Serving 34 students in grades 7-12, Big Water High School ranks in the top 30% of all schools in Utah for overall test scores (math proficiency is top 30%, and reading proficiency is top 30%).
The percentage of students achieving proficiency in math is <50% (which is higher than the Utah state average of 39%). The percentage of students achieving proficiency in reading/language arts is <50% (which is higher than the Utah state average of 43%).
The student:teacher ratio of 34:1 is higher than the Utah state level of 22:1.
Minority enrollment is 27% of the student body (majority American Indian), which is lower than the Utah state average of 29% (majority Hispanic).
Big Water High School ranks within the top 30% of all 975 schools in Utah (based off of combined math and reading proficiency testing data).
The diversity score of Big Water High School is 0.43, which is less than the diversity score at state average of 0.46. The school's diversity has stayed relatively flat over five school years.
Big Water High School is ranked #241 out of 975 schools, which ranks it among the top 30% of public schools in Utah.
What percent of students have achieved state testing proficiency in math and reading?
<50% of students have achieved math proficiency (compared to the 39% UT state average), while <50% of students have achieved reading proficiency (compared to the 43% UT state average).
How many students attend Big Water High School?
34 students attend Big Water High School.
What is the racial composition of the student body?
73% of Big Water High School students are White, 18% of students are American Indian, 6% of students are Hispanic, and 3% of students are Two or more races.
What is the student:teacher ratio of Big Water High School?
Big Water High School has a student ration of 34:1, which is higher than the Utah state average of 22:1.
What grades does Big Water High School offer ?
Big Water High School offers enrollment in grades 7-12
What school district is Big Water High 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.
