Serving 163 students in grades Prekindergarten-3, Fourteenth Street School ranks in the bottom 50% of all schools in Maine for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is ≥80% (which is lower than the Maine state average of 82%). The percentage of students achieving proficiency in reading/language arts is ≥80% (which is lower than the Maine state average of 84%).
The student:teacher ratio of 15:1 is higher than the Maine state level of 11:1.
Minority enrollment is 19% of the student body (majority Hispanic and Black), which is higher than the Maine state average of 13% (majority Black and Hispanic).
Fourteenth Street School ranks within the bottom 50% of all 512 schools in Maine (based off of combined math and reading proficiency testing data).
The diversity score of Fourteenth Street School is 0.34, which is more than the diversity score at state average of 0.25. 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?
≥80% of students have achieved math proficiency (compared to the 82% ME state average), while ≥80% of students have achieved reading proficiency (compared to the 84% ME state average).
How many students attend Fourteenth Street School?
163 students attend Fourteenth Street School.
What is the racial composition of the student body?
81% of Fourteenth Street School students are White, 7% of students are Two or more races, 5% of students are Hispanic, 4% of students are Black, and 3% of students are Asian.
What is the student:teacher ratio of Fourteenth Street School?
Fourteenth Street School has a student ration of 15:1, which is higher than the Maine state average of 11:1.
What grades does Fourteenth Street School offer ?
Fourteenth Street School offers enrollment in grades Prekindergarten-3
What school district is Fourteenth Street 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.
