Serving 575 students in grades 6-8, James H. Moran Middle School ranks in the bottom 50% of all schools in Connecticut for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 31% (which is lower than the Connecticut state average of 40%). The percentage of students achieving proficiency in reading/language arts is 49% (which is lower than the Connecticut state average of 50%).
The student:teacher ratio of 9:1 is lower than the Connecticut state level of 12:1.
Minority enrollment is 30% of the student body (majority Hispanic), which is lower than the Connecticut state average of 52% (majority Hispanic).
James H. Moran Middle School ranks within the bottom 50% of all 942 schools in Connecticut (based off of combined math and reading proficiency testing data).
The diversity score of James H. Moran Middle School is 0.47, which is less than the diversity score at state average of 0.67. 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?
31% of students have achieved math proficiency (compared to the 40% CT state average), while 49% of students have achieved reading proficiency (compared to the 50% CT state average).
How many students attend James H. Moran Middle School?
575 students attend James H. Moran Middle School.
What is the racial composition of the student body?
70% of James H. Moran Middle School students are White, 20% of students are Hispanic, 5% of students are Asian, 4% of students are Two or more races, and 1% of students are Black.
What is the student:teacher ratio of James H. Moran Middle School?
James H. Moran Middle School has a student ration of 9:1, which is lower than the Connecticut state average of 12:1.
What grades does James H. Moran Middle School offer ?
James H. Moran Middle School offers enrollment in grades 6-8 (offers virtual instruction).
What school district is James H. Moran 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.
