Serving 769 students in grades 6-8, Elizabeth Cobb Middle School ranks in the bottom 50% of all schools in Florida for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 44% (which is lower than the Florida state average of 52%). The percentage of students achieving proficiency in reading/language arts is 48% (which is lower than the Florida state average of 52%).
The student:teacher ratio of 18:1 is higher than the Florida state level of 17:1.
Minority enrollment is 72% of the student body (majority Black), which is higher than the Florida state average of 65% (majority Hispanic and Black).
Elizabeth Cobb Middle School ranks within the bottom 50% of all 3,704 schools in Florida (based off of combined math and reading proficiency testing data).
The diversity score of Elizabeth Cobb Middle School is 0.62, which is less than the diversity score at state average of 0.70. 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?
44% of students have achieved math proficiency (compared to the 52% FL state average), while 48% of students have achieved reading proficiency (compared to the 52% FL state average).
How many students attend Elizabeth Cobb Middle School?
769 students attend Elizabeth Cobb Middle School.
What is the racial composition of the student body?
54% of Elizabeth Cobb Middle School students are Black, 28% of students are White, 8% of students are Two or more races, 7% of students are Hispanic, and 3% of students are Asian.
What is the student:teacher ratio of Elizabeth Cobb Middle School?
Elizabeth Cobb Middle School has a student ration of 18:1, which is higher than the Florida state average of 17:1.
What grades does Elizabeth Cobb Middle School offer ?
Elizabeth Cobb Middle School offers enrollment in grades 6-8
What school district is Elizabeth Cobb Middle 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.
