Central+Falls+High+School+Fall+2013

Introduction
Central Falls High School is the only high school in Central Falls District and it was established in 1928. The high school is located in northeastern Rhode Island and is 6 miles north of the state’s capitol. The current principal of Central Falls High School is Joshua Laplante and the average salary of a high school principal in Rhode Island is $34,000 (Indeed 2013). According to (U.S News 2013), there are currently 832 students and 82 teachers enrolled at Central Falls High School. The city of Central Falls has a population of 19,376 with 5,644 children classified as under the age of 18. Central Falls covers an area of only 1.29 square miles and the town filed bankruptcy in 2011, creating a dramatic impact on student education. The key factors that impact student achievement within education include, poverty, Non-English speaking background, parent’s educational background, special learning needs and minority racial-group identity. Within this context statement I will provide statistical tables and analysis to provide current and future attendants of Central Falls High School with a accurate background of what Central Falls High School is like economically, ethnically, and educationally.

Community Background
The community of Central Falls as a whole is considered low income. The average household income in Central Falls is $32,759 compared to Rhode Island’s average income of $55,975, which is drastically lower than Rhode Island’s average. The median family income of Central Falls is $40,032 compared to Rhode Island’s average of $72,724. Rhode Island’s median family income is slightly higher than the United State’s because the average median family income of the United States is $52,762. All families below poverty in Central Falls are 24.6% which is higher than Rhode Island (8.9%) and the United States (10.5%) combined. Central Falls as a community has become equally diverse. 52.9% of the population within Central Falls is White while Rhode Island as a whole has a White population of 81.4%. The rest of the percentages for the majority come from Black/African Americans and Hispanic or Latino people. Central Falls has a population of 10.1% Black/African Americans and 6.9% Hispanic or Latino people while Rhode Island has a population of 5.7% Black/African Americans and 12.4% Hispanic or Latino people.

Income/Poverty Data Table Race/Ethnicity Data Table
 * || === Central Falls === || === Rhode Island === || === United States === ||
 * ====White ==== || ====44.24% ==== || ====81.4% ==== || ====72.4% ==== ||
 * ====Black/African Americans ==== || ====6.24% ==== || ====5.7% ==== || ====12.6% ==== ||
 * ====Asian ==== || ====0.74% ==== || ====2.9% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">4.8% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Hispanic or Latino ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">0.19% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">12.4% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">16.3% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">American Indian/Alaska native ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">0.17% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">0.4% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">0.7% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Other ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">48.43% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">12% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">0.6% ==== ||


 * || === Central Falls === || === Rhode Island === || === United States === ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Median household income ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$32,759 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$55,975 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$52,762 ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Median family income ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$40,032 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$72,724 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$64,293 ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Per capita income ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$15,235 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$29,685 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">$27,915 ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">All families below poverty ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">24.6% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">8.9% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">10.5% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">All people below poverty ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">27.7% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">12.8% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">14.3% ==== ||

<span style="font-family: Tahoma,Geneva,sans-serif;">Community Background Continued
<span style="font-family: Tahoma,Geneva,sans-serif;">The community of Central Falls compared to Rhode Island is significantly different when analyzed by census-based indicators. Rhode Island has a child population of 223,956 while Central Falls has a child population of only 5,644. There is also an 18% difference between children in a single-parent home in Rhode Island (31%) compared to Centrals Falls (49%). The number of children living in families below the federal poverty threshold is also doubled in Central Falls at a percent of 36.9% while Rhode Island has a percentage of only 17.9%. Households with grandparents financially responsible for grandchildren are significantly low with both areas. Rhode Island households with grandparents financially responsible for grandchildren are 6% while Central Falls is at 8%. The Economic Well-Being of Rhode Island and Central Falls is relatively the same. Rhode Island has 5% of their children in families receiving cash assistance while Central Falls has 9%. School Breakfast Program participation is slightly different with Central Falls having an 8% increase making it 43% and Rhode Island has 35%.

