Serving 317 students in grades Prekindergarten-6, Dr John C Page School ranks in the top 50% of all schools in Massachusetts for overall test scores (math proficiency is top 30%, and reading proficiency is top 30%).
The percentage of students achieving proficiency in math is 50-54% (which is higher than the Massachusetts state average of 41%). The percentage of students achieving proficiency in reading/language arts is 50-54% (which is higher than the Massachusetts state average of 44%).
The student:teacher ratio of 11:1 is lower than the Massachusetts state level of 12:1.
Minority enrollment is 9% of the student body (majority Hispanic), which is lower than the Massachusetts state average of 46% (majority Hispanic).
Dr John C Page School ranks within the top 50% of all 1,631 schools in Massachusetts (based off of combined math and reading proficiency testing data).
The diversity score of Dr John C Page School is 0.17, 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.
What percent of students have achieved state testing proficiency in math and reading?
50-54% of students have achieved math proficiency (compared to the 41% MA state average), while 50-54% of students have achieved reading proficiency (compared to the 44% MA state average).
How many students attend Dr John C Page School?
317 students attend Dr John C Page School.
What is the racial composition of the student body?
91% of Dr John C Page School students are White, 5% of students are Hispanic, 3% of students are Two or more races, and 1% of students are Asian.
What is the student:teacher ratio of Dr John C Page School?
Dr John C Page School has a student ration of 11:1, which is lower than the Massachusetts state average of 12:1.
What grades does Dr John C Page School offer ?
Dr John C Page School offers enrollment in grades Prekindergarten-6 (offers virtual instruction).
What school district is Dr John C Page 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.
