Classical+High+School+Spring+2011

Classical High School  770 Westminster Street   Providence, RI 02903 //"Classical High School, a demanding college preparatory examination school, serves a diverse community and provides its students with the means to achieve high standards in a rigorous learning environment. Classical encourages its students to pursue academic, artistic, athletic, and personal growth so they will demonstrate excellence and leadership within the community."//

Introduction
Classical High School is located in the heart of Rhode Island's state capital Providence. It is one of 10 public high schools located in Providence. Also located in Providence are 7 public middle schools and 25 public elementary schools. The current principal of Classical High School is Scott Barr. Along with Mr. Barr there are two assistant principals. Brian Baldizar who is responsible for the 9th and 11th grade students, and Beth Ann Battey who is responsible for the 10th and 12th grade students. There are currently 1047 students enrolled at Classical, 69 faculty members, 9 support staff, and 3 administrators. The structure of the classes are a typical 6 period day schedule and there are 3 different lunches. The programs offered at Classical High School are regular education and ESL programs for students needing help in the English language. There are also 19 different AP (advanced placement) courses available to students who desire a more challenging curriculum. The current student teacher ratio at Classical is 15:1. For students requiring learning support, Classical offers tutoring, college preparation, counseling, mentoring, before and after school library access, and a student assistance program. Classical is a desirable High School to attend being rated #1 in Rhode Island Monthly's 2010 Best Bang for Your Buck article in "The Schools Issue" and having a 97.7% graduation rate. Although many parents expect for their children to go to Classical for high school, there is an entrance exam that must be taken in 8th grade to be accepted. With this context statement I hope to inform and educate the parents of prospective students of Classical High School.

Classical students before their June 2008 graduation at the Veteran's Memorial Auditorium

**Community Background** Providence as a whole is a relatively low-income community. The median household income is $37,273 compared to the state of Rhode Island at $55,569, and furthermore the United States at $51,425. The per capita income is also lower in Providence at $20,791 compared to the state of Rhode Island at $28,638, and the United States at $27,041. There is a significant number of families in Providence below the poverty level, which greatly affects the success of the children attending school. Living in poverty presents such issues as not being well nourished, not having enough money for school supplies, and being stuck in a stressful environment. There are 22% of families below poverty level compared to only 8.1% in the state of Rhode Island and 9.9% in the United States. There are 25.6% off individuals below poverty level in Providence compared to 11.6% in Rhode Island and 13.5% in the United States. The Providence community has a high school graduation rate of 73.1% compared to Rhode Island's rate of graduation at 83.4%, and the United States at 84.6%. There is great diversity in the Providence community. The percentage of White individuals is 48.5% compared to Rhode Island at 82.8%, and the United States at 74.5%. The next highest percentage is that of Hispanic individuals at 37.7% compared to Rhode Island at 11.4%, and the United States at 15.1%. The rest of the Providence community is comprised of 14.9% African Americans, 6.3% Asians, and only .9% American Indian or Alaska natives (US Census Bureau, 2009). In 2000 there were 51% of children in single-parent families living in Providence compared to only 30% in Rhode Island. In 2000 the percentage of teens in Providence not in school and not working was 9.9% which is a decrease since 1990 which was then at 10.1%. This compares to the state of Rhode Island that had 8.1% of teens not in school and not working in 1990 and then a decrease to 7.1% in 2000 (RI Kids Count, 1990 & 2000). In Providence 34% of students participate in the school's breakfast program compared to only 27% in Rhode Island. This could be related to the percentage of families living below the poverty level. There is an elevated rate of child abuse and neglect in the Providence community compared to that of the state of Rhode Island. In 2009 the rate in Providence was 14.1 per 1,000 children and in Rhode Island the rate was 11.7 per 1,000 children (RI Kids Count, 2009)



**District Summary** When compared to the state of Rhode Island the Providence School District has significantly lower proficiency in the NECAP (New England Common Assessment Program) testing. In the 11th grade only 60% of students were proficient in reading compared to Rhode Island at 73% proficiency. Only 43% of students were proficient in writing compared to Rhode Island at 55% proficiency. In science a shocking 7% of students were proficient in the Providence District compared to 20% in Rhode Island. Teachers with emergency certification are individuals who do not qualify for full state certification. They are used when fully certified applicants are not available. In the Providence District 2% of teachers fall under this category compared to 1% in the state of Rhode Island. To meet the federal definition of a "highly qualified" teacher they must 1) have a Bachelor's Degree, 2) hold full state certification and 3) demonstrate subject matter competency in the core academic subject(s) by having a major or its equivalent or by passing a rigorous content knowledge test. In the Providence District 1% of teachers are not highly qualified compared to 3% in the state of Rhode Island. The ratio of teachers to students in the Providence District is 1:13 compared to Rhode Island at 1:11. Having fewer students per teacher allows for more one-on-one time and ultimately better understanding of the material taught in the classroom. Student eligibility for subsidized lunch means that the student qualifies, based on family income, for free or reduced-price lunch. In the Providence District 85% of students are eligible for subsidized lunch compared to almost half that in Rhode Island at 43% eligible. In the Providence District 13% of students receive ESL or bilingual education services compared to only 5% in Rhode Island. The number of incidences of suspension in the Providence District is 3,529 compared to 35,840 in the state of Rhode Island. In the Providence district 66.5% of students graduated compared to 75.5% in Rhode Island (Infoworks, 2009-2010). The attendance rate for high schools in the Providence District is 85% compared to that of high schools in Rhode Island at 91%. The property value per student in the Providence District is $382,463.51, and the per pupil expenditure is $15,451.10 (Infoworks, 2008).

