Serving 300 students in grades 6-8, Trumann Intermediate School7-8 ranks in the bottom 50% of all schools in Arkansas for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 27% (which is lower than the Arkansas state average of 38%). The percentage of students achieving proficiency in reading/language arts is 26% (which is lower than the Arkansas state average of 40%).
The student:teacher ratio of 14:1 is higher than the Arkansas state level of 13:1.
Minority enrollment is 27% of the student body (majority Black), which is lower than the Arkansas state average of 41% (majority Black).
Trumann Intermediate School7-8 ranks within the bottom 50% of all 997 schools in Arkansas (based off of combined math and reading proficiency testing data).
The diversity score of Trumann Intermediate School7-8 is 0.44, which is less than the diversity score at state average of 0.60. The school's diversity has stayed relatively flat over five school years.
Trumann Intermediate School7-8 is ranked #765 out of 997 schools, which ranks it among the bottom 50% of public schools in Arkansas.
What percent of students have achieved state testing proficiency in math and reading?
27% of students have achieved math proficiency (compared to the 38% AR state average), while 26% of students have achieved reading proficiency (compared to the 40% AR state average).
How many students attend Trumann Intermediate School7-8?
300 students attend Trumann Intermediate School7-8.
What is the racial composition of the student body?
73% of Trumann Intermediate School7-8 students are White, 14% of students are Black, 8% of students are Hispanic, and 5% of students are Two or more races.
What is the student:teacher ratio of Trumann Intermediate School7-8?
Trumann Intermediate School7-8 has a student ration of 14:1, which is higher than the Arkansas state average of 13:1.
What grades does Trumann Intermediate School7-8 offer ?
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.
