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Arboretum Elementary School (2022-23 Ranking)

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Top Rankings

Arboretum Elementary School ranks among the top 20% of public schools in Wisconsin for:

Category

Attribute

Overall Rank

Highest overall rank (Top 1%)

Math Proficiency

Highest math proficiency (Top 1%)

Reading/Language Arts Proficiency

Highest reading/language arts proficiency (Top 5%)

School Overview

Arboretum Elementary School’s student population of 430 students has declined by 6% over five school years.

The teacher population of 33 teachers has stayed relatively flat over five school years.

School Rankings

Arboretum Elementary School is ranked within the top 1% of all 2,025 schools in Wisconsin (based off of combined math and reading proficiency testing data) for the 2018-19 school year.

The diversity score of Arboretum Elementary School is 0.27, which is less than the diversity score at state average of 0.51. The school’s diversity has stayed relatively flat over five school years.

Source: 2020-2021 (latest school year available) National Center for Education Statistics (NCES), WI Dept. of Education

Frequently Asked Questions

What is Arboretum Elementary School’s ranking?

Arboretum Elementary School ranks among the top 20% of public schools in Wisconsin for: Highest overall rank (Top 1%), Highest math proficiency (Top 1%) and Highest reading/language arts proficiency (Top 5%).

What percent of students have achieved state testing proficiency in math and reading?

90-94% of students have achieved math proficiency (compared to the 43% WI state average), while 70-74% of students have achieved reading proficiency (compared to the 41% WI state average).

How many students attend Arboretum Elementary School?

430 students attend Arboretum Elementary School.

What is the racial composition of the student body?

85% of Arboretum Elementary School students are White, 6% of students are Two or more races, 4% of students are Asian, 4% of students are Hispanic, and 1% of students are Black.

What is the student:teacher ratio of Arboretum Elementary School?

Arboretum Elementary School has a student ration of 13:1, which is equal to the Wisconsin state average of 13:1.

What grades does Arboretum Elementary School offer ?

Arboretum Elementary School offers enrollment in grades Prekindergarten-4 (offers virtual instruction).

What school district is Arboretum Elementary School part of?

Arboretum Elementary School is part of Waunakee Community School District.

School Reviews

Review Arboretum Elementary School. Reviews should be a few sentences in length. Please include any comments on:

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Will grades remain in elementary school

The reason for the discussion was the statement of the Minister of Education Olga Vasilyeva, when at the All-Russian Parents’ Meeting she was offered to cancel grades in elementary school.

– We don’t have marks in the first class. And kids should not have them – they need a strong positive motivation to study. In the first grade, marks will definitely not lead to anything good. However, they are needed for secondary and high schools: this is a tool that reflects the level of knowledge of students,” the minister stressed. nine0003

And suggested that the issue be raised for public comment. Interestingly? The children themselves, as shown by a survey of the Russian Academy of Education among students in grades 2-4, are not even against the assessments: “for” – 82% of the guys. They would not like to receive them, especially if they are deuces, only 15%. And only 3% could not give a specific answer. The survey involved 2,500 students from Moscow and the Moscow region, Volgograd, Rostov-on-Don, Irkutsk and Lipetsk regions.

According to Natalya Vinogradova, head of the Center for Primary General Education at the Institute for Education Development Strategy of the Russian Academy of Education, there should be no marks in the first grade – this is enshrined in law. But in fact, the teachers put them on anyway: for some children – a beautiful flower, for others – a green frog. As a result – tears, resentment, conflicts with parents…

– All kids come to school with high self-esteem, and we “successfully” reduce it. This should not be. Any graphic image – stars, seals, stickers – the child perceives as the same mark, – says Natalia Vinogradova. – It comes to the point of absurdity: in one Moscow school, for academic success, children are offered to paint over bricks on a painted house. The first-grader boasts: “Praise me, I’m an excellent student – I have eight bricks today. And Vasya is a loser, he has only one brick.” nine0003

What is the alternative? Professor Vinogradova is convinced that grades in the first grade can only be oral and only positive. In the second grade, everything is individual: the teacher must see the level of the child and understand whether the child is ready to begin acquaintance with the “mark price”. This is fundamentally important, since many children perceive the assessment not as the result of their work, but as the personal attitude of the teacher: “The teacher will never give me a “four”, she does not love me. ”

– We conducted a survey in middle and high school. The children were asked what, in their opinion, the teacher gives grades. Answers: “five” – ​​no mistakes, “two” – many mistakes, and “three-four” – depends on the mood of the teacher, – says Natalya Vinogradova. nine0003

Many experts advocate gradeless education from first to fourth grade.

– We conducted an experiment on the abolition of grades on the basis of the primary classes of several schools and lyceums, – says Larisa Mednikova, specialist of the Kostroma Regional Institute for the Development of Education. – The result is unequivocal – without “fives” and “twos” children develop more successfully: kids are more motivated, they are not afraid to make and correct their mistakes, they strive for self-development. For the Kostroma region, this experiment was very successful. nine0003

However, there are also opposite opinions: if grades are not introduced in elementary school, then grades 5-6 will be a complete failure. Psychologists call this age the age of “rollback”: when the child cannot fully “pull” the increasing school load. If you enter marks at this stage, then stressful situations in the class will increase significantly.

Skews should not be allowed – this idea is heard by many. If for a mother the “four” is a tragedy, then the child will perceive it the same way. Therefore, we all need to work together: teachers, psychologists, parents. nine0003

Meanwhile, proposals to abolish traditional assessments are heard more and more often. Why? Teachers do not put “ones” in principle, “twos” – especially quarterly and annual ones – many also try to avoid. And all the room for maneuver – “three”, “four”, “five”. At the same time, in the 9th and 11th grades, the main indicator is the scores on the state exams. The final essay is also evaluated not on a five-point scale, but on the “pass” or “fail” system.

A first-grader boasts: “I’m an excellent student – today I have eight bricks. And Vasya is a loser, he has only one”

– There will be a mark or not, there will be a 12-point system or a 100-point system, in principle this does not change anything. Any variant of ungraded education, no matter how good it is, will run into the general criteria for evaluating the education system, ratings, the Unified State Examination, and so on, – says the director of the Institute of Age Physiology of the Russian Academy of Education, Professor Maryana Bezrukikh.

So, will the whole “starter” refuse marks? Or will everything stay as it is? Will teachers be banned from using “asterisks” instead of “fives” and “frogs” instead of “twos”? This decision will be taken by the Ministry of Education, having received the recommendations of all experts: the discussion continues…

The role of assessment in the learning activities of elementary school students

Nikulochkina Victoria Yaroslavovna
University of the Russian Academy of Education
master’s degree

Annotation
The article examines the role of assessment obtained as a result of pedagogical control and its impact on the learning activities of younger students.

Abstract
Abstract
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