2005 School-Performance Classifications
Download the illustrated 3-page guide: Determining School-Performance Classifications and Measuring Adequate Yearly Progress (69KB)
Select a school level to view and/or print the school-performance classification charts:
WHAT YOU ARE LOOKING AT
This list of high schools is sorted by school-performance classification, with improving schools at the top, then sustaining schools, then “safe harbor” schools which are making sufficient progress toward any targets that they missed, then schools classified as “high/moderate with caution,” and finally 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 identified for school improvement (missed targets for consecutive years).
School Performance: High Schools
Next, you'll see the status of the elementary and middle schools. At the top, you can see the school-performance classifications of the early-grade schools, the only elementary schools tested in 2004-05. Then you will see a list of the middle schools that did not make Adequate Yearly Progress in 2004-05 (they missed the only target for which they were accountable: Attendance rate). All other elementary and middle schools made Adequate Yearly Progress. Finally, the list shows the elementary and middle schools that have been identified for school improvement and how many years they have been in that status.
There are 43 schools (13%) that have been identified for school improvement because they have been making insufficient progress for two years in a row. Of these, 29 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 14 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 “safe harbor – making progress.”