District Reports

School Performance in this District

The pie chart to the left shows how many (and what percentage) of schools in the district fall into each of the school-performance classifications: high performing, moderately performing, insufficient progress.

The pie chart in the middle shows how many (and what percentage) of schools were honored as Regents’ Commended Schools.

For information on the school-performance classifications and honors, see How Rhode Island Classifies Schools.

The table to the right shows how many (and what percentage of) schools in the district have been “identified for school improvement.”

Schools have been identified for improvement if they have made insufficient progress for two years in a row – that is, the second year of insufficient progress marks the first year of identification for improvement. If a school receiving federal Title I money (for high-poverty schools) is identified for improvement, it is subject to sanctions under the No Child Left Behind Act.

• In the first year identified for improvement, parents may choose to send their children to another school in the district (school choice).
• In the second year, students are eligible for free supplemental educational services.
• In the third year, the district devises a plan for “corrective action” to try to improve student performance in the school. Note that schools that made progress in 2006 may still be “identified for school improvement” if they made insufficient progress during the two previous years.

For information on how schools are Identified for Improvement, see the RIDE Web site:

• Brochure about the R.I. Accountability System
• Technical Bulletin
  
  

Number of schools in this district whose students met or exceeded the standard for proficiency compared with similar students statewide

This table compiles the “value-added” data from each of the School Reports within the district. The value-added data shows how well the students in each school performed on the state assessments when compared with similar students statewide.

For information on the value-added calculations, see the following:

• Information Works! 2007 State Report: Value-Added
• Information Works Technical Bulletin on the Statistical Model

District Classification

Rhode Island uses the same system of index scores and targets to classify districts and schools.

Districts, however, are not classified as high performing, moderately performing, or insufficient progress. Districts have either made or not made Adequate Yearly Progress (AYP).

Districts fail to make AYP either if the district as a whole has not made AYP on more than one school level (elementary, middle, high school) or if 40% or more of the schools in the district are classified as making insufficient progress.

School districts enter “intervention status” if they fail to make AYP for two years in a row; they remain in intervention status until they have met their required targets for two years in a row. RIDE works closely with districts in intervention status through the process of Progressive Support & Intervention, which is established in state and federal law.

This report shows whether the district has made AYP, if it is in intervention status, and how long it has been in that status.

This section also lists the schools in the district that have been honored as Regents’ Commended Schools and those that are in Intervention Status, noting how long the have been in that status.