The State of Connecticut’s Department of Education recently released the results from the latest “Next Generation Accountability Index” for the 2018-2019 school year.
Six Greenwich Public Schools were identified as Schools of Distinction from 162 total Schools of Distinction across the state.
The district had the third highest K-12 district performance index in the State.
Schools of Distinction:
• Julian Curtiss School – High Growth (All Students) – ELA
• Glenville School – High Growth (All Students) – ELA
• North Mianus School – High Performance & High Growth (All Students) – ELA & Math; High Growth (High Needs Students) – ELA & Math
• North Street School – High Performance
• Riverside School – High Performance & High Growth (All Students) – ELA & Math; High Growth (High Needs Students) – ELA & Math
• Parkway School – High Performing & High Growth (All Students) – Math
“We are very proud to have six Schools of Distinction across our District,” said Superintendent of Schools Dr. Toni Jones said in a release. “Our academic goal for our students continues to be performing at their highest potential and continuous growth. Whether labeled technically with ‘distinction’ or not, each and every one of our schools has something to be proud of when you look at the mission and vision for the District and compare it to how we are developing our students across the District.”
According to the Connecticut Dept of Education, the Next Generation Accountability Index is a broad set of 12 indicators that help tell the story of how well a school is preparing its students for success in college, careers and life.
The system moves beyond test scores and graduation rates and instead provides a more holistic, multifactor perspective of district and school performance and incorporates student growth over time.
The Next Generation Accountability Index is a set of 12 indicators of how well a school is preparing its students for success in college,
careers and life.
The system moves beyond test scores and graduation rates and instead provides a more holistic, multifactor perspective of district and school performance and incorporates student growth over time. It was developed through extensive consultation with district and school leaders, Connecticut educators, state and national experts, CSDE staff, and many others.
The system was conceived and developed under ESEA Flexibility and approved by the US Department of Education on August 6, 2015. It was later included as part of Connecticut’s state plan under the Every Student Succeeds Act (ESSA).