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GreatSchools Rating

Naylor School

Public | PK-8 | 703 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 1 rating

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9 reviews of this school


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Posted March 26, 2013

James Naylor Schools is a bad schools, this schools is very rasit with the puertorican people, I'm tell this for my experience, I try speach to the director of this school about a problem of buling with my son and daugther and never he or she can't . This school have big problem of bulling I'm not recoment this school
—Submitted by a parent


Posted June 4, 2011

my daughter was a great little girl. Never did she had to experience being bullied, nor failed in school until she started attending Naylor elementary. She now attends a different school and we are both much happier. Her grades are better, and she has great friends. Agree with the parents below. I do not recommend this school.
—Submitted by a parent


Posted June 26, 2010

This school is horrible. There does not seem to be any control in the morning time with traffic for staters. The education is extremely poor, school lacks discipline, kids get bullied constantly and my kid pick up a lot of bad habits since attending this school. Needless to say my kid no longer attends this school.
—Submitted by a parent


Posted March 2, 2010

Naylor school is a great school. My kid aced the cmts due to it's dedicated teachers. It has great involvement and teaches leadership! It's definitely the best school in Hartford
—Submitted by a parent


Posted March 13, 2009

Naylor is a great school,but i find my child complaining a lot about the food they serve. But other than that Naylor is a wonderful school and its a great learning place
—Submitted by a parent


Posted October 25, 2005

This school is lacking a leader. Naylor needs someone who will take initiative. No one honors the oneway in the morning. The police have to take action. Another alarming issue is the safety in the building, anyone can just walk in/out as they please. The security that sits at the desk does not question anyone entering/exiting the building. Now that to me is extremely disturbing.
—Submitted by a parent


Posted October 24, 2005

This school is lacking structure!! morning drop offs are a nightmare, parents in their vehicles go thru a one-way street every morning and after school consistantly; (security guards observe this and make no attempt to stop these vehicles) afterschool children engage in quarrels, security guards just observe moms instead. There is no sign in sheets for the after school power hour, and from visitors coming into the school during school hours. That is a huge liability for the school if the were to be a missing child or once again a child bringing a weapon into the school or a possible gang activity our children would be at risk. The school should be safe zone for the children attending. This school needs help!!!!!
—Submitted by a parent


Posted October 19, 2005

I am very dissapointed in the school this year as well as last year. In my opinion the city of Hartford should concetrate on academic skills. The principal is constantly contradicting himself. He needs to learn how to be more eficient as far as returning telephone calls to parents in an orderly fashion.I have left him several messages and never once did he return any of my telephone calls and neither did any of the staff. The students need to be praised when they do a good job in exams. For example; nominating a child for student of the month, perfect attendance assembly every semester, etc. This school needs a lot of work. An extremyl concerned parent
—Submitted by a parent


Posted November 16, 2004

I'm not a partent, I'm an ex-student. I used to go to Naylor, I loved it there. I've went there since I was in the first grade and I loved it. I wish that I could still be there, but I'm not. I'm in high school right now and I still remember how much fun I had in that school and everything. It's like when I left, a big part of me disappeared, Naylor was my second home and now it's gone, but I still cherise the memories I had while there.
—Submitted by a former student


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 67% in 2012.

66 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
12%

2010

 
 
13%

2009

 
 
58%
Reading

The state average for Reading was 59% in 2012.

65 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
15%

2010

 
 
16%

2009

 
 
39%
Writing

The state average for Writing was 63% in 2012.

69 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
29%

2010

 
 
37%

2009

 
 
74%
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 68% in 2012.

74 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
20%

2010

 
 
22%

2009

 
 
66%
Reading

The state average for Reading was 64% in 2012.

74 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
27%

2010

 
 
16%

2009

 
 
48%
Writing

The state average for Writing was 65% in 2012.

78 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
34%

2010

 
 
24%

2009

 
 
75%
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.

77 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
44%

2010

 
 
42%

2009

 
 
72%
Reading

The state average for Reading was 68% in 2012.

76 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
27%

2010

 
 
24%

2009

 
 
52%
Science

The state average for Science was 64% in 2012.

82 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
29%

2010

 
 
28%
Writing

The state average for Writing was 68% in 2012.

82 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
39%

2010

 
 
46%

2009

 
 
81%
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.

48 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
41%

2010

 
 
25%

2009

 
 
60%
Reading

The state average for Reading was 74% in 2012.

49 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
54%

2010

 
 
35%

2009

 
 
56%
Writing

The state average for Writing was 67% in 2012.

49 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
30%

2010

 
 
29%

2009

 
 
69%
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 68% in 2012.

57 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
23%

2010

 
 
40%

2009

 
 
46%
Reading

The state average for Reading was 80% in 2012.

59 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
34%

2010

 
 
42%

2009

 
 
50%
Writing

The state average for Writing was 66% in 2012.

67 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
9%

2010

 
 
20%

2009

 
 
51%
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 67% in 2012.

61 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
21%

2010

 
 
19%

2009

 
 
45%
Reading

The state average for Reading was 77% in 2012.

