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

Proficiency by Student Characteristics

View/download sample report (PDF, 20KB)

What you are looking at

These three sets of bar graphs – for the elementary schools, middle schools, and high schools in the district – show how students from various groups performed on the 2004 state assessments.

The subtest results are aggregated into two scores at each school level: one for English language arts (ELA) and one for mathematics. The bar graphs show the percent of students who reached proficiency, that is, either achieved the standard or achieved the standard with honors. The portion of each bar above the 0 line shows the percent of students who achieved proficiency; the portion below the line shows the percent who fell below the proficiency standard.

Students in poverty are those who are eligible for free or reduced-price lunch. Students may be identified as members of more than one racial or ethnic group (e.g., both African-American and Hispanic). Special-education students are all those with Individual Education Programs (IEPs); LEP (Limited-English proficient) students are receiving either ESL or bilingual-education services. General-education students are those who are receiving neither special-education services not LEP services.

The federal No Child Left Behind Act requires that we report test results for each of these groups of students (except for general education and nonpoverty).

For another look at this data, comparing this year’s results with last year’s, see the 2004 School & District Report Cards at www.ridoe.net.

What you are looking for

The state’s goal, as mandated by the federal No Child Left Behind Act, is to bring all students to proficiency by the year 2014. So ideally you would like to every bar entirely above the line. We are a long way from that goal.

It is important that all students progress toward proficiency, so we are concerned when some groups lag behind others. You can how groups of students are performing relative to other groups of students by comparing the heights of the bars. When some bars fall below others, these are known as “equity gaps.” We would like to see these gaps diminished – and in time we hope to see them disappear.