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

Select a school level to view/download print the value-added charts in PDF.

• High (27 KB)
• Middle (17 KB)

What you are looking at

The SALT Survey is administered annually to parents, students, and teachers. Some of the survey responses are used to calculate the “learning-support indicators” for each school.

The Students’ Point of View tables show information from the student surveys only. They show the responses, at the high-school and middle-school levels, to six of the questions on the survey; three of these questions were used to help calculate the School Climate Learning Support Indicator.

The tables are ranked by the responses in the first column; the school at the top of the list has the highest percentage of students who reported “that they can talk to a teacher or other staff member about personal or family problems most of the time or always.”

What you are looking for

One of the emphases in the High School Reform Regulations adopted in 2003 by the Board of Regents is on “personalization.” All high schools, and by extension all schools in the state, are expected to strive to create “more personalized learning environments.” One of the goals set forth by the Regents is that each student should be known by at least one adult in the school building.

These tables show how much progress each of our secondary schools has made along that path. The numbers in the two left-hand columns should be high—100% would be ideal.

The four right-hand columns show whether students have problems getting along with teachers and with other students and the extent to which students see their schools as safe and drug-free. The numbers in these columns should be low—0 percent would be ideal.