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Samuel Staples Elementary School

Public | PK-5

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

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12 reviews of this school


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Posted January 7, 2014

The school is fine for average, below average and academically superior kids alike. Gifted is a different end of the spectrum, the top 3 percent of the human population, which often gets left in the dust with their special needs but has the greatest potential to oh...cure diseases, advance technology, improve everyone's experience. Not the only potential, the greatest potential. Yet as a society we don't develop this talent. . Perhaps so many parents of the gifted write in on these forums as we can only rely on ourselves to warn each other. When the northeast realizes the southern states are surpassing them in gifted education, perhaps they will recognize they have left out an entire segment of the population, and they are behind the tempest. Overall their schools are great, and most people are served as most people are average, but does that make it right to leave out and entire group? ...the group I might add the segment that has the innate capability to change the world...the world we parents will live in when we retire! It sounds to me like some parents are angry their kids aren't gifted. Dnt be. It's no picnic raising gifted minds. We envy you!


Posted July 17, 2013

Phenomenal! I have seen my oldest through elementary and have two other ones still there and we have only had wonderful experiences, one teacher amazes me more than the other - they are all great! We have a range of learners, quite brilliant and somewhat struggling but the support system is there and quick to respond to needs of our children. Sure, there are always going to be things to pick apart but over all we couldn't be more pleased, enriching and stimulating environment with professional staff and teachers. Happy children learning a lot, what more can a parent ask for?
—Submitted by a parent


Posted June 11, 2013

i hate it my son came home complaining every day about how his teacher yelled at him for quietly politely yawning a student told on him for burping and saying exuse me then the teacher sent him to the principal and the vice principal and the head of special services although some of the teachers seem nice my son moved in the middle of the year so i only no i couple my son has ADHD so the school teachers and staff dont treet him fairly
—Submitted by a parent


Posted February 4, 2013

I am amazed that my daughter is bringing home really advanced work from her kindergarten class. It's a full day program, and the kids seem to be hard at work! It's so different from when I was younger, and there was quite a bit more time for play. But I can't complain---my daughter is writing in full sentences and now loves to read many short easy reading books on her own. She just brought home her "weekend journal," in which she's been writing and illustrating since the beginning of the year. I just think her teacher is doing a wonderful job.
—Submitted by a parent


Posted November 25, 2012

As a parent of children at SSES, I can't help but find some reviews to be shocking.The administration appears to be professional and communicative, frequently sending out email updates and other reminders, and encouraging parents to be involved. The teachers my children have are very professional and have always impressed me with their knowledge. And IT is integrated into the curriculum early---students begin computer classes in kindergarten. As an educator, I have been impressed by the demanding work presented to my children, and have watched their skills grow quickly. And regarding the conversation on the lack of gifted programs---I do understand this concern. But Easton has a lot in common with Lake Wobegon, where "all the women are strong, all the men are good looking, and all the children are above average." Test scores show that the students at SSES consistently outperform multiple school districts in the state. Learning is individualized---my children who were learning at a faster rate than their peers were provided with harder work. Sure, a gifted program would have been nice, but as long as my children remain challenged in the classroom, I am satisfied.
—Submitted by a parent


Posted February 17, 2012

I think overall the school is great in terms of the arts and technology however I agree with the other parents when it comes to advanced children. I have two children at SSES and have had decent teachers and a couple of exceptional ones. One of my children is academically advanced and he is bored at school. His teacher gives him extra work but it is just that, extra busy work. There should be classes designed for these children where they can feel accepted by their peers instead of seen as a know it all and have a creative outlet to challenge their minds. There are TWO ends of the educational spectrum, special needs and gifted. They both deserve equal attention and resources. Having that said, my other child is having a great experience and has had fantastic teachers that have been very attentive to his minor academic challenges. To the parent that thinks there is a small percentage of gifted children, there were 15 children in my son's grade alone that qualified for an experimental math class for children who tested above average. Although the class was a step in the right direction it was a one time opportunity and not part of the curriculum.
—Submitted by a parent


Posted January 3, 2012

Yep, everyone has a "gifted" child. According to CT guidelines there are only a very, very small percentage of children in any given grade who are identified as "gifted".... yet the below four parents EACH have at least one. Imagine that! The school's consistant superior test results speak for themselves. I humbly suggest that the problem may be the parents, and not the school.
—Submitted by a parent


Posted May 16, 2011

This school is not equipped to be able to foster gifted children. We tried kindergarten and the teacher had no idea how to work with my child to foster his abilities and when the principal promised extra enrichment work none was given. There was no teacher support. Also my sons teacher indicated that really no work is done in September, October and December. It was shocking! We pulled our children out and enrolled them in private school.
—Submitted by a parent


Posted June 12, 2009

I am the parent of a gifted student and I had a very unsatisfactory experience with the school. They not only fail to develop these children in the classroom, they seem unequipped to handle them in socially appropriate ways. The teachers and administration not only lack the desire to address these kids academically (even in the most minimal sense), they don't seem to know how to handle them without making them a spectacle to the other children. They are not open to much discussion about this issue, let alone finding creative ways to develop these children that would challenge and stimulate them. I got the sense that having children who are bored most of the day is entirely acceptable, as long as they don't misbehave of course. It would have been nice to benefit from the high taxes we pay, but we had to opt for private school.
—Submitted by a parent


