Cumberland+High+School+Fall+2011

**2600 Mendon Road** **Cumberland, RI 02864** **Tel:(401) 658-2600/ ** **Fax (401) 658-3124** **Dorothy Gould, Principal**
 *  CUMBERLAND HIGH SCHOOL **
 * Created by:Courtney Capello **


 * MISSION STATEMENT **
 * Through a partnership with parents and community, CHS will produce life-long learners who demonstrate logical thinking, effective communication and responsible citizenship. Our learning environment is predicated on academic rigor, consideration for a wide variety of teaching/learning styles and diverse artistic, social and athletic opportunities for everyone in a safe atmosphere of tolerance, courtesy and mutual respect. **

Introduction:
**Cumberland High School is located on Mendon Road in Cumberland, Rhode Island. In 1961 Cumberland high school was created and students in grades 9-12 are enrolled to attend. With this campus stretching about 2.5 acres wide this school has enrolled 1505 students along with 116 teachers making Cumberland a comfortable and large learning environment. In 2008, five years after they began construction, Cumberland High School became a much bigger and better school. The Wellness center, a new facility that was built included an indoor track, three basketball courts, and also health and physical education rooms. Also in the former gymnasium, Cumberland High School decided that they would create more art and music classes that way students were able to broaden their future by adding in the fine arts. With all of the new renovations the school board lastly decided to add 15 brand new science and technology classrooms and also a cafeteria that would seat 600 students comfortably. Cumberland High School is continuing to grow in both academics and size which makes parents feel satisfied that their children are getting the education that they deserve. **

=**Community Background**= =** In January of 1746 Cumberland was received by Rhode Island from Massachusetts along with four other towns. Before Cumberland received its name of Cumberland, the town was known as Attenborough Gore. The name was changed because it resembled an area of England that was rich in minerals and geologic features. On February 17 Th  Cumberland was annexed to the county of Providence and from then on Cumberland has grown and developed tremendously. **=

__**Income/Poverty- Year date collected :2000** __

 * =  ||= Cumberland Community ||= Rhode Island ||
 * = Median household income ||= 72,242 ||= 42,090 ||
 * = Median Family Income ||= 84,038 ||= 52,781 ||
 * = Per Capita Income ||= 32,378 ||= 21,688 ||
 * = Families below poverty level ||= 4.0% ||= 8.9% ||
 * = Individuals below poverty level ||= 5.4% ||= 11.9% ||
 * The Cumberland community is at a better standing than Rhode Island as a whole. Both the median household and median family income are greater than Rhode Island's income. Also the family and individual poverty levels are lower than those of Rhode Island. **


 * __**Census-Based Indicators**- Year Data Collected 2000__ || Your Community || Rhode Island ||
 * ChildPopulation || 7,690 || 247,822 ||
 * Children in single-parent families || 17% || 30% ||
 * Children Living in families below the federal poverty threshold || 3.1% || 16.9% ||
 * Teens not in school and not working || 6.6% || 7.3% ||
 * Households with grandparents financially responsible for grandchildren || 4% || 4% ||
 * Medium Household Income || 54,656 || 42,090 ||
 * High School Graduation Rate || 83% || 76% ||
 * As seen on the chart above, the Cumberland Community has had an all-around a better environment than the Rhode Island State itself. Not only are the children in single parent families significantly lower but children living in families below the federal poverty threshold and teens not in school and not working is lower as well. With the Cumberland community doing better than Rhode Island as a whole this allows parents and newlyweds to feel comfortable knowing that their children will one day become a part of this successful data. **


 * As you can see in the above picture the highest percentage of students enrolled in Cumberland High School are Caucasian, then Hispanic, African American, Asian, and American Indian with the percentage decreasing as said. Although race doesn't affect the student scores being shown on the graph below, race is an important factor to consider when constructing a decision on which schools you want to send students too. **

District Summary

 * Cumberland school district is a public school district from grades PK-12. The district consists of five elementary schools, 2 middles schools and one high school, Cumberland high school. Throughout the district there are approximately 5,000 students enrolled and the number increases each year. Throughout past years, Cumberland school district has had difficulty finding the best teachers they could so more recently in the past ten years the district has been using bonds to higher better qualified teachers however using most of the tax-payers money for this. Although taxes have increased, student’s scores and learning has improved and parents can't be happier. **

School Analysis

 * SAT EXAMS: **
 * || ==STATE== || ==CUMBERLAND H.S== ||
 * ==MATH==

09-10
|| ==482== || ==502== ||
 * ==READING==

09-10
|| ==482== || ==501== ||
 * ==WRITING==

09-10
|| ==474== || ==486== || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 14pt;">The Cumberland High School students have shown a decrease in both math and reading ****<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 14pt;">proficiency ****<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 14pt;"> while over three years the writing scores have remained the same. Because we have these charts to show faculty we know that the students need more help in all three areas. Just because the writing scores have not changed doesn't mean the students have reached the best of their ability and with both math and reading scores decreasing teachers should better focus on their techniques of teaching and even focus on these subjects more to help raise the scores. The overall SAT test scores are higher however, then the average state scores and for that Cumberland High School is acknowledged. **

Conclusion
<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 14pt;">**Before this project was assigned I had pretty much zero knowledge about the surroundings of the University of Rhode Island campus. Since I am a proud New Yorker I would never think of researching a high school in another state however doing this project has helped me understand all of the necessities a school must have for when I am looking for an area to live in when I am older. Cumberland High School is overall an amazing and beautiful school to send your children to. With the help of the fabulous principal and faculty they do their best to provide a safe and healthy learning environment for the students and have a positive attitude towards them at all times. Cumberland high school has grown tremendously over the years not only in size but also in knowledge. Send your kids to Cumberland High School, because there learning is everything.**

=References=

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http://www.trulia.com/schools/RI-Cumberland/Cumberland_High_School

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Rubric

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. ||

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