Serving 786 students in grades 6-12, Clinton School ranks in the top 10% of all schools in New York for overall test scores (math proficiency is top 20%, and reading proficiency is top 20%).
The percentage of students achieving proficiency in math is 78% (which is higher than the New York state average of 46%). The percentage of students achieving proficiency in reading/language arts is 96% (which is higher than the New York state average of 49%).
The student:teacher ratio of 12:1 is higher than the New York state level of 11:1.
Minority enrollment is 44% of the student body (majority Asian and Hispanic), which is lower than the New York state average of 60% (majority Hispanic).
Clinton School ranks within the top 10% of all 4,377 schools in New York (based off of combined math and reading proficiency testing data).
The diversity score of Clinton School is 0.63, which is less than the diversity score at state average of 0.72. The school's diversity has stayed relatively flat over five school years.
What percent of students have achieved state testing proficiency in math and reading?
78% of students have achieved math proficiency (compared to the 46% NY state average), while 96% of students have achieved reading proficiency (compared to the 49% NY state average).
What is the graduation rate of Clinton School?
The graduation rate of Clinton School is 95%, which is higher than the New York state average of 87%.
How many students attend Clinton School?
786 students attend Clinton School.
What is the racial composition of the student body?
56% of Clinton School students are White, 16% of students are Two or more races, 13% of students are Asian, 12% of students are Hispanic, and 3% of students are Black.
What is the student:teacher ratio of Clinton School?
Clinton School has a student ration of 12:1, which is higher than the New York state average of 11:1.
What grades does Clinton School offer ?
Clinton School offers enrollment in grades 6-12 (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.
