Serving 226 students in grades Prekindergarten-5, Jireh Swift ranks in the bottom 50% of all schools in Massachusetts for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 30-34% (which is lower than the Massachusetts state average of 41%). The percentage of students achieving proficiency in reading/language arts is 25-29% (which is lower than the Massachusetts state average of 44%).
The student:teacher ratio of 11:1 is lower than the Massachusetts state level of 12:1.
Minority enrollment is 42% of the student body (majority Hispanic), which is lower than the Massachusetts state average of 46% (majority Hispanic).
Jireh Swift ranks within the bottom 50% of all 1,631 schools in Massachusetts (based off of combined math and reading proficiency testing data).
The diversity score of Jireh Swift is 0.58, which is less than the diversity score at state average of 0.64. The school's diversity has stayed relatively flat over five school years.
Jireh Swift is ranked #1164 out of 1,631 schools, which ranks it among the bottom 50% of public schools in Massachusetts.
What percent of students have achieved state testing proficiency in math and reading?
30-34% of students have achieved math proficiency (compared to the 41% MA state average), while 25-29% of students have achieved reading proficiency (compared to the 44% MA state average).
How many students attend Jireh Swift?
226 students attend Jireh Swift.
What is the racial composition of the student body?
58% of Jireh Swift students are White, 28% of students are Hispanic, 8% of students are Black, 4% of students are Two or more races, 1% of students are American Indian, and 1% of students are Asian.
What is the student:teacher ratio of Jireh Swift?
Jireh Swift has a student ration of 11:1, which is lower than the Massachusetts state average of 12:1.
What grades does Jireh Swift offer ?
Jireh Swift offers enrollment in grades Prekindergarten-5 (offers virtual instruction).
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