**School Analysis** In relation to other public high schools in Providence, such as Central and Mount Pleasant, Classical is perceived as a better quality education. The proof is in the numerical data such as NECAP testing scores and graduation rates. In the 11th grade 54% of students at Classical were proficient in math compared to Central at 4% and Mount Pleasant at only 2%. In Reading an almost perfect 99% of students were proficient at Classical compared to Central at 44% and Mount Pleasant at 32%. For math 82% of students were proficient at Classical compared to 33% at Central and only 19% at Mount Pleasant. The most surprising comparison is in science. An already low 30% of students at Classical were proficient and compared to Central and Mount Pleasant who had only 1% proficient (Infoworks, 2009-2010). At Classical High School 5% of teachers have emergency certification compared to Mount Pleasant at 6%. At Classical 4% of teachers are not highly qualified compared to only 1% at Mount Pleasant. The teacher to student ratio at Classical is 1:15 compared to both Central and Mount Pleasant at 1:13. It's better to have less students per 1 teacher especially in low-performing schools because it provides more time for the teacher to spend on each student individually. At Classical 62% of students qualify for subsidized lunch compared to 85% percent at Central and 81% at Mount Pleasant. A possible explanation for this could be that students who attend Central and Mount Pleasant come from lower income families therefore they qualify for reduced or free lunch at school. Less than 1% of students at Classical receive ESL/Bilingual education services compared to 14% at Central and 16% at Mount Pleasant. Students receiving special education services at Classical are only 2% of the total student population compared to a high 20% at Central and 17% at Mount Pleasant (Infoworks, 2009-2010). The attendance rate at Classical is 94% compared to Central at 82% and Mount Pleasant at only 79% (Infoworks, 2008). The percent of students who graduated from Classical in 2009 is 97.7% compared to Central at a low 63.5% and an even lower 57.3% at Mount Pleasant. Classical only had 80 suspensions compared to Central with 564 and Mount Pleasant with 1076 (Infoworks 2008-2009).



**Conclusion** Based on the information provided in this context statement, Classical High School is proven to be the best option for students entering high school in Providence. Although it is required that you take and pass the entrance exam for admittance into Classical, it is worth the time and effort to at least take it and have Classical as one of your options. Classical provides you with a rich and challenging program of study in the arts, sciences, languages, and humanities. As stated in Classical's mission statement, this school offers a diverse student body and encourages students to demonstrate excellence and leadership within the community. For students who need extra help, there are several different options available for your benefit. Classical also incorporates a wide variety of extracurricular activities such as sports events, art presentations, and theatre productions. Classical is considered a college preparatory school and does its best to aide you in the tedious application process to colleges and universities of your choice. It is clear to readers that Classical shines amongst other schools in all subjects of the NECAP testing. The graduation rate is higher, the number of suspensions is much lower, and the attendance rate is one of the highest for public schools in Providence. Classical's staff is committed to continuous effort to improve and enhance the academic programs and always promotes high expectations for all students. Based on the 2008 RI School Report Card Classical High School is meeting NCLB (No Child Left Behind) standards. As having been a student at Classical and a 2008 graduate, I fully support choosing Classical for your high school education.

**References** //U.S. Census Bureau Fact Sheet//. (2005-2009). Retrieved from http://factfinder.census.gov

//RI Kids Count: Indicators of Child Well-Being, Profile of Providence, RI.// (2010). Retrieved from http://www.rikidscount.org/matriarch/documents/Providence_2010.pdf

//Classical High School: Welcome to the Frontpage//. (2007, July 7). Retrieved from http://www.classicalhighschool.org

//Classical School Information//. (2009-2010). Retrieved from http://providenceschools.org/media/63994/hs%20profiles%20(classical%20high%20school).pdf

//Infoworks Live: Classical High School//. (2009-2010). Retrieved from http://infoworks.ride.ri.gov/school/classical-high-school

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

===**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. ||

** Rubric **
**Author: (Person who wrote report.)** **Editor: (Person evaluating report.)** **Total Score for this Evaluation:** _/35 pts

===**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. ||

<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** Rubric **
Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts ===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||