Serving 416 students in grades 5-8, W S Neal Middle School ranks in the bottom 50% of all schools in Alabama for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 11% (which is lower than the Alabama state average of 29%). The percentage of students achieving proficiency in reading/language arts is 46% (which is lower than the Alabama state average of 47%).
The student:teacher ratio of 17:1 is equal to the Alabama state level of 17:1.
Minority enrollment is 30% of the student body (majority Black), which is lower than the Alabama state average of 48% (majority Black).
W S Neal Middle School ranks within the bottom 50% of all 1,285 schools in Alabama (based off of combined math and reading proficiency testing data).
The diversity score of W S Neal Middle School is 0.46, which is less than the diversity score at state average of 0.62. The school's diversity has stayed relatively flat over five school years.
W S Neal Middle School is ranked #793 out of 1,285 schools, which ranks it among the bottom 50% of public schools in Alabama.
What percent of students have achieved state testing proficiency in math and reading?
11% of students have achieved math proficiency (compared to the 29% AL state average), while 46% of students have achieved reading proficiency (compared to the 47% AL state average).
How many students attend W S Neal Middle School?
416 students attend W S Neal Middle School.
What is the racial composition of the student body?
70% of W S Neal Middle School students are White, 24% of students are Black, 3% of students are Hispanic, and 3% of students are Two or more races.
What is the student:teacher ratio of W S Neal Middle School?
W S Neal Middle School has a student ration of 17:1, which is equal to the Alabama state average of 17:1.
What grades does W S Neal Middle School offer ?
W S Neal Middle School offers enrollment in grades 5-8
What school district is W S Neal 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.
