Tulsa Met.franklin Middle School serves 256 students in grades 6-8.
The percentage of students achieving proficiency in math was 19% (which was lower than the Oklahoma state average of 68%). The percentage of students achieving proficiency in reading/language arts was 28% (which was lower than the Oklahoma state average of 68%).
The student:teacher ratio of 10:1 was lower than the Oklahoma state level of 16:1.
Minority enrollment was 55% of the student body (majority Black and American Indian), which was equal to the Oklahoma state average of 55% (majority Hispanic and American Indian).
What percent of students have achieved state testing proficiency in math and reading?
19% of students have achieved math proficiency (compared to the 68% OK state average), while 28% of students have achieved reading proficiency (compared to the 68% OK state average).
How many students attend Tulsa Met.franklin Middle School?
256 students attend Tulsa Met.franklin Middle School.
What is the racial composition of the student body?
45% of Tulsa Met.franklin Middle School students are White, 20% of students are Black, 17% of students are American Indian, 10% of students are Hispanic, 7% of students are Two or more races, and 1% of students are Asian.
What is the student:teacher ratio of Tulsa Met.franklin Middle School?
Tulsa Met.franklin Middle School has a student ration of 10:1, which is lower than the Oklahoma state average of 16:1.
What grades does Tulsa Met.franklin Middle School offer ?
Tulsa Met.franklin Middle School offers enrollment in grades 6-8
What school district is Tulsa Met.franklin Middle 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.
