Coventry+High+School+Fall+2014



Coventry High School is a three-story, red brick building located in Coventry, Rhode Island. Not only is it the largest public school, but it’s the only public high school in Coventry. It’s filled with approximately 1600 students and about 160 teachers. Coventry High is one out of the seven schools located in its’ district; Kent County, with the superintendent being Dr. Michael Almeida. The school represents their spirit with their schools colors; red and white, and their mascot; Elephant.
 * __Introduction:__ **



Coventry High is located on 40 Reservoir Road in Coventry Rhode Island. This was not the schools first location. It was located on Knotty Oak Road, hence why we are known as the "Knotty Oakers". The new location was made in 1977. While looking at this community, I've compared their income levels, poverty and other key factors to the state and nation as a whole. Shown below are statistics about the community of Coventry and graphs/ tables to further discuss the information.
 * __Community Background:__ **

 The income/ poverty rate in the community of Coventry is relatively similar; if not higher, than Rhode Island and/or the United States as a whole. The median household income for Coventry is $65,607, the RI income is $56,102 and the US income is $53,046. Although the income of Coventry is over the average of RI and US, it is still considered a middle class community as a whole. As for the median family income, Coventry and RI are more comparable with being $78,231 and $72,872. These two are both higher than the nation’s average which is $64,585. Per Capita income for Coventry is $29,986 which is higher than US' at $28,051. RI beats them both with $30,005. It's outstanding that the percentage of families below Poverty Level in Coventry is 6.9%. It's even more crazy that RI is 9.2% and US is 10.9%. The students struggling below poverty level may lack resources to achieve, the school itself should provide for those who don't have those resources.
 * __Income/Poverty:__**
 * || Coventry || RI || U.S ||
 * Median Household Income || $65,607 || $56,102 || $53,046 ||
 * Median Family Income || $78,231 || $72,872 || $64,585 ||
 * Per Capita Income || $29,986 || $30,005 || $28,051 ||
 * All Families below Poverty Level || 6.9% || 9.2% || 10.9% ||
 * All People Below the Poverty Level || 9.5% || 13.2% || 14.9% ||
 * __Race/ Ethnicity:__ **[[image:uriopenminds/race.png width="403" align="right"]]
 * || Coventry || RI || US ||
 * White || 96.40% || 81.40% || 72.40% ||
 * Black || 0.60% || 5.70% || 12.60% ||
 * Asian || 0.80% || 2.90% || 4.80% ||
 * Hispanic or Latino || 1.90% || 12.40% || 16.30% ||
 * American Indian || 0.10% || 0.60% || 0.90% ||
 * Native Hawaiin || 0% || 0.10% || 0.20% ||
 * Cuban || 0.10% || 0.20% || 0.60% ||

The variety of race and ethnicity in Coventry are tremendously scarce compared to Rhode Island and the US. The community is largely populated by whites (96.4%), while the percentage for RI is 84% and the US as 72.4%. The black/ African Americans in Coventry are a low percentage of .6%, along with Asian (.8%), Hispanic/Latino (1.9%), American Indian (.1%) and Cuban (.1%).


 * __Breakfast and SNAP Programs:__ **
 * || Coventry || Rhode Island ||
 * Children in Families receiving Cash Assistance || 1% || 4% ||
 * School Breakfast Program Participation || 27% || 39% ||
 * Children Receive SNAP || $1187 || $63,971 ||

The brighter side to the percentage of how many children are living in families below poverty is that there are only 1% of children in Coventry that live in families receiving cash assistance. Luckily, Rhode Island also has a low percentage of 4% in that column also. All children need breakfast and it’s satisfying knowing that schools offer the Breakfast Program. Participating in this program is 27% of Coventry and 39% of Rhode Island. Along with the participation of the Breakfast Program, there are 1187 children out of 7770 receiving SNAP and out of Rhode Island, there is 63,971 children. For those who are unaware of the SNAP program, its the largest nutrition assistance program by the USDA. They plan on helping families improve food security and ensure access to a health diet.


