-height) was more prevalent among male students in Grade 9 and Grade 10 compared to their female counterparts. Conversely, "stunting" (low height-for-age) was a more widespread issue across all Junior High School (JHS) levels, affecting 114 students in total, whereas Senior High School (SHS) students show much higher rates of reaching "Normal Height" or being "Tall". This suggested that while acute malnutrition (wasting) is sporadic, chronic malnutrition (stunting) remains a foundational health hurdle for younger students entering the system. The underlying causes for these disparities likely included varying levels of food security at home and a lack of access to diverse, nutrient-dense diets during the critical growth spurts of early adolescence.

D.2 Percentage of Learners Who Reported Violence Committed Against Them by other Learners (Bullying) or Adults (Child Abuse) based on Intake Sheets

The Bullying and Child Abuse reports for School Year 2022-2023 to SY 2024-2025 revealed a highly specific and isolated trend of violence reported exclusively within the Grade 7 level. Across all other grade levels from Grade 8 to Grade 12, there were zero reported incidents for three consecutive school years, suggesting a safe and disciplined environment for the majority of the student body. However, Grade 7 experienced a fluctuating pattern, starting with a 1.27% report rate in SY 2022-2023, dropping to 0% in SY 2023-2024, and then rising to a period high of 1.39% in SY 2024-2025. This indicates that the entry-level year is the only significant point of vulnerability for learner-on-learner bullying or child abuse within the institution. The underlying causes for this concentration in Grade 7 may involve the difficult social transition from elementary to high school, where new students from various backgrounds are first integrated, leading to potential friction or adjustment issues.

The Bullying and Child Abuse reports for School Year 2022-2023 to SY 2024-2025 revealed a highly specific and isolated trend of violence reported exclusively within the Grade 7 level. Across all other grade levels from Grade 8 to Grade 12, there were zero reported incidents for three consecutive school years, suggesting a safe and disciplined environment for the majority of the student body. However, Grade 7 experienced a fluctuating pattern, starting with a 1.27% report rate in SY 2022-2023, dropping to 0% in SY 2023-2024, and then rising to a period high of 1.39% in SY 2024-2025. This indicates that the entry-level year is the only significant point of vulnerability for learner-on-learner bullying or child abuse within the institution. The underlying causes for this concentration in Grade 7 may involve the difficult social transition from elementary to high school, where new students from various backgrounds are first integrated, leading to potential friction or adjustment issues.

D.3 Percentage of Learners Affected/Displaced by Natural & Man-made Hazards/ Disaster

There are no instances of learners affected or displaced by natural and man-made hazards or disaster during the three-year period.

There are no instances of learners affected or displaced by natural and man-made hazards or disaster during the three-year period.

E. School Concerns on Governance

E.1 SBM Level

SBM LEVEL

1.38

Pagadian City National Comprehensive High School has achieved Level 1 (1.38) of SBM Practices on Assessment and Validation conducted by Division SBM Task Force Team which is below the division standard. The school has applied strategy to keep the records of every activity in school.

Pagadian City National Comprehensive High School has achieved Level 1 (1.38) of SBM Practices on Assessment and Validation conducted by Division SBM Task Force Team which is below the division standard. The school has applied strategy to keep the records of every activity in school.

E.2 Classroom/Teacher/ Seats to Pupils Ratio

 Classroom-Student Ratio signified stable enrolment in the past three (3) years.

 Teacher-Student Ratio indicated enough teachers assigned in school every year.

 Seats-Student Ratio showed enough number of seats for learners in the past four (3) years.

E.3 Availability of Electricity Supply. What is school source of electricity?

E.4 Internet Connectivity. Are there internet service providers in the school?

E.5 Water and Sanitation Facility. Are there existing handwashing facilities?