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GreatSchools Rating

Ralph M. T. Johnson School

Public | 4-6 | 452 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
No new ratings
2011:
No new ratings

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4 reviews of this school


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Posted March 24, 2014

This school is way below average in my opinion. I would think twice before sending your child here. The academics are terrible, especially their reading and math curriculum. I want my child to be successful in life, both academically and socially, and neither seems possible at Johnson. I have been debating pulling my child out all year, but my decision has recently become very clear over the past few months-this is no place for anyone's child.
—Submitted by a parent


Posted March 2, 2014

There is close to zero discipline at Johnson. my oldest went to Johnson 3 years ago, and then it was an average school. Since, everything has gone down hill. I believe my daughter is slightly above average academically, but she is unchallenged and learning the same information she learned last year. She put close to zero effort in her studies, yet receives straight A's since the material being taught is so far below her grade level. There are a few children who really struggle and should be getting individual special needs classes, but they are not, and all the teachers attention is given to them, leaving the rest of the class to fend for themselves. I would to recommend this school to anyone. unfortunately, I know from other parents that the middle school is worse and are exploring other options for my child next year. I will not let the bethel public school system ruin my child's chance of being successful.
—Submitted by a parent


Posted February 5, 2014

In my opinion, It is very difficult to get your child to qualify for Special Education in the Bethel Public Schools. It took 3 evaluations to FINALLY get my child some help. Once qualified, the school is great about embracing children with special needs. They could do a little better on providing an Individualized education plan for each child instead of trying to cookie cutter the plans. Also, they could do a better job LISTENING to the parents ideas and suggestions at IEP meetings. These are just opinions based on my experiences. Other people may disagree or have better experiences there.
—Submitted by a parent


Posted December 14, 2010

I have had three children go through this school. I have been very happy with the quality of teachers and especially with the quality of Dr. Gombos. She is an excellent, concerned, motivated, and conscientious principal. She has four children of her own, so she doesn't live in the land of theoretical education. The music program is amazing. The vocal concerts put on by Ms. Carpentier are far better than the concerts at the middle school. Ms. Genuario is a committed band and instrument teacher. If one child won't be challenged by group instrument lessons, she manages to find the time to give that child individual lessons. I really can't say enough about the music program at this school. Academically, this school doesn t really have any programs in place for gifted students, but the expectations of the teachers are high. The Winter Blues Classes provide after-school mini-classes in fun things like knitting, cake decorating, or sports. Technology facilities are modern. The school boasts multiple concerts (vocal, band, orchestra), a science fair, Black History Month Night, an Art Walk, Odyssey of the Mind and a large variety of other activities outside of school hours.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 68% in 2012.

211 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
84%

2010

 
 
83%

2009

 
 
n/a
Reading

The state average for Reading was 64% in 2012.

208 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
75%

2010

 
 
75%

2009

 
 
n/a
Writing

The state average for Writing was 65% in 2012.

212 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
79%

2010

 
 
80%

2009

 
 
n/a
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

Source: Connecticut Department of Education

Math

The state average for Math was 72% in 2012.

227 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
87%

2010

 
 
88%

2009

 
 
n/a
Reading

The state average for Reading was 68% in 2012.

226 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
77%

2010

 
 
82%

2009

 
 
n/a
Science

The state average for Science was 64% in 2012.

230 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
83%

2010

 
 
85%
Writing

The state average for Writing was 68% in 2012.

231 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
89%

2010

 
 
89%

2009

 
 
n/a
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

Source: Connecticut Department of Education

Math

The state average for Math was 70% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Reading

The state average for Reading was 74% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Writing

The state average for Writing was 67% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

Source: Connecticut Department of Education

Math

All Students90%
Female88%
Male92%
Blackn/a
Asian Americann/a
Hispanic77%
White94%
Economically disadvantaged79%
Not economically disadvantaged93%
Students with disabilitiesn/a
Students without disabilities91%
English language learnersn/a
Proficient in English90%

Reading

All Students77%
Female78%
Male77%
Blackn/a
Asian Americann/a
Hispanic67%
White81%
Economically disadvantaged66%
Not economically disadvantaged80%
Students with disabilitiesn/a
Students without disabilities79%
English language learnersn/a
Proficient in English77%

Writing

All Students88%
Female95%
Male80%
Blackn/a
Asian Americann/a
Hispanic80%
White92%
Economically disadvantaged77%
Not economically disadvantaged91%
Students with disabilitiesn/a
Students without disabilities92%
English language learnersn/a
Proficient in English88%
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

The different student groups are identified by the Connecticut Department of Education. If there are fewer than 10 students in a particular group, the state doesn't report data for that group.

Source: Connecticut Department of Education

Math

All Students86%
Female84%
Male88%
Blackn/a
Asian Americann/a
Hispanic77%
Multiracialn/a
White88%
Economically disadvantaged76%
Not economically disadvantaged88%
Students with disabilities48%
Students without disabilities91%
English language learnersn/a
Proficient in English86%

Reading

All Students82%
Female81%
Male84%
Blackn/a
Asian Americann/a
Hispanic81%
Multiracialn/a
White83%
Economically disadvantaged71%
Not economically disadvantaged85%
Students with disabilities46%
Students without disabilities87%
English language learnersn/a
Proficient in English83%

Science

All Students85%
Female83%
Male86%
Blackn/a
Asian Americann/a
Hispanic84%
Multiracialn/a
White86%
Economically disadvantaged69%
Not economically disadvantaged88%
Students with disabilities47%
Students without disabilities91%
English language learnersn/a
Proficient in English85%

Writing

All Students87%
Female92%
Male83%
Blackn/a
Asian Americann/a
Hispanic81%
Multiracialn/a
White87%
Economically disadvantaged83%
Not economically disadvantaged88%
Students with disabilities59%
Students without disabilities91%
English language learnersn/a
Proficient in English87%
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

The different student groups are identified by the Connecticut Department of Education. If there are fewer than 10 students in a particular group, the state doesn't report data for that group.

Source: Connecticut Department of Education

Math

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilitiesn/a
English language learnersn/a
Proficient in Englishn/a

Reading

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilitiesn/a
English language learnersn/a
Proficient in Englishn/a

Writing

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilitiesn/a
English language learnersn/a
Proficient in Englishn/a
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

The different student groups are identified by the Connecticut Department of Education. If there are fewer than 10 students in a particular group, the state doesn't report data for that group.

Source: Connecticut Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2011-2012 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 77% 62%
Hispanic 13% 19%
Asian 6% 4%
Black 2% 13%
Two or more races 2% 1%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 15%N/A34%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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500 Whittlesey Dr
Bethel, CT 06801
Phone: (203) 794-8700

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