Serving 304 students in grades Kindergarten-5, Findley Elementary School ranks in the bottom 50% of all schools in Iowa for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 55-59% (which is lower than the Iowa state average of 64%). The percentage of students achieving proficiency in reading/language arts is 55-59% (which is lower than the Iowa state average of 70%).
The student:teacher ratio of 12:1 is lower than the Iowa state level of 14:1.
Minority enrollment is 69% of the student body (majority Hispanic and Black), which is higher than the Iowa state average of 28% (majority Hispanic and Black).
Findley Elementary School ranks within the bottom 50% of all 1,233 schools in Iowa (based off of combined math and reading proficiency testing data).
The diversity score of Findley Elementary School is 0.77, which is more than the diversity score at state average of 0.46. 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?
55-59% of students have achieved math proficiency (compared to the 64% IA state average), while 55-59% of students have achieved reading proficiency (compared to the 70% IA state average).
How many students attend Findley Elementary School?
304 students attend Findley Elementary School.
What is the racial composition of the student body?
31% of Findley Elementary School students are White, 27% of students are Hispanic, 20% of students are Black, 15% of students are Asian, and 7% of students are Two or more races.
What is the student:teacher ratio of Findley Elementary School?
Findley Elementary School has a student ration of 12:1, which is lower than the Iowa state average of 14:1.
What grades does Findley Elementary School offer ?
Findley Elementary School offers enrollment in grades Kindergarten-5
What school district is Findley 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.
