East+Providence+High+School+Spring+2011

Matthew Cute



=East Providence High School= 2000 Pawtucket Avenue East Providence, RI 02914 (401) 435-7860

=Introduction= East Providence High School is the primary high school institution in East Providence, Rhode Island. East Providence is home to 49,123 residents (2). It is surrounded by the cities of Providence, Pawtucket, and Barrington. Also, East Providence borders Massachusetts on the EP-Seekonk line. The neighborhoods of Riverside, Watchemoket, Kent Heights, Phillipsdale, and Rumford are all found within East Providence.The East Providence School system consists of twelve schools in total, each serving the towns within the East Providence region. These include one specifically pre-kindergarten school, eight elementary schools, two middle schools, and one high school. East Providence High School is a relatively large high school because it serves the neighborhoods found in East Providence.

=**Community Background**= Once part of Rehoboth and then Seekonk, Massachusetts, East Providence became an independent Rhode Island town in 1862. Within its five major neighborhoods live 49,123 residents, 21.7% of whom are under the age of 18. About 86.5% of the 49,123 residents are white, while 5.% are black, 1.5% are Hispanic and 1.1% are Asian (2). The median household income in the community is $39,108. Approximately 59.8% of residents are homeowners, with the worth of these properties being averaged at $117,900 per unit. The average family size in East Providence is 2.33 (2). The community has a very suburban feel to it, because of its proximity to Providence and Pawtucket. Many East Providence residents commute to Providence in order to work. The properties are relatively close together, with 3,630.7 residents per square mile in the 13 square miles that East Providence encompasses (2). As of 2007, there have been approximately 9,600 residents of East Providence attending school. Nursery schools serve 654 children, while kindergarten plays home to 721 students. From here, 4,003 students attend elementary school and East Providence High School educated 1,640 students. About 2,600 residents of East Providence also went off to college in 2007.



= =

=District Summary=

====//"The East Providence School Department, in partnership with families and community, is committed to provide a comprehensive, inclusive program of academic excellence in a safe, nurturing environment, preparing all students to become responsible, life-long learners able to meet the challenge of the 21st century.//"====

In East Providence, there are eight elementary schools and one early learning center that offer services to approximately 2,600 students: Agnes B. Hennessey Elementary, Alice M. Waddington Elementary, Emma G. Whiteknact Elementary, James R. Oldham Elementary, Kent Heights Elementary, Myron J. Francis Elementary, Orlo Avenue School, and Silver Spring Elementary. The schools are organized in grades K-5. The Meadowcrest Early Learning Center, an early education institution, offers Pre-K, ESL K, and Special Education as primary classes. There are two middle schools, which provide instruction for 1,500 students in grades six through eight, called Edward R. Martin Middle School and Riverside Middle School. In the district, there is only one public high school, East Providence High School.

School Analysis
East Providence High School is the primary secondary education institution for the city of East Providence. In 2010, East Providence High School had 1,723 students educated by 155 teachers. This presents the school with a 1:12 student:teacher ratio, which is compared to the statewide average ratio of 1 teacher to every 11 students. It is considered one of the better public schools in the Providence/Pawtucket/East Providence region. As compared with other schools, such as Tolman High School in Pawtucket, East Providence exhibits a proficiency percentage improvement as well as NECAP performance.The SAT scores for East Providence show a deficiency below the statewide average, as well as the nationwide averages. The school has a 77.5% graduation rate, which is higher than the 75% statewide. However, it has a 10% dropout rate, although this is still lower than the 13.9% dropout rate statewide (1). The facilities of East Providence High School, from my own perspective, are sub-par, they leave much to be desired. The classroom facilities aren't horrible, but they are definitely not the best that they could be. The athletic facilities are nothing to be particularly proud of, the school essentially makes use of grass fields for all of their practice and competitive needs. After interviewing someone went to the school, he says that "East Providence is not something to be really proud of in the way of academics, but it offers a great starting point for any reorganization of the educational system in Rhode Island." (3) This is mainly because of the potential for improvement at East Providence, it seems to the student that "the tools are all there, there just aren't many of the teachers that know how to use them."(3)



=Conclusion= East Providence High School is an average-level high school in terms of academics. It's definitely not the worst school in Rhode Island, but it still has a long way to go in order to be at its full potential. The students, based on opinion surveys, do not think that the teachers particularly care as a whole whether or not they go to college or not, and it gives the students the impression that they are simply there to do their jobs and nothing else. East Providence is trying to show improvement, but, according to a student interview, it seems as if "the students and teachers can't get on the same level as one another." (3)

=References= 1) Rhode Island Department of Elementary and Secondary Education. (2010). //East// //Providence High School// [Data file]. Retrieved from http://infoworks.ride.ri.gov/school/east-providence-high-school

2) American Community Survey. (2007). //East Providence// [Data file]. Retrieved from http://factfinder.census.gov/servlet/ ADPTable?_bm=y&-qr_name=ACS_2007_3YR_G00_DP3YR5&-geo_id=16000US4422960&-gc_url=&- ds_name=ACS_2007_3YR_G00_&-_lang=en

3) Cute, R. W. (2011, March 11). //East Providence High School Evaluation//. Interview presented at the interviewer/interviewee's home, Home.

=Peer Editing=


 * Author: Matthew Cute**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = REPLACEWITHSCORE / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = REPLACEWITHSCORE /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||


 * Author: Matthew Cute**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = REPLACEWITHSCORE / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = REPLACEWITHSCORE /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||


 * Author: Matthew Cute**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = REPLACEWITHSCORE / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = REPLACEWITHSCORE /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||