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

Download the illustrated 3-page guide: Determining School-Performance Classifications and Measuring Adequate Yearly Progress (PDF, 57 KB)

Select a school level to view and/or print the school-performance classification charts:

• High (373 KB)
• Middle (225 KB)
• Elementary (638 KB)

What you are looking at

These three lists - high schools, middle schools, and elementary schools - are sorted by school-performance classification, with improving schools at the top, then sustaining schools and schools classified as “high/moderate with caution,” then schools in need of improvement. Within the groups, schools are sorted by their performance level. Finally, the schools making insufficient progress are sorted according to how many years they have been making insufficient progress.

There are 45 schools (14%) that have been making insufficient progress for two years in a row. Of these, 30 schools fall under the provisions of the federal No Child Left Behind Act; the provisions of this act apply only to schools that receive federal funds under the Title I act, which gives federal aid to high-poverty schools. These schools may be required to offer parents the right to transfer their children to another school in the district. They may also be required to offer free supplemental educational services, such as tutoring or summer school.

There are 44 schools that have been improving in both English language arts and mathematics for two years in a row; these have been honored as Regents’ Commended Schools.

What you are looking for

The state’s goal is to bring all students to the level of proficiency in all subject areas—100% proficiency by the year 2014. High-performing schools are well on their way toward that goal; they have already reached the target that RIDE has set for the year 2011. Moderately performing schools are also on their way – they have met all academic targets for the current year. Even among schools in need of improvement, some have met the current-year targets for the school as a whole, though some of the groups of students within the school may have missed targets.

No school in the state is at the level of 100% proficiency. None will get there without making progress. The schools that are “sustaining” have met their current targets, but they will fall short of the goal unless they show signs of improvement. We would like to see all schools either “improving” or “making progress.”