Serving 269 students in grades Kindergarten-5, Meadowside School ranks in the bottom 50% of all schools in Connecticut for overall test scores (math proficiency is top 50%, and reading proficiency is top 50%).
The percentage of students achieving proficiency in math is 45-49% (which is higher than the Connecticut state average of 40%). The percentage of students achieving proficiency in reading/language arts is 45-49% (which is lower than the Connecticut state average of 50%).
The student:teacher ratio of 11:1 is lower than the Connecticut state level of 12:1.
Minority enrollment is 54% of the student body (majority Asian), which is higher than the Connecticut state average of 52% (majority Hispanic).
Meadowside 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 Meadowside School is 0.69, which is more 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?
45-49% of students have achieved math proficiency (compared to the 40% CT state average), while 45-49% of students have achieved reading proficiency (compared to the 50% CT state average).
How many students attend Meadowside School?
269 students attend Meadowside School.
What is the racial composition of the student body?
46% of Meadowside School students are White, 25% of students are Asian, 19% of students are Hispanic, 6% of students are Two or more races, 3% of students are Black, and 1% of students are Hawaiian.
What is the student:teacher ratio of Meadowside School?
Meadowside School has a student ration of 11:1, which is lower than the Connecticut state average of 12:1.
What grades does Meadowside School offer ?
Meadowside School offers enrollment in grades Kindergarten-5 (offers virtual instruction).
What school district is Meadowside School part of?
My child's third grade program is clearly about teaching to test. The classroom is disciplined -based and teacher centered. Children are required to whisper during their working snack time and eventually this will be taken away leaving them to work quietly. I am terribly disappointed that the lessons are not more about individual student progress and differences. I was told by the teacher that the beginning of the school year is about learning the rules but all children learn rules at a different pace and through different styles and needs. Apparently in my child's classroom this seems to be more of a demand and not a leanring experience. I would like more creative teaching that opens up to the differences of the children in a celebrating manner and that will then allow the childen to have a voice of their own. With this they will develop their esteem and understanding of who they are in my opinion and therefore be better prepared to enter and enjoy our world of diverse attitudes and behaviors. I feel the students are in an environment where their potential to be creative and to invent and explore is being controlled with the testing attitude and rules and the lack of ability to be themselves. This is a big price to pay in the long run and I feel harmful to child development. I am approaching the experience with caution and ready to remove my child to a more interactive and socail environment that is through and not to what is being learned. This response is not a reflection of the specials being offered during the day although my child had a substitute for music more than 50% of the month of September so far. He has been watching videos as a replacement for the music experience. Comparable is watching videos instead of having math or literacy.
The teaching style that I am witnessing this year seems to represent more closely a style I have seen in schools in large cities that have failed. Second grade was in another Milford School and was mainly what I had wished for my child.
- Posted by Parent - dab20
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