Howard+Hathaway+ES

**Kelsey Lydon** __Introduction__ Now more than ever, we have been intensely reviewing our schools to see how successful they are and where there is room for improvement. In order to do this, we must analyze demographics, student achievement, funding, and the safety of our schools. These are crucial elements in ensuring we provide our students with a comfortable and productive environment. One school worthy of evaluating is the Howard Hathaway Elementary School of Portsmouth, RI. This small school has seen great academic achievement in the past few years. Upon careful examination of this school's statistics, we can clearly see what is being done that may effect this success, and possibly apply some of it to our less outstanding schools.
 * Howard Hathaway Elementary School**

__School Demographics__ One of the most notable features of the demographics at the Hathaway school is the ratio of white students to minority students. Over 82% identified as white, or non-minority. Less than one percent are Asian, and 5.3% are African-American or Black. This is a huge difference from the rest of the state. Only 64% of Rhode Island 4th and 5th graders identify as White, while 3.7% identify as Asian and 7.3% as Black or African-American. The majority of students are white and come from suburban households. The institution is obviously quite segregated because of its lack of substantial diversity. Kozol's //Shame of the Nation// is a book entirely based upon segregated American schools such as this.‍‍‍‍‍ ‍‍He shows that the lack of urban students compared to the rest of the state makes for a less troubled learning environment and thus a stronger school. However, as seen in the rest of the state (in the other sections of statistics), there is a significant increase in urban students and more familial issues as well as lower test scores. This is because most of the more affluent families move to suburban schools, which removes students with more stable lives from urban schools. Because Hathaway receives less urban students, it is not as subject to these concerns. (Rhode Island Department of Education, 2010)

__Student Achievement__ Overall, the results of student achievement and the motivation of students reported by the Hathaway Elementary School are significantly higher than those of the rest of the state. The percentage of third grade students who performed proficiently on the 2010-2011 Mathematics assessment was 82%, while the rest of the state performed proficiently at a mere 62%. Again, the school outperformed the state by over 20% on the fourth grade Science assessment of 2009-2010 (65% compared to 44%). The startling differences in test scores again reflect the more suburban environment of Hathaway, increased funding, and higher number of opportunities for students. Again, the demographics seem to relate to the statistics of the NECAP assessments: a higher number of white, affluent students leads to higher test scores. The AYP Report Card showed encouraging statistics for Hathaway students as well. The school was proficient in all target areas (English Language Arts and Mathematics). There were no areas that needed improvement, and attendance rates were stable and acceptable. Students at Hathaway Elementary also seem more confident in their academics as well. None of the students surveyed said they were definitely not graduating high school. The rest of the state had 1% say they did not believe they would receive a high school diploma. At Hathaway, 7.3% said they were unsure, while nearly twice that percentage in the rest of Rhode Island selected unsure. In total, over 92% of Hathaway students intend to earn their high school diploma, while only 85.6% of the rest of Rhode Island students intend to do the same. ‍‍‍‍‍‍‍ (Rhode Island Department of Education, 2010)

__Teaching__ Teachers at the Hathaway school seem to have a strong hand in the success of their students. The majority reported that their teachers were supportive and had faith in their students' abilities. However, the numbers were about the same for the rest of Rhode Island students. About the same number of students reported that their teachers sometimes have them work in smalll groups, which makes individualized instruction easier (76.6% compared to 74.2%). ‍‍‍‍‍‍‍Also,‍‍‍ 48% of both groups report that their teachers explain things different ways until they understand most of the time, and 25.9% (Hathaway) and 27.0% (Rhode Island) always do so. It seems that the quality of the teachers do not seem to differ greatly. All show adequate teaching abilities and seem to use the same practices. It's startling how different the test scores of both groups are, so it leads one to believe that the teachers are not the deciding factor in a student's proficiency. It all comes back to the greater difference in diversity and the suburban environment of the Hathaway school. (Rhode Island Department of Education, 2010)

