Serving 30 students in grades 9-12, Mo School For The Blind - High School ranks in the top 30% of all schools in Missouri for overall test scores (math proficiency is top 20%, and reading proficiency is top 50%).
The percentage of students achieving proficiency in math is <50% (which is higher than the Missouri state average of 37%). The percentage of students achieving proficiency in reading/language arts is <50% (which is higher than the Missouri state average of 46%).
The student:teacher ratio of 3:1 is lower than the Missouri state level of 13:1.
Minority enrollment is 23% of the student body (majority Black), which is lower than the Missouri state average of 31% (majority Black).
The diversity score of Mo School For The Blind - High School is 0.36, which is less than the diversity score at state average of 0.50. 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?
<50% of students have achieved math proficiency (compared to the 37% MO state average), while <50% of students have achieved reading proficiency (compared to the 46% MO state average).
What is the graduation rate of Mo School For The Blind - High School?
The graduation rate of Mo School For The Blind - High School is 50%, which is lower than the Missouri state average of 90%.
How many students attend Mo School For The Blind - High School?
30 students attend Mo School For The Blind - High School.
What is the racial composition of the student body?
77% of Mo School For The Blind - High School students are White, and 23% of students are Black.
What is the student:teacher ratio of Mo School For The Blind - High School?
Mo School For The Blind - High School has a student ration of 3:1, which is lower than the Missouri state average of 13:1.
What grades does Mo School For The Blind - High School offer ?
Mo School For The Blind - High School offers enrollment in grades 9-12
What school district is Mo School For The Blind - High 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.
