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RCS 2011 MEAP by School

February 15, 2012

Listed below are the MEAP scores by grade and subject for each elementary and middle school in Rochester Community Schools. The “Met” column is the percentage for each grade that passed, either as proficient or advanced. The “Adv” column is the percentage that were categorized as advanced.

Elementary Schools

Building Subject Met 3 Adv 3 Met 4 Adv 4 Met 5 Adv 5
Baldwin Math 61.4 13.3 70.9 21.5 84.0 23.5
Brewster Math 65.2 12.1 84.1 23.8 83.3 24.4
Brooklands Math 62.2 7.3 76.0 16.0 75.8 20.0
Delta Kelly Math 73.8 13.8 69.3 19.3 91.3 30.7
Hamlin Math 46.2 2.2 64.1 17.2 77.5 18.3
Hampton Math 57.3 16.0 59.4 14.9 78.0 26.8
Hugger Math 69.2 4.8 70.2 15.5 80.7 17.4
Long Meadow Math 61.5 3.3 82.7 34.7 81.7 35.7
McGregor Math 57.4 10.3 75.0 25.0 63.3 16.5
Meadow Brook Math 71.4 13.0 63.9 15.3 75.3 22.2
Musson Math 74.3 10.8 90.5 25.7 89.2 43.1
North Hill Math 67.3 9.1 81.0 32.0 86.5 33.3
University Hills Math 64.7 14.7 87.5 31.9 84.3 20.0
Baldwin Reading 70.9 26.6 84.2 18.4 86.1 30.4
Brewster Reading 81.8 19.7 93.7 22.2 92.3 35.9
Brooklands Reading 74.7 14.5 88.0 24.0 84.2 28.4
Delta Kelly Reading 78.8 12.5 84.1 14.8 91.3 26.0
Hamlin Reading 62.0 10.9 85.7 15.9 87.1 18.6
Hampton Reading 65.3 10.7 63.9 13.4 81.3 20.0
Hugger Reading 83.7 27.9 82.1 11.9 85.3 20.2
Long Meadow Reading 84.6 15.4 81.6 24.5 88.0 24.8
McGregor Reading 75.8 7.6 72.7 16.9 83.5 15.2
Meadow Brook Reading 80.8 14.1 80.6 12.5 87.5 27.5
Musson Reading 86.5 27.0 91.9 18.9 95.4 40.0
North Hill Reading 83.6 22.7 90.9 32.3 93.7 40.5
University Hills Reading 80.0 18.5 97.1 27.1 92.6 25.0
Baldwin Science 48.1 34.6
Brewster Science 42.3 23.1
Brooklands Science 38.9 17.9
Delta Kelly Science 39.4 17.3
Hamlin Science 25.4 8.5
Hampton Science 34.1 20.7
Hugger Science 31.2 10.1
Long Meadow Science 39.7 22.4
McGregor Science 22.8 11.4
Meadow Brook Science 37.8 15.9
Musson Science 58.5 27.7
North Hill Science 50.0 31.3
University Hills Science 50.0 22.9
Baldwin Writing 67.1 17.1
Brewster Writing 81.0 22.2
Brooklands Writing 77.3 26.7
Delta Kelly Writing 65.9 8.0
Hamlin Writing 66.7 17.5
Hampton Writing 60.4 15.6
Hugger Writing 61.9 8.3
Long Meadow Writing 74.5 23.5
McGregor Writing 63.6 19.5
Meadow Brook Writing 58.3 8.3
Musson Writing 64.9 10.8
North Hill Writing 82.8 38.4
University Hills Writing 90.0 37.1

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Middle Schools

Building Subject Met 6 Adv 6 Met 7 Adv 7 Met 8 Adv 8
Hart Math 74.3 13.8 81.7 16.4 58.2 19.6
Reuther Math 60.7 12.8 66.3 18.3 42.0 11.6
Van Hoosen Math 80.3 16.2 83.4 11.8 64.5 22.2
West Math 76.4 17.2 69.0 12.2 54.8 18.3
Hart Reading 87.7 44.7 85.7 46.4 85.3 28.1
Reuther Reading 81.5 37.8 75.9 29.9 78.1 15.2
Van Hoosen Reading 91.1 52.1 91.5 43.9 91.0 29.7
West Reading 88.3 48.9 83.3 29.2 82.7 26.5
Hart Science 31.5 8.7
Reuther Science 21.4 4.9
Van Hoosen Science 46.2 12.9
West Science 42.8 11.3
Hart Writing 79.8 28.3
Reuther Writing 73.0 29.9
Van Hoosen Writing 76.4 20.3
West Writing 64.4 19.6
Hart Soc. St. 54.7 7
Reuther Soc. St. 44.7 4.7
Van Hoosen Soc. St. 67.4 6.8
West Soc. St. 58.7 8.9
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One Comment leave one →
  1. Chuck Fellows permalink
    February 16, 2012 9:05 AM

    It is unfortunate that academic professionals and administrations have to expend so much energy in damage control mode because of the singular emphasis placed on test scores of little significance to learning. The American people have been mislead into believing that a single score on a paper and pencil test actually provides some meaningful information about learning. Therefore they hold all of education accountable for a meaningless measure (see http://www.alfiekohn.org for research supporting this conclusion). Worse yet politicians and the media, two groups with really short term views, proceed to discredit the teaching profession, parents, children and unions in order to sell product and win elections.

    Worldwide the educational community no longer relies on scores from standardized tests as a measure of educational progress. Finland, a leader in educational achievement based upon long term outcomes, does not use standardized tests. In fact, the leader of their educational system said in a recent interview that if you want to know if a child is learning ask a teacher. Finland also focuses on equal educational opportunity for all and holds the teaching profession in higher regard than other professions.

    To improve educational outcomes you must first address the weaknesses of the system, the same action you must take to correct deficiencies in any system or process. Using a single lagging indicator from an efficiently uniform but useless measurement instrument focused on short term memory function is insanity. It also ignores the infinite amount of cognitive diversity present in any size group on any given day.

    If we are going to improve the learning and begin to correct social inequities in our society we would do well to end the autocratic top down regimen of standardized testing, the isolation of educational systems, take meaningful actions to listen to teachers and create funding that ends the discrimination of opportunity in our schools. Those actions support a vision of children learning.

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