<span style="font-family: Tahoma,Geneva,sans-serif;">Census-based Indicators Economic Well-Being

 * || === Central Falls === || === Rhode Island === ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Children in families receiving cash assistance ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">9% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">5% ====

||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">School Breakfast Program participation ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">43% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">35% ==== ||


 * || === Central Falls === || === Rhode Island === ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Child population ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">5,644 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">223,936 ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Children in single parent families ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">49% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">31% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Children living in families below poverty ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">36.9% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">17.9% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Households with grandparents financially responsible for children ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">8% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">6% ==== ||

<span style="font-family: Tahoma,Geneva,sans-serif;">District Summary
<span style="font-family: Tahoma,Geneva,sans-serif;">When compared to Rhode Island State the Central Falls School District has a lower percentage of proficiency for the New England Common Assessment Program or NECAP testing. In the census of 2012-2013 the 5th grade reading proficiency percentage of Rhode Island was 72% while the reading proficiency of Central Falls was 10%. The math scores had a 50% difference with Rhode Island state proficiency being 69% and Centrals Falls being 42%. Three years later, Rhode Island state proficiency increased in reading to 77% while Central Falls had a significant increase to 41%. The math proficiency within both areas had decreased between 5th and 8th grade. Rhode Island math proficiency became 58% and Central Falls lowered to 20%. In 11th grade, the same pattern occurs were reading proficiency increases slightly and math proficiency drops more dramatically. Rhode Island reading profiency for 11th grade was 79% while Central Falls was 46%. Math proficiency lowered in Rhode Island to 34%, and Central Falls proficiency fell to an astonishing 14%.

<span style="font-family: Tahoma,Geneva,sans-serif;">NECAPS 2012-2013

<span style="font-family: Tahoma,Geneva,sans-serif;">Qualifications and Teacher-Student ratio
<span style="font-family: Tahoma,Geneva,sans-serif;">Emergency certifications are when individual teachers do not fully qualify for state certification but are granted to teach when fully certified applicants are not available. A 2010-2011 census was provided to show that Rhode Island and Centrals both have significantly low Teachers with emergency certifications. Rhode Island is at 1% of teachers with emergency certifications and Central Falls has 2%. A Highly Qualified teacher consists of a Bachelor’s Degree, a full state certification and demonstrates subject matter. The state and Central Falls District are meeting NCLB standards or No Child Left Behind. The standards for a state are that all students have highly qualified teachers, particularly minority and disadvantaged students and publicly report plans and progress in meeting teacher quality goals. Rhode Island state has 3% not Highly Qualified teachers while Central Falls has 6%. The Teacher-Student ratio of each area is also considered low with Rhode Island Teacher-Student ratio being 1:11 and Central Falls being1:10.

<span style="font-family: Tahoma,Geneva,sans-serif;">Student Characteristics
<span style="font-family: Tahoma,Geneva,sans-serif;">Students eligible for subsidized lunch were shockingly high for a state with the median income being higher than the United States. A 2012-2013 census provided statistics that the state of Rhode Island has a percentage of 46& students eligible for subsidized lunch while Central Falls is at a dramatically high 86%. Rhode Island student receiving Bilingual Education Services was low, being at 6% while Central Falls was at 25%. Students receiving Special Education services were also low within Rhode Island (15%) and Centrals was slightly higher at 22%.

<span style="font-family: Tahoma,Geneva,sans-serif;">Qualifications and Teacher-Student Ratio Student Characteristics

 * === Student Characteristics === || === Rhode Island === || === Central Falls === || === Barrington === || === East Providence === ||
 * ====Student Eligibility for subsidized lunch==== || ====46%==== || ====86%==== || ====5%==== || ====48%==== ||
 * ====Students Receiving Bilingual Education Services==== || ====6%==== || ====25%==== || ====2%==== || ====3%==== ||
 * ====Students Receiving Special Education Services==== || ====15%==== || ====22%==== || ====12%==== || ====18%==== ||


 * === Qualifications and Teacher-student ratio === || === Rhode Island === || === Central Falls === || === Barrington === || === East Providence === ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Teachers with Emergency Certification ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">1% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">2% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">0% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">1% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Not Highly Qualified Teachers ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">3% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">6% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">1% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">3% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Teacher-Student ration ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">1:11 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">1:10 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">1:12 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">1:10 ==== ||

<span style="font-family: Tahoma,Geneva,sans-serif;">Attendance and Graduation Rates
<span style="font-family: Tahoma,Geneva,sans-serif;">The Rhode Island state attendance was remarkably high for the 2011-2012 census. Rhode Island Elementary schools were at a 95%, middle schools were at a 94% and high schools were at a 91%. The overall attendance of the Rhode Island schools was 94% with the percentage that graduated in high school being 77.1%. Rhode Island school drop out rate was 11.9% with the percent receiving their GED being 3.2%. Within the Central Falls District the average attendance rate throughout all schools was slightly lower than the state’s being at 90%. 94% attended elementary school, 93% attended middle school and 82% attended high school. The percent that graduated high school was 68.1% with the percent that dropped out being 14.8%. No students pursued their GED within the Central Falls School District.

