Serving 496 students in grades Prekindergarten-5, Alfred J Gomes ranks in the bottom 50% of all schools in Massachusetts for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 13% (which is lower than the Massachusetts state average of 41%). The percentage of students achieving proficiency in reading/language arts is 11% (which is lower than the Massachusetts state average of 44%).
The student:teacher ratio of 10:1 is lower than the Massachusetts state level of 12:1.
Minority enrollment is 87% of the student body (majority Hispanic), which is higher than the Massachusetts state average of 46% (majority Hispanic).
Alfred J Gomes ranks within the bottom 50% of all 1,631 schools in Massachusetts (based off of combined math and reading proficiency testing data).
The diversity score of Alfred J Gomes is 0.47, which is less than the diversity score at state average of 0.64. The school's diversity has stayed relatively flat over five school years.
Alfred J Gomes is ranked #1569 out of 1,631 schools, which ranks it among the bottom 50% of public schools in Massachusetts.
What percent of students have achieved state testing proficiency in math and reading?
13% of students have achieved math proficiency (compared to the 41% MA state average), while 11% of students have achieved reading proficiency (compared to the 44% MA state average).
How many students attend Alfred J Gomes?
496 students attend Alfred J Gomes.
What is the racial composition of the student body?
71% of Alfred J Gomes students are Hispanic, 13% of students are White, 12% of students are Black, 3% of students are Two or more races, and 1% of students are American Indian.
What is the student:teacher ratio of Alfred J Gomes?
Alfred J Gomes has a student ration of 10:1, which is lower than the Massachusetts state average of 12:1.
What grades does Alfred J Gomes offer ?
Alfred J Gomes offers enrollment in grades Prekindergarten-5 (offers virtual instruction).
The article discusses a proposal in Washington D.C. to make college applications a requirement for high school graduation. It examines the potential benefits and drawbacks of such a policy, including its impact on graduation rates and college attendance. The piece also considers similar initiatives in other states and the debate surrounding this approach
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
This article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.
