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State Report Card
School-Performance Classifications Download
the illustrated 3 page guide: Determining School-Performance
Classifications and Measuring Adequate Yearly Progress
(PDF format, 78 KB)
Select a school level to view and/or print the school-performance classification charts in PDF.
WHAT YOU ARE LOOKING AT Here is a series of three lists: high schools, middle schools, and elementary schools. Each list is sorted by school-performance classification, with improving schools at the top, then sustaining schools, then 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 making insufficient progress. Statewide, in 2003 there were 88 high-performing schools (28.4%), 105 moderately performing schools (33.9%), and 117 schools in need of improvement (37.7%). Statewide, 70 schools (21.8%) were improving or making progress. There are 17 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. There are 33 schools (10%) that have been making
insufficient progress for two or more years. 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 supplementary educational services,
such as tutoring or summer school. WHAT YOU ARE LOOKING FOR The state’s goal is to bring all students to the standard in all subject areas – 100-percent 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-percent 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 “making progress.”
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