 * __Census-Based Indicators:[[image:census.png width="402" height="253" align="right"]]__ **

There is 7,770 children in Coventry and 223,956 in Rhode Island as a whole. Of those children, 21% in Coventry are living with in a single parent home, yet in Rhode Island, it's 31%. The children that are in families living below the federal poverty level in Coventry is 13.9%, trailing behind Rhode Island as a whole with 18.4%. It's easier for single parent families to fall below because of the fact that their is only one income coming in to support the family. It was shocking to see that 7% of children live in grandparents households and that that percentage is one percent higher than Rhode Island (6%).
 * (information collected in 2010) || Coventry || Rhode Island ||
 * Child Population || 7,770 || 223,956 ||
 * Children in Single-Parent Families || 21% || 31% ||
 * Children Living in Families below the federal poverty level || 13.9% || 18.4% ||
 * Children Living in Grandparents Households || 7% || 6% ||

__**Safety:**__
 * =  ||= Coventry ||= Rhode Island ||
 * = Child abuse and neglect per 1,000 children ||= 11.2% ||= 14% ||
 * = Rate of Children with incarcerated parents ||= 5.5% ||= 11.2% ||
 * = Domestic Violence present in Children ||= 37% ||= NA ||

Safety is a huge factor in student achievement. There shouldn't be any harm being done on children; it may also distract those children that are abused and neglected. Luckily, in Coventry, the percentage of child abuse and neglect per 1,000 children is 11.2 percent with RI as 14%. Another factor that may affect how children perform in school that I found interesting was the percentage of children with incarcerated parents which in Coventry is 5.5 percent and 11.2 percent for all of Rhode Island. Domestic violence in itself shouldn't occur but I read that for all of Coventry, children committing the violence was 37 percent and the information wasn't accessible for Rhode Island. Violence should be cut down in order for children to do effective in school to make something of themselves for their future. __**Education:**__



Above are two pie charts demonstrating and comparing some education statistics between Coventry and Rhode Island. The left pie chart is Rhode Island and the right is Coventry. Statistics show that Coventry's early intervention participation percentage is at 9% while Rhode Island is 6%. This system is extremely important for young children. It helps children get on the right track and to focus more on achievement and helps to overcome their abuse or neglect. The chronic early absence in grades K-3 is 9% for Coventry and 12% in Rhode Island. Attendance is key to a achieving an outstanding academic record. In fact, nowadays, they give out awards for perfect attendance because it means something to the teachers that are there everyday eager to teach students jut as eager to learn. The suspension rate was the same for Coventry and Rhode Island (23%). It shouldn't be acceptable because violence isnt the answer and should never occur in an academic environment. The percentage rate for HS graduates for Coventry was a high percentage at 89% which is excellent. The main focus for every school was making sure most children if not all graduate on time. Rhode Island's percentage wasn't disappointing either, standing at 80%. Luckily, there is a special needs program where 14% of Coventry is enrolled in and 17% for RI. The most surprising statistics was the reading and math levels for fourth and eighth graders compared to one another and between Coventry and Rhode Island. 78% of fourth graders are above reading level, beating Rhode Islands percentage of 71% which is super. Next was 8th graders that exceeded the reading level at 83% in Coventry and 74% percent in Rhode Island. When comparing the two, we notice that over time, children have excelled in reading and the percentages have increased. On the other hand, Math wasnt as good. 72% of fourth graders were above math in Coventry and 63% in Rhode Island. 62% of eighth graders were above math level in Coventry and 57% in Rhode Island. Measuring between fourth graders and eighth graders with both Coventry and Rhode Island, there was a 10% decrease with Coventry and 6% decrease with Rhode Island. Multiple different questions are reviewed; is the material getting harder? Are the children not being prepared with the right material? What can they do for the test scores percentage to increase?
 * || Coventry || RI ||
 * Early Intervention Participation || 9% || 6% ||
 * Chronic early absence in grades K-3 || 9% || 12% ||
 * Suspension Rate || 23% || 23% ||
 * HS Graduation Rate || 89% || 80% ||
 * Students enrolled in Special Ed. || 14% || 17% ||
 * 4th Graders above reading level || 78% || 71% ||
 * 8th Graders above reading level || 83% || 74% ||
 * 4th Graders above math level || 72% || 63% ||
 * 8th Graders above math level || 62% || 57% ||

The Necap assesments very much differ depending on the results from each school and the state as a whole. Depending on the community, depends on the materials being able to be provided, and how well the student is prepared for the assesment. Barrington School is in a nicer community and their test results seem to reflect that and are nearly higher than RI, CHS and Central Falls. Coventry High School scores close to the averages state. Central Falls is located in a bad community, therefore the results werent as high. For Math, it was 12, for reading it was 53, for writing it was 35 and for science it was 8; the all-time low. Out of all of the subjects, science seems to be the one they struggled with the most.
 * __**Necap Assesments**__ || RI || CHS || Barrington School || Central Falls School ||
 * 11th Grade Math || 35 || 37 || 79 || 12 ||
 * 11th Grade Reading || 81 || 93 || 98 || 53 ||
 * 11th Grade Writing || 66 || 77 || 82 || 35 ||
 * 11th Grade Science || 30 || 40 || 58 || 8 ||

