Serving 152 students in grades Kindergarten-8, Holderness Central School ranks in the top 10% of all schools in New Hampshire for overall test scores (math proficiency is top 20%, and reading proficiency is top 20%).
The percentage of students achieving proficiency in math is 60-64% (which is higher than the New Hampshire state average of 40%). The percentage of students achieving proficiency in reading/language arts is 70-74% (which is higher than the New Hampshire state average of 51%).
The student:teacher ratio of 8:1 is lower than the New Hampshire state level of 11:1.
Minority enrollment is 6% of the student body (majority Asian), which is lower than the New Hampshire state average of 17% (majority Hispanic).
Holderness Central School ranks within the top 10% of all 457 schools in New Hampshire (based off of combined math and reading proficiency testing data).
The diversity score of Holderness Central School is 0.12, which is less than the diversity score at state average of 0.31. 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?
60-64% of students have achieved math proficiency (compared to the 40% NH state average), while 70-74% of students have achieved reading proficiency (compared to the 51% NH state average).
How many students attend Holderness Central School?
152 students attend Holderness Central School.
What is the racial composition of the student body?
94% of Holderness Central School students are White, 3% of students are Two or more races, 2% of students are Asian, and 1% of students are Black.
What is the student:teacher ratio of Holderness Central School?
Holderness Central School has a student ration of 8:1, which is lower than the New Hampshire state average of 11:1.
What grades does Holderness Central School offer ?
Holderness Central School offers enrollment in grades Kindergarten-8
What school district is Holderness Central 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.
