Sau #23 French Pond serves 10 students in grades 4-8.
The student:teacher ratio of 3:1 is lower than the New Hampshire state level of 11:1.
Minority enrollment is 10% of the student body (majority Black and Hispanic), which is lower than the New Hampshire state average of 17% (majority Hispanic).
The diversity score of Sau #23 French Pond is 0.18, which is less than the diversity score at state average of 0.31. The school's diversity has stayed relatively flat over five school years.
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.
