For past Information Works! reports, select a school year:
- Assessments
- Disaggregations
- Accountability
- How Rhode Island Classifies Schools
- 2007 School-Performance Classification: Elementary | Middle | High
- State Indicators
- Value Added: Elementary | Middle | High
- Learning Support Indicators: Elementary | Middle | High
- Health: Middle | High
- Suspensions: State | Elementary | Middle | High
- Students' Point of View: Middle | High
- Advanced Placement Exams
- Teaching Practices: Elementary | Middle | High
- Students with Disabilities
- Students with Disabilities-District Participation
- Students with Disabilities-School Participation: Elementary | Middle | High
- English Language Learners
- Elementary | Middle | High
- Tax Charts
- In$ite: Other Commitments
- In$ite, Instruction: District | Elementary | Middle | High
- In$ite: Out-of-District Obligations
State Report Card: |
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2007 School-Performance Classifications
View/download the 3-page guide: Determining School-Performance Classifications and Measuring Adequate Yearly Progress (PDF, 66KB)
Select a school level to view/download the school-performance classification charts in PDF:
- Elementary (1.1MB)
- Middle (263KB)
- High (37KB)
WHAT YOU ARE LOOKING AT
These lists of schools are sorted by school-performance classification and NCLB status.
The lists of elementary and middle schools are sorted 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 43 elementary and middle 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.
The list of high schools is sorted with schools that made Adequate Yearly Progress (met all NCLB targets) at the top, followed by schools that did not make Adequate Yearly Progress (AYP). The schools that did not make AYP are divided into those that missed targets (three or fewer) for the first year and are classified as “with caution” and those that missed multiple targets or missed targets for multiple years (insufficient progress).
Among all schools, there are 43 schools (14%) that have been identified for school improvement because they have been making insufficient progress for two years in a row. Of these, 34 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.
WHAT YOU ARE LOOKING FOR
The state’s goal is to bring all students to the level of proficiency in all subject areas – 100-percent 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-percent proficiency until all groups have met their annual targets.
No school in the state is at the level of 100-percent 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.