Serving 41 students in grades 8-12, Walter G. Cady School ranks in the bottom 50% of all schools in Connecticut for overall test scores (math proficiency is top 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was <50% (which was higher than the Connecticut state average of 46%). The percentage of students achieving proficiency in reading/language arts was <50% (which was lower than the Connecticut state average of 57%).
Minority enrollment was 85% of the student body (majority Black), which was higher than the Connecticut state average of 52% (majority Hispanic and Black).
What percent of students have achieved state testing proficiency in math and reading?
<50% of students have achieved math proficiency (compared to the 46% CT state average), while <50% of students have achieved reading proficiency (compared to the 57% CT state average).
What is the graduation rate of Walter G. Cady School?
The graduation rate of Walter G. Cady School is 30-39%, which is lower than the Connecticut state average of 88%.
How many students attend Walter G. Cady School?
41 students attend Walter G. Cady School.
What is the racial composition of the student body?
46% of Walter G. Cady School students are Black, 39% of students are Hispanic, and 15% of students are White.
What grades does Walter G. Cady School offer ?
Walter G. Cady School offers enrollment in grades 8-12
What school district is Walter G. Cady School part of?
Walter G. Cady School is part of Unified School District #2.
<麻豆果冻传媒 class="so-dt-title" id="nearby-public-schools">Nearby Public Schools
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.