62 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
38%

2010

 
 
40%

2009

 
 
48%
Science

The state average for Science was 62% in 2012.

65 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
7%

2010

 
 
14%
Writing

The state average for Writing was 68% in 2012.

65 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
43%

2010

 
 
33%

2009

 
 
82%
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 Students17%
Female15%
Male19%
Blackn/a
Asian Americann/a
Hispanic2%
Whiten/a
Economically disadvantaged17%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities18%
English language learnersn/a
Proficient in English21%

Reading

All Students22%
Female23%
Male19%
Blackn/a
Asian Americann/a
Hispanic19%
Whiten/a
Economically disadvantaged22%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities23%
English language learnersn/a
Proficient in English26%

Writing

All Students36%
Female45%
Male24%
Blackn/a
Asian Americann/a
Hispanic31%
Whiten/a
Economically disadvantaged36%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities40%
English language learnersn/a
Proficient in English44%
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 Students31%
Female36%
Male26%
Blackn/a
Asian Americann/a
Hispanic29%
Whiten/a
Economically disadvantaged31%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities31%
English language learnersn/a
Proficient in English35%

Reading

All Students37%
Female46%
Male26%
Blackn/a
Asian Americann/a
Hispanic33%
Whiten/a
Economically disadvantaged37%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities37%
English language learnersn/a
Proficient in English41%

Writing

All Students37%
Female48%
Male26%
Blackn/a
Asian Americann/a
Hispanic31%
Whiten/a
Economically disadvantaged37%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities39%
English language learnersn/a
Proficient in English42%
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 Students42%
Female40%
Male43%
Blackn/a
Asian Americann/a
Hispanic40%
Multiracialn/a
Whiten/a
Economically disadvantaged42%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities44%
English language learnersn/a
Proficient in English45%

Reading

All Students45%
Female50%
Male39%
Blackn/a
Asian Americann/a
Hispanic41%
Multiracialn/a
Whiten/a
Economically disadvantaged45%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities47%
English language learnersn/a
Proficient in English52%

Science

All Students38%
Female36%
Male40%
Blackn/a
Asian Americann/a
Hispanic31%
Multiracialn/a
Whiten/a
Economically disadvantaged38%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities43%
English language learnersn/a
Proficient in English44%

Writing

All Students41%
Female48%
Male34%
Blackn/a
Asian Americann/a
Hispanic31%
Multiracialn/a
Whiten/a
Economically disadvantaged41%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities47%
English language learnersn/a
Proficient in English44%
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 Students27%
Female23%
Male31%
Blackn/a
Asian Americann/a
Hispanic21%
Multiracialn/a
Whiten/a
Economically disadvantaged27%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities28%
English language learnersn/a
Proficient in English32%

Reading

All Students41%
Female45%
Male37%
Blackn/a
Asian Americann/a
Hispanic32%
Multiracialn/a
Whiten/a
Economically disadvantaged41%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities44%
English language learnersn/a
Proficient in English50%

Writing

All Students22%
Female26%
Male19%
Blackn/a
Asian Americann/a
Hispanic14%
Multiracialn/a
Whiten/a
Economically disadvantaged22%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities24%
English language learnersn/a
Proficient in English30%
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 Students28%
Female35%
Male24%
Blackn/a
Asian Americann/a
Hispanic23%
Multiracialn/a
Whiten/a
Economically disadvantaged28%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities30%
English language learnersn/a
Proficient in English34%

Reading

All Students54%
Female64%
Male47%
Blackn/a
Asian Americann/a
Hispanic38%
Multiracialn/a
Whiten/a
Economically disadvantaged54%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities58%
English language learnersn/a
Proficient in English59%

Writing

All Students28%
Female38%
Male21%
Blackn/a
Asian Americann/a
Hispanic16%
Multiracialn/a
Whiten/a
Economically disadvantaged28%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities35%
English language learnersn/a
Proficient in English35%
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 Students13%
Female8%
Male23%
Blackn/a
Asian Americann/a
Hispanic8%
Multiracialn/a
Whiten/a
Economically disadvantaged13%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities13%
English language learnersn/a
Proficient in English15%

Reading

All Students40%
Female40%
Male41%
Blackn/a
Asian Americann/a
Hispanic31%
Multiracialn/a
Whiten/a
Economically disadvantaged40%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities41%
English language learnersn/a
Proficient in English50%

Science

All Students11%
Female10%
Male12%
Blackn/a
Asian Americann/a
Hispanic10%
Multiracialn/a
Whiten/a
Economically disadvantaged11%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities12%
English language learnersn/a
Proficient in English14%

Writing

All Students34%
Female32%
Male38%
Blackn/a
Asian Americann/a
Hispanic21%
Multiracialn/a
Whiten/a
Economically disadvantaged34%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities36%
English language learnersn/a
Proficient in English39%
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
Hispanic 59% 19%
White 19% 62%
Black 14% 13%
Two or more races 6% 1%
Asian 1% 4%
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 100%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 Schoolwide program (SWP)
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639 Franklin Ave
Hartford, CT 06114
Phone: (860) 695-4620

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