Posted June 10, 2009

I have mixed feelings about the school but feel like my kids have been pretty well served there, in particular because of some excellent teachers and in particular the great music teachers and wonderful facility. However, I agree that the administration is weak, the principal is a very poor communicator, and that the school offers almost nothing to gifted, or even above average, students. There is a huge focus on special needs and learning-challenged kids and the size of the faculty in this area is astonishing when compared to the number of regular classroom teachers. I think that is fine, but frustrating when the school offers nothing to more advanced kids. The principal says the teachers are good at differentiating within the classroom (teaching at different levels) but in my experience this is not the case. We've had a few wonderful, amazing teachers and a couple of duds.
—Submitted by a parent


Posted April 30, 2009

Given that SSES does NOT have a T.A.G. program, this school is really only for the middle to lower tier students. They have plenty of aids and programming for the lower tier and special needs school, but nothing for the kds on the other end of the spectrum. As a result, many of these kids are going to private schools or elsewhere.
—Submitted by a parent


Posted April 8, 2008

I have a child at Samuel Staples. I am very confident in the school, its teachers and particularly its principal - she is fantastic!
—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 83% in 2013.

91 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
97%

2011

 
 
99%

2010

 
 
97%
Reading

The state average for Reading was 72% in 2013.

89 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
93%

2011

 
 
98%

2010

 
 
90%
Writing

The state average for Writing was 80% in 2013.

97 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
98%

2011

 
 
96%

2010

 
 
96%
Scale: % level 3, 4, or 5

About the tests


In 2012-2013 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.

Source: Connecticut Department of Education

Math

The state average for Math was 84% in 2013.

99 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
98%

2010

 
 
95%
Reading

The state average for Reading was 78% in 2013.

99 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
92%

2010

 
 
92%
Writing

The state average for Writing was 84% in 2013.

99 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%

2011

 
 
89%

2010

 
 
98%
Scale: % level 3, 4, or 5

About the tests


In 2012-2013 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.

Source: Connecticut Department of Education

Math

The state average for Math was 84% in 2013.

102 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
99%

2010

 
 
97%
Reading

The state average for Reading was 79% in 2013.

104 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
93%

2011

 
 
93%

2010

 
 
98%
Science

The state average for Science was 82% in 2013.

102 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
99%

2010

 
 
94%
Writing

The state average for Writing was 88% in 2013.

106 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
95%

2010

 
 
96%
Scale: % level 3, 4, or 5

About the tests


In 2012-2013 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.

Source: Connecticut Department of Education

Math

All Students96%
Female93%
Male98%
Blackn/a
Asian Americann/a
Hispanicn/a
White99%
Economically disadvantagedn/a
Not economically disadvantaged98%
Students with disabilitiesn/a
Students without disabilities96%
English language learnersn/a
Proficient in English96%

Reading

All Students91%
Female87%
Male96%
Blackn/a
Asian Americann/a
Hispanicn/a
White92%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilitiesn/a
Students without disabilities94%
English language learnersn/a
Proficient in English91%

Writing

All Students92%
Female94%
Male90%
Blackn/a
Asian Americann/a
Hispanicn/a
White93%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilitiesn/a
Students without disabilities96%
English language learnersn/a
Proficient in English92%
Scale: % level 3, 4, or 5

About the tests


In 2012-2013 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.

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 Students97%
Female96%
Male98%
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
White97%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilitiesn/a
Students without disabilities98%
English language learnersn/a
Proficient in English97%

Reading

All Students95%
Female96%
Male94%
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
White94%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilitiesn/a
Students without disabilities95%
English language learnersn/a
Proficient in English95%

Writing

All Students98%
Female100%
Male96%
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
White98%
Economically disadvantagedn/a
Not economically disadvantaged99%
Students with disabilitiesn/a
Students without disabilities98%
English language learnersn/a
Proficient in English98%
Scale: % level 3, 4, or 5

About the tests


In 2012-2013 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.

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 Students98%
Female95%
Male100%
Blackn/a
Asian Americann/a
Hispanicn/a
White98%
Economically disadvantagedn/a
Not economically disadvantaged98%
Students with disabilitiesn/a
Students without disabilities99%
English language learnersn/a
Proficient in English98%

Reading

All Students95%
Female95%
Male95%
Blackn/a
Asian Americann/a
Hispanicn/a
White95%
Economically disadvantagedn/a
Not economically disadvantaged95%
Students with disabilitiesn/a
Students without disabilities96%
English language learnersn/a
Proficient in English95%

Science

All Students97%
Female98%
Male97%
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
White97%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilitiesn/a
Students without disabilities99%
English language learnersn/a
Proficient in English97%

Writing

All Students93%
Female98%
Male91%
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
White93%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilitiesn/a
Students without disabilities95%
English language learnersn/a
Proficient in English93%
Scale: % level 3, 4, or 5

About the tests


In 2012-2013 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.

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 2012-2013 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 86% 61%
Asian or Asian/Pacific Islander 6% 4%
Hispanic 5% 20%
Two or more races 2% 2%
Black 1% 13%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/A35%
Source: NCES, 2011-2012

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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515 Morehouse Rd
Easton, CT 06612
Phone: (203) 261-3607

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