<span style="font-family: Tahoma,Geneva,sans-serif;">School Analysis
<span style="font-family: Tahoma,Geneva,sans-serif;">Central Falls High School is an underachieved school academically compared to the other schools in Rhode Island such as Barrington High School and East Providence High School. NECAP Assessments, and AP Exam scores all provide accurate information regarding the different academic scores within these schools. Barrington High School has proved to be an astounding school academic wise throughout my research. Barrington’s 11th grade math proficiency is at 70% while the 11th grade reading proficiency is at 94%. East Providence high school is relatively close to the statewide proficiency, with 11th grade math being at 29% and reading proficiency being at 82%. Central Falls High School is 50% lower than these entire scores academic wise within the NECAP Assessments. Central Falls High School has a math proficiency of 14% and a reading proficiency of 47%. SAT Exam scores also showed a dramatic difference. The number of exams taken in Barrington High School was 561 and East Providence was 117. The number of students to take exams in Barrington and East Providence were 279 and 68. In Central Falls High School 131 exams were taken with the number of students to take the exam were only 105. Out of 561 exams taken at Barrington High School, 479 of those exams scored at College-Level Mastery. 35 out of 117 of the East Providence exams scored at College-Level Mastery and only 17 out of the 131 at Central Falls scored College-Level Mastery.


 * === AP Exams === || === Central Falls High School === || === Barrington High School === || === East Providence High Schoo <span style="font-family: Tahoma,Geneva,sans-serif;">l === ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Number of exams Taken ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">131 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">561 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">117 ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Number of Students to Take Exam ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">105 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">279 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">68 ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Exams Scored at College-Level Mastery ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">17 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">479 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">35 ==== ||


 * === NECAP Assessments === || === Central Falls High School === || === Barrington High School === || === East Providence High School === ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">11th Grade Math ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">14% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">70% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">29% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">11th Grade Reading ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">47% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">94% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">82% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">11th Grade Writing ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">22% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">62% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">47% ==== ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">11th Grade Science ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">14% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">68% ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">45% ==== ||

<span style="font-family: Tahoma,Geneva,sans-serif;">Student Characteristics
<span style="font-family: Tahoma,Geneva,sans-serif;">Student eligibility for subsidized lunch is vastly different between Central Falls High School, Barrington High School and East Providence. Central Falls High School has a higher amount of Students Receiving Bilingual Education Services compared to Barrington High School and East Providence High School. Central Falls High School has a percentage of 70% who are eligible for subsidized lunch while Barrington has only 5% ad East Providence High School has 41%. 23% of students are receiving Bilingual Education Services in Central Falls High School while Barrington High and East Providence only have 1%.

<span style="font-family: Tahoma,Geneva,sans-serif;">Attendance and Graduation Rate
<span style="font-family: Tahoma,Geneva,sans-serif;">The attendance rates of Central Falls High School, Barrington High School and East Providence High School are relatively the same but the percentage of students who graduated in 2012 are vastly different. Barrington High School had an attendance rate of 96%, Chronic Absenteeism of 6% with a graduation rate of 94.6% in 2012. 0.7% dropped out at Barrington High School, 0.7% and that percent also received their GED. 4% of Barrington’s 2012 class is still in high school. East Providence had an attendance rate of 98%, Chronic Absenteeism of 24% with a graduation rate of 71.3% in 2012. 15.9% dropped out, 2.8% received their GED and 10% are still in high school. The Central Falls High School has a lower attendance rate of 82%, Chronic Absenteeism of 49% and a graduation rate of 69.6% in 2012. 13.8% dropped out of the Central Falls high School, 3.2% received their GED, and 7.8% are still in high school. The number of incidents that happened in Central Falls was 719 while Barrington had a dramatically low 10 and East Providence had 607.


