Serving 18 students in grades Kindergarten-8, Big Muddy Elementary School ranks in the top 30% of all schools in Oregon for overall test scores (math proficiency is top 20%, and reading proficiency is top 20%).
The percentage of students achieving proficiency in math is <50% (which is higher than the Oregon state average of 31%). The percentage of students achieving proficiency in reading/language arts is ≥50% (which is higher than the Oregon state average of 44%).
The student:teacher ratio of 9:1 is lower than the Oregon state level of 17:1.
Minority enrollment is 11% of the student body (majority Black), which is lower than the Oregon state average of 41% (majority Hispanic).
Big Muddy Elementary School ranks within the top 30% of all 1,196 schools in Oregon (based off of combined math and reading proficiency testing data).
The diversity score of Big Muddy Elementary School is 0.20, which is less than the diversity score at state average of 0.59. The school's diversity has stayed relatively flat over five school years.
Big Muddy Elementary School is ranked #246 out of 1,196 schools, which ranks it among the top 30% of public schools in Oregon.
What percent of students have achieved state testing proficiency in math and reading?
<50% of students have achieved math proficiency (compared to the 31% OR state average), while ≥50% of students have achieved reading proficiency (compared to the 44% OR state average).
How many students attend Big Muddy Elementary School?
18 students attend Big Muddy Elementary School.
What is the racial composition of the student body?
89% of Big Muddy Elementary School students are White, and 11% of students are Black.
What is the student:teacher ratio of Big Muddy Elementary School?
Big Muddy Elementary School has a student ration of 9:1, which is lower than the Oregon state average of 17:1.
What grades does Big Muddy Elementary School offer ?
Big Muddy Elementary School offers enrollment in grades Kindergarten-8
What school district is Big Muddy Elementary School part of?
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.
