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RIDE accountability data: Middletown posts mixed results; district highlights strengths in school quality and student success
Summary
Assistant Superintendent Fonseca presented the Rhode Island Department of Education accountability report showing district strengths in school quality and student success measures, with areas for attention that include English learner graduation rates and some achievement/growth measures at specific schools.
Assistant Superintendent Fonseca briefed the Middletown School Committee on the state accountability data released by the Rhode Island Department of Education (RIDE) under the Every Student Succeeds Act (ESSA).
Fonseca said RIDE assesses districts across academic performance (achievement and growth), English language proficiency, student success (attendance, suspensions, students exceeding expectations) and college-and-career readiness (graduation rate, commissioner’s seals, post-secondary success). For the district, Fonseca reported 6 of 11 points in achievement, 4 of 6 in growth, 2 of 3 in English language proficiency, 3 of 5 in graduation rate, 3 of 6 in diploma-plus measures, and 12 of 15 in school quality and student success.
Fonseca highlighted school-level results: Aquidneck (transcript: “Aquinnic”) scored high in school quality and student success but showed lower achievement and growth; Forest Avenue rose from 4 to 5 stars in school quality and student success but showed a decline in achievement/growth driven in part by science data linked to students who later attended other Rhode Island schools; the middle school (GMS) earned 4 stars for school quality and student success but lower English language proficiency; the high school improved in school quality and student success, saw English language proficiency increase from 2 to 4 stars and made gains in diploma-plus measures, but the English learner graduation rate remains a targeted subgroup for support.
Fonseca said the district will update its strategic and school-improvement plans to reflect the data, accept RIDE supports and produce school-specific snapshots for posting on the district website. The committee was told these scores are annual and that administrators will use the results to target interventions for English learners, economically disadvantaged students and students with disabilities where needed.
Committee members offered no substantive objections and accepted the presentation. Fonseca concluded that next steps include sharing the findings with stakeholders and aligning goals across district and school improvement plans.