__**SAT Exams:**__
 * || RI || CHS || Barrington School || Central Falls School ||
 * Math Average || 479 || 472 || 597 || 410 ||
 * Reading Average || 478 || 468 || 582 || 390 ||
 * Writing Average || 473 || 460 || 570 || 375 ||

The averages for each component on the SAT exam vary depending on what community is being examined. Rhode Islands average was fairly related to Coventry. The math average for RI was 479 as Coventrys was 472. The Reading average for RI was 478 as Coventry's was 468. The writing average was the lowest out of each which was 473 for RI and 460 for CHS. As for Barrington School, the averages were very well. For Math it was 597, reading was 582 and writing was 570. Their averages are extremely exceptional. For Central Falls, the averages werent are comparable as the others. The students may have lacked the resources that student had from different communities. Centrals Falls average for math was 410, Reading was 390 and the writing was 375. Analyzing these exam scores makes it clear that writing was the worst subject for the students and math was the best.

__**Conclusion:**__ By examining, comparing, analyzing and contrasting the data displayed above, it's apparent that Coventry's academic success is comparable and close to the average academic success for the state of RI. There are many things they could work on but so can every community in every state. Although diversity isnt a huge factor in Coventry, income is. We do rise above to make the highest income out of Rhode Island and the USA. As for test scores, we could work on those to improve and possibly compete with Barrington School to eventually become the highest and best. In expectation, Coventry High School as a school has strength in many areas that other communities don't. By viewing this analysis of the Community of Coventry all in all, I hope it was a help in deciding if this is the right community for your high achieiving child, they'd most likely fit right in.

__**References:**__
 * //Coventry High School(2014) Retrieved from __//**www**//.coventryschools.net__//**
 * // RI Kids Count. (2012-2013). Retrieved from [] //**
 * // United States Census Bureau. (2010). Retrieved from [] //**
 * // Votta, P. (2013). Info works! Rhode Island Education Data Reporting. Retrieved from [] //**

Lanier Chapman Peer Edit - Coventry High School Introduction: _3/5 points 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/or community. 0: No introduction section is apparent.

Comments on report's introduction:
 * take out “here’s a bunch of statistics” out of your intro. give a heads up what your report is about.

Organization: _5/5 points 5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References. 4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence. 3: Report is missing one section. 2: Report is not divided into sections but contains some information on each. 1: Report is missing two or more sections.

Comments on report's organization:

Mechanics: _0/5 points 5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report. There are few typos or errors in spelling, grammar, or syntax. 4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning. 3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning. 2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning. 0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.

Comments on report’s mechanics/conventions:

Creativity: _5/5 5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report. 4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report. 3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.

Comments on report's creativity:

Conclusion: _5/5 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 report back to report's findings. 1: Conclusion simply praises or condemns the school. 0: No conclusion.

Comments on report's conclusion:
 * very well written

Data/Analysis: _5/10 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). 4: Report includes at least eight different facts in each section and compares most figures with relevant figures. 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.

Comments on data/analysis/General comments:


 * Name: Editor Sam Gunson ** **Score:** 25/35


 * Introduction: 5/5 points **

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/or community.

0: No introduction section is apparent.

Comments on report's introduction:


 * Organization: 2/5 points **

5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.

4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.

3: Report is missing one section.

2: Report is not divided into sections but contains some information on each.

1: Report is missing two or more sections.

Comments on report's organization:


 * Mechanics: 0/5 points **

5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report.

There are few typos or errors in spelling, grammar, or syntax.

4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.

3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.

2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.

0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.

Comments on report’s mechanics/conventions:


 * Creativity: 5/5 **

5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.

4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.

3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.

Comments on report's creativity:


 * Conclusion: 5/5 **

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 report back to report's findings.

1: Conclusion simply praises or condemns the school.

0: No conclusion.

Comments on report's conclusion:


 * Data/Analysis: 8/10 **

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).

4: Report includes at least eight different facts in each section and compares most figures with relevant figures.

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.

Comments on data/analysis/General comments: