Harry+Kizirian+School

=Harry Kizirian Elementary School=  Harry Kizirian Elementary is a mediocre school with a goal to help children further their education in reading, writing, and mathematics. It is located in an urban setting in the center of Providence, Rhode Island. Students at this elementary have an extremely high attendance rate, everyday 560 students grade K-6 rush to school in hopes to learn something new. The goal of this report is to provide useful information about the schools itself, the community that surrounds it and its professional help, in hopes to give incoming students or teachers an idea of the environment at Harry Kizirian Elementary School.   Harry Kizirian Elementary is located in Providence a county, an area consisting of diversity and acceptance. The population in providence is continually increasing leaving us with a current population of 626,650. There are approximately 49,587 black/ African Americans, 18,007 Asians, 487,235 White/ Caucasians, and 83,232 Hispanics. Although poverty rates are improving, 15% of children under the age of eighteen are still living in poverty.   Although Providence County is successful in having an extremely diverse community, it is satisfactory in education. Unfortunately only 31.3% of students actually graduate high school with a diploma; most students do poorly in school and are unable to graduate, others give up and make the decision to drop out. Also poverty plays a major role in the ability to graduate, statistics show that only 11.3% of students living in poverty graduate a year. With a suspension rate of 46 to 30 Providence to Rhode Island, the violence rate in providence has shown to be significantly higher than the rest of Rhode Island. Subject || Both Sexes || Male || Female ||   ||   ||   || **68,481 ** || **33,481 ** || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">35,000 ** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Less than high school graduate || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">14,513 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">8,163 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">6,350 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">High school graduate (incl. equivalency) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">18,287 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">9,442 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">8,845 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Some college or associate degree || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">29,671 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">13,316 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">16,355 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Bachelor's degree or higher || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">6,010 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">2,560 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">3,450 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">  || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">403,779 ** || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">186,306 ** || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">217,473 ** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Less than 5th grade || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">13,879 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">5,880 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">7,999 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">5th to 8th grade || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">28,949 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">12,609 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">16,340 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">9th to 12th grade, no diploma || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">68,385 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">32,559 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">35,826 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">High school graduate (incl. equivalency) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">113,341 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">50,389 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">62,952 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Some college credit, less than 1 year || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">24,664 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">10,399 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">14,265 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">1 or more years of college, no degree || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">41,982 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">19,036 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">22,946 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Associate degree || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">26,721 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">11,973 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">14,748 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Bachelor's degree || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">52,499 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">26,764 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">25,735 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Master's degree || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">22,469 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">10,043 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">12,426 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Professional degree || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">7,378 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">4,409 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">2,969 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Doctorate degree || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">3,512 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">2,245 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">1,267 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">There are 37,972 children in the Providence School district and 26 schools. Although 90% of all children in the Providence school district are enrolled in school only approximately 63% of students graduate a year (info works graduation rates). The teacher to student ratio is 1:14. Most teachers in the district are qualified to hold a job as a teacher but some argue that the teachers are not experienced enough or need more training. In a survey 29% of teachers said that lack of training in teachers in the Providence school district is a moderate or major problem (info works: professional development)! <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> The major issue of the Providence school district is the abundance of children living in poverty. Approximately 35 % of all 37,972 children in providence are living below the federal poverty threshold. The schools in this district do all they can to make sure these children stay in school; one of which is a subsidized lunch program. Roughly 82% of students qualify for free or reduced-priced lunches (info works district demographics and indicators). Another battle the Providence district faces is higher suspension rates; the suspension rate in providence middle schools is 145.5 versus the states rate of 41.2. The most popular reasons for suspension in this district are cutting classes or detention, assaulting a student, fighting, disorderly conduct, and/or subordination. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students at Harry Kizirian Elementary put effort in trying to do well on improving their reading, writing, and math skills but their satisfactory grades are shown to be over 50% lower than the rest of the Rhode Island Elementary Schools. An issue that might add to the students’ low-test scores is parent involvement. The schools overall math scores barley meet the state target and are slowly decreasing. In a SALT survey the majority of the 4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">th <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">, 5th, and 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">th  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> graders said that their parents “sometimes” engage in educational enrichment activities and 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">th  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> graders said that their parents “hardly ever” talk to them about interactions they had at school with teachers/ peers or the future (SALT: Family Involvement in Education). The percentage of violence at Harry Kizirian remains average, in the school year of 2006- 2007 there were 63 incidents mostly consisting of assaulting a student, fighting, and disorderly conduct. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">One accomplishment Harry Kizirian can be proud of is its consistency to meet the //<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">no child is left behind target // <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(2007 School Report Card). Also this elementary schools attendance rate is 92.5%, which exceeds the state target by 2.5%! However, according to the //<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2008 Rhode Island School Report Card // <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Harry Kizirian Elementary School is classified under insufficient progress and has only met 20 targets out of the 25 targets evaluated. By taking the average grades of the students at Harry Kizirian it showed that students with disabilities, English-language learners, economically disadvantaged students, and Hispanic students’ mathematics grades fall significantly lower than the state target. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Just like any other school, Harry Kizirian elementary has its pro’s and con’s. Its abundance in number of students makes for a diverse environment where children are able to experience different ethnicities, but its lack in extracurricular activities and inexperienced teachers is detrimental to a student’s educational growth. Overall I believe this school is a diamond in the rough, with more parent involvement and dedicated teachers the students of Harry Kizirian can get the education that they deserve. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">U.S. Census Bureau, (2000). American FactFinder. Retrieved October 20, 2009, from U.S. Census Bureau Web site: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">U.S. Census Bureau, (2000). American FactFinder. Retrieved October 20, 2009, from U.S. Census Bureau Web site: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Information Works!, (2008). School Reports: Burrillville Middle School. Retrieved October 19, 2009 from Information Works! Web site: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Rhode Island KIDS COUNT, (2009). Indicators of Child Well-Being, 2009. Retrieved October 19, 2009, from RI KIDS COUNT Web site: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> =<span style="font-family: Cambria,helvetica,sans-serif; font-size: 16px; font-weight: normal; line-height: 24px;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] =
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Introduction **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Community Background **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">  **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">EDUCATIONAL ATTAINMENT (highest level) ** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">EDUCATIONAL ATTAINMENT (highest level) ** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Population 18 to 24 years ** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Population 18 to 24 years ** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Population 25 years and over ** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12.1pt;">Population 25 years and over ** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">District Summary **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">School Analysis **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Conclusion **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">References **

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. ||

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. ||