2006 School-Performance Classifications

View/download the illustrated 3-page guide: Determining School-Performance Classifications and Measuring Adequate Yearly Progress (119KB)

Select a school level to view/download the school-performance classification charts:

• Elementary
• Middle
• High

WHAT YOU ARE LOOKING AT

These are lists of schools sorted by school-performance classification, with high-performing schools at the top, then moderately performing schools, and finally schools making insufficient progress. Within the groups, it is noted which schools have been selected as Regents’ Commended Schools, for exceptionally high scores or dramatic improvement, and which schools are labeled With Caution, because they have missed targets for the first year. 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).

There are 46 schools (14%) that have been identified for school improvement because they have been making insufficient progress for two years in a row. Of these, 24 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 81 schools that have reached exceptionally high achievement levels or 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. Most 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. Some moderately performing schools are also on their way – they may have met all academic targets for the current year. Schools labeled “With Caution” and “Insufficient Progress,” however, may be performing well on a schoolwide basis, but they have missed targets for one or more groups of students. They cannot achieve the goal of 100% proficiency until all groups have met their annual targets.

No school in the state is at the level of 100% proficiency. None will get there without making progress. We would like to see all schools move out of the “Insufficient Progress” and “With Caution” classifications.