__Family, Community, and Home Life__ According to the statistics reported by schools, it seems those students who attend the Hathaway school come from a much less challenging background than those in the rest the state. Only 17% of Hathaway students are eligible to receive subsidized lunches, while 43% of students statewide can apply for this service. This suggests a greater financial stability of students and their families than other Rhode Island schools. While it is a shame to admit it, finance and stability play a huge role in the available resources for students. More affluent areas, as show by these statistics, create a better learning environment for students, which leads to better test scores. The students of Hathaway have a much lesser ethnic struggle in school as well, as only <1% need ESL/Bilingual services. This greatly contrasts with the 5% of students statewide who receive the same services. Students who cannot speak English fluently have a harder time taking tests and being in school because tests and curriculums are not designed to greatly accommodate their individual learning needs and situations. Both groups, luckily, report having caring parents who take an interest in their learning. 93% of both groups report that their parents desire to know how they're doing in school, and 100% of the parents want their children to be successful in school. More parents statewide seem to talk to their children about attending college or future jobs often (37% and 27%), while more students at the Hathaway school discuss the same subjects with their parents sometimes (67.4% and 54.8%). There seems to be some consensus between parents statewide and parents at the Hathaway school. Both groups seem to support their childrens' academic success in some form or fashion. (Rhode Island Department of Education, 2010)

__Safe and Supportive Schools__ One of the most important parts of receiving a solid education is actually attending school and as few disruptions to learning as possible. At the Hathaway Elementary School, there is a fairly low rate of chronic absenteeism during 2008-2009 at 8%. However, statewide the statistic is double that at 16% during the same year. The stability index of Rhode Island students supports this at 91% at Hathaway and 87% statewide.‍‍‍‍‍‍‍‍‍‍ Students at Hathaway seem to have a more stable educational experience. The majority are actually attending school and remaning in the same place. Mobility and not attending schools could possibly lead to a less consistent education. If a student is not attending school, they cannot learn. Safety and occurences of violence also play a huge part in having a quality education. If there are constant incidences of disruption occuring at or outside of school, it takes away from the academic experience of school. At Hathaway, there were no incidences of student suspension in 2008-2009, while statewide there were 2914. This is only considering 4th and 5th grade students. Outside of school, 17% of students statewide do not feel safe when they leave school, while only 11% of Hathaway students feel unsafe. Also, a quarter of students statewide have seen a student with a gun or a knife at school. Once again, environment comes into play. Higher instances of violence or disruptions in school can truly take away from students receiving a quality education, suggesting another explaination for lower scores of proficiency statewide. (Rhode Island Department of Education, 2010)

__Funding and Resources__ Funding plays a huge role in education. In Hathaway's particular district, there is a median household income of $68,577 which exceeds the statewide average in the $50,000s. This increases the chances of the school being able to receive private funding from families of students and more successful fundraisers. The expenditure for students is significant as well at $12,850, which is about $300 higher than the state average. Hathaway obviously has steady funding for its students' education.

Because of better funding, the resources at Hathaway are more abundant, and the environment is more comfortable. At Hathaway, 87.6% of students use computers regularly in their classes, while only 68.1% do so statewide. Computer availability is important because our society is becoming even more technologically advanced, and proficiency in computer usage is vital. Funding is extremely important in being able to support the use of technology in the classroom. The environment of these classes is important as well. Only 30% of students statewide say their classroom is mostly at an appropriate temperature, while 41% of Hathaway students do too. Only 31% of statewide students say there is mostly soap available for handwashing, 56.9% of Hathaway students feel the same. The school buildings themsevles seem to only gain approval of 80% of statewide students, while nearly 90% of Hathaway students think their building looks nice. The unequal funding and amenities in schools seems to also affect the performance of students. (Rhode Island Department of Education, 2010) __Conclusion__ In conclusion, the Howard Hathaway Elementary School is one of Portsmouth, RI's high performing schools. Statewide tests have shown great proficiency among this school's students compared to those of other school systems. Hathaway is a highly funded, suburban school, which opens more doors for its students academically. Hathaway students attend school in a more stable environment ‍‍‍‍than those in many other schools‍‍‍‍‍, which provides them with a great place to learn. The teachers are also incredibly supportive, and their students are confident in their work and futures. The one issue with this utopian school is its diversity. The issue is that there really ‍‍‍‍‍is not‍‍‍‍‍ any. The majority of students are white and come from affluent suburban families. There are few minorities, including less than 1% Asian students. Statewide, there are less affluent families and lower test scores. The greater average wealth of Portsmouth definitely gives Hathaway's students an advantage, because they can be better provided for. Hathaway elementary school outperforms the majority of Rhode Island due to its productive environment and more available resources and funding.