Serving 452 students in grades Prekindergarten-5, New London Elementary School ranks in the bottom 50% of all schools in Ohio for overall test scores (math proficiency is top 50%, and reading proficiency is top 50%).
The percentage of students achieving proficiency in math is 60-64% (which is higher than the Ohio state average of 52%). The percentage of students achieving proficiency in reading/language arts is 50-54% (which is lower than the Ohio state average of 60%).
The student:teacher ratio of 18:1 is higher than the Ohio state level of 17:1.
Minority enrollment is 6% of the student body (majority Hispanic and Asian), which is lower than the Ohio state average of 33% (majority Black).
New London Elementary School ranks within the bottom 50% of all 3,241 schools in Ohio (based off of combined math and reading proficiency testing data).
The diversity score of New London Elementary School is 0.12, which is less than the diversity score at state average of 0.52. 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 52% OH state average), while 50-54% of students have achieved reading proficiency (compared to the 60% OH state average).
How many students attend New London Elementary School?
452 students attend New London Elementary School.
What is the racial composition of the student body?
94% of New London Elementary School students are White, 4% of students are Two or more races, 1% of students are Asian, and 1% of students are Hispanic.
What is the student:teacher ratio of New London Elementary School?
New London Elementary School has a student ration of 18:1, which is higher than the Ohio state average of 17:1.
What grades does New London Elementary School offer ?
New London Elementary School offers enrollment in grades Prekindergarten-5
What school district is New London Elementary School part of?
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 examines the ongoing debate about drug testing for teachers in public schools. It discusses the rationale behind such policies, privacy concerns, cost implications, and the relatively low prevalence of drug use among educators. The piece also explores future considerations for drug testing policies in educational settings.
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.
