RI Schools: The Basic Facts
Profile of Schools, Student Characteristics,
   and Kids Count

Learning and Achievement
Assessments
Disaggregations
Accountability
How Rhode Island Classifies Schools
2004 School-Performance Classification:
Elementary  |Middle  |High

Using Information
State Indicators
Value Added:
Elementary  |Middle  |High
Attendance and Graduation Rates,
Learning Support Indicators:
Elementary  |Middle  |High

Safe and Supportive Environments
Students' Point of View:Middle  |High
Suspensions

Equity and Adequacy of Resources
Property Value/Student Compared to
   Tax Rate
Tax Capacity and Effort
In$ite: Including Other Commitments
In$ite: Excluding Other Commitments
Out-of-District Obligations
In$ite: Instruction
In$ite: General Education
Middle  |High

Curriculum and Instruction
Advanced Placement Exams
Teaching Practices:
Elementary  |Middle  |High
Inclusion
Students with Disabilities
Students with Disabilities: Participation
Elementary  |Middle  |High
Students with Disabilities: Participation by District
Elementary  |Middle  |High

Engaging Families
Elementary  |Middle  |High

View/download Dissaggregations chart (PDF, 29KB)

What you are looking at

These bar graphs show how various groups of students with similar characteristics performed on the 2004 state assessments. The state is required by federal law (the No Child Left Behind Act of 2001) to report the test results of each of these groups of students: African-American, Asian, Hispanic, Native American, White; Male, Female; Students living in Poverty, English-language Learners, Students with Disabilities, and Migrant Students. (There are fewer than 10 migrant students in the tested grade at all school levels, and therefore we do not report their test results so as not to identify individual students or to invite guessing as to the achievement results of individual students.)

Note that these bar graphs represent results only from the New Standards Reference Exams, administered in grades 4, 8, and 11, and the Alternate Assessment, for some students with disabilities. Results are not reported here by subtest; rather, they are aggregated into the two core subject areas: English language arts and mathematics.

Each bar represents all students in each group; the bars are placed along a horizontal line so that the percent that achieved the standard or achieved it with honors (i.e., achieved proficiency) lies above the line and the percent that did not achieve proficiency lies below the line. This way, you can visually compare the achievements of the varying groups of students.

What you are looking for

Once again, the state’s goal is for all students (100%) to achieve proficiency in all core academic subjects. We are years away from achieving this goal.

To meet the requirements of the No Child Left Behind Act, not only must each school as a whole achieve proficiency but various groups of students within each school (and district) must do so. These bar graphs show you, on a statewide level, what percentage of students from each group of students achieved proficiency in the most recent round of state assessments.

In addition, these bar graphs allow you to compare the achievements of varying groups of students. When some groups of students lag behind others, this is known as an “equity gap.” So if some of the bars fall significantly below others on the graphs, groups of students are making unequal progress. These equity gaps must be closed.