Henry grew elementary school

Henry grew elementary school

Henry grew school website

For the 2017-18 school year, 30-34 percent of students achieved math proficiency (which is lower than the Massachusetts state average of 52 percent). For the 2017-18 school year, 35-39 percent of students achieved proficiency in reading/language arts (which is lower than the Massachusetts state average of 56 percent).
Overview of the School
The student population of 254 students at Henry Grew has remained relatively constant over the last five years.
Over the course of five school years, the teacher population of 15 has decreased by 6%. Grades Available Prekindergarten to fifth gradeTotal students There are 254 students in this class.
School Comparison
For the 2017-18 school year, Henry Grew is ranked in the bottom half of all 1,666 Massachusetts schools (based on combined math and reading proficiency testing data).
The diversity score of Henry Grew is 0.66, which is more than the diversity score at state average of 0.59. For the last five years, the school’s diversity has remained relatively constant.
8/2/2017 School Reviews5
What colors are the uniforms at this school? – amanda, a parent, has made a post. Examine Henry Grew. The length of a review should be limited to a few sentences. Please include some feedback on the following topics: I work as a:

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The Grew offers challenging teaching and learning experiences. Empathy, curiosity, teamwork, and perseverance are values we value. We grow the entire child and understand each individual’s strengths.
The results of the Next Generation MCAS are used to show student performance data.
Please visit the Massachusetts Department of Elementary and Secondary Education (DESE) website for more information on schools.
The data below reflects all schools in a network, not just the single school, for schools with multiple campuses. If data isn’t shown, it means that it isn’t usable for that school.

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Very concerning: When compared to similar students in the state, students at this school are making far less academic progress than they were last year. Students who make very little progress and have poor test scores are starting from a disadvantage and slipping further behind their peers.
This school’s test scores are below the state average, which is concerning. This indicates that the majority of students at this school are likely not performing at grade level. Parental advice Inquire about the school’s efforts to assist students who are falling behind. Recognize the characteristics of on-track learning,… More importantly, look at higher-performing schools in your region to see which ones provide the best chances for your child to succeed.
A concerning sign: Disadvantaged students at this school may be slipping behind their peers in the state, and there may be major achievement gaps at this school. Parental advice Does this school have opportunities for all of its pupils, or does it exclude some? Schools that are effective know how to close the achievement gap.

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In Hyde Park, not far from Cleary Square, the Grew Elementary School serves about 250 students. It has used extra tools to encourage teacher engagement in its first year of “turnaround” status, and students have also made substantial progress.
I started my visit in the gym, where Paul Duhaime was handing out jump ropes to small groups of third-graders, encouraging them to practice teamwork, which is one of the school’s core values. In art class with “Miss Rose” Igoe, first graders were making tiny houses out of squares of corrugated cardboard behind a curtain of cabinets in the back of the gym. She has built a fun atmosphere for children to happily work on a variety of art projects, despite the cramped room and noise from the physical education activity next door.
Elsa Bourque led a directed reading group while the majority of her second-graders worked individually to answer questions about the story they’d read. Dianne Hays was teaching her kindergarten students how to use their arms to sound out letter/syllable sounds as they took turns writing the words on the board for all to see. Fourth-graders in JoAnn Brown’s class met in self-guided literature classes, one of which was reading and debating The Hunger Games. With the support of their instructor, Kevin Somers, fifth graders read pieces from their writing notebooks to the class.