 * || === Central Falls High School === || === Barrington High School === || === East Providence High School === ||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Attendance Rate ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">82% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">96% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">98% ====

||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Chronic Absenteeism ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">49% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">6% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">24% ====

||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Percent Graduated in 2012 ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">69.6% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">94.6% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">71.3% ====

||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Percent Dropped Out ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">13.8% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">0.7% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">15.9% ====

||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Percent Received GED ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">0 ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">0.7% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">2.8% ====

||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Percent Still in School ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">16.6% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">4% ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">10% ====

||
 * ====<span style="font-family: Tahoma,Geneva,sans-serif;">Number of Incidents ==== || ====<span style="font-family: Tahoma,Geneva,sans-serif;">719 ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">10 ====

|| ====<span style="font-family: Tahoma,Geneva,sans-serif;">607 ==== ||

<span style="font-family: Tahoma,Geneva,sans-serif;">Conclusion
<span style="font-family: Tahoma,Geneva,sans-serif;">The School Analysis of Central Falls High School provides accurate information informing the reader of the schools testing placement compared to other schools within the state. While we compared several schools within the state Barrington was used as the relatively high academic school and also economic status. East Providence was used as my middle ground school for achievement and Central Falls was used as the class model for low academic achievement. Central Falls High School has a math proficiency of 14% and a reading proficiency of 47%. 17 exams out of 131 AP exams scored at College-Level Mastery. Nearly half of the school is eligibly for subsidized lunch and the graduation rate at Central Falls High School is 69.6%. <span style="font-family: Tahoma,Geneva,sans-serif;">The district summary for Central Falls also has the same findings as Central Fall High School. One example is that Rhode Island’s 5th grade reading proficiency was 72% and Central Falls School District was 10%. Student eligibility for subsidized school lunch in the Barrington School District is 5%, East Providence’s School District is 48% which is relatively close to the state’s level and Central Falls School District has a dramatic 86% eligible for subsidized lunch. <span style="font-family: Tahoma,Geneva,sans-serif;">The community of Central Falls as a whole is considered low income compared to the state of Rhode Island. The median family income of Central Falls is $40,032 compared to Rhode Island’s average of $72,724. Central Falls has a community that is equally diverse. 52.9% of the population within Central Falls is White while Rhode Island as a whole has a White population of 81.4%. Rhode Island has a child population of 223,956 while Central Falls has a child population of only 5,644 and 49% of these 5,644 children live in a single-parent home. These findings are important because it demonstrates that while Central Falls has low education standards and a low economic status, the culture and diversity in this district is high above the state of Rhode Island.

<span style="font-family: Tahoma,Geneva,sans-serif;">References

 * <span style="font-family: Tahoma,Geneva,sans-serif;">“U.S. Census Bureau Fact Sheet.” Factfinder.census.gov. 2012-2013. Web.


 * <span style="font-family: Tahoma,Geneva,sans-serif;">“RI Kids Count.” Rikidscount.org/matriarch/documents. 2012-2013. Web.


 * <span style="font-family: Tahoma,Geneva,sans-serif;">"Job Search | One Search. All Jobs. Indeed.com." Job Search | One Search. All Jobs. Indeed.com. Indeed, 2013. Web. 30 Sept. 2013.


 * <span style="font-family: Tahoma,Geneva,sans-serif;">"Central Falls Senior High School." US News. U.S.News & World Report

Introduction = REPLACEWITHSCORE/ 5 pts.

 * 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. ||

Constructive comments about report's introduction:

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 * 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. ||

Strengths and constructive comments about report's organization:

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.

 * 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. ||

Strengths and constructive comments about conclusion:

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 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation:

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. ||

Introduction = REPLACEWITHSCORE/ 5 pts.

 * 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. ||

Constructive comments about report's introduction:

Organization = REPLACEWITHSCORE / 5 pts.

 * 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. ||

Strengths and constructive comments about report's organization:

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.

 * 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. ||

Strengths and constructive comments about conclusion:

Creativity = REPLACEWITHSCORE / 5 pts.

 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation:

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. ||

Introduction = REPLACEWITHSCORE/ 5 pts.

 * 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. ||

Constructive comments about report's introduction:

Organization = REPLACEWITHSCORE / 5 pts.

 * 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. ||

Strengths and constructive comments about report's organization:

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.

 * 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. ||

Strengths and constructive comments about conclusion:

Creativity = REPLACEWITHSCORE / 5 pts.

 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation:

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. ||