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GreatSchools Rating

Rippowam Middle School

Public | 6-8 | 644 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 4 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

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14 reviews of this school


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Posted August 9, 2013

When you overhear the current principal and assistant principal making fun of and laughing at their staff, it makes you wonder about what kind of hostile and toxic environment teachers here must deal with on a day to day basis. It is honestly disappointing to see such behavior from school administrators, who SHOULD act professionally and treat their staff in the same manner in which they demand teachers to their own students: with kindness and respect.


Posted August 1, 2013

I absolutely disagree with both comments below. My child now entering grade 7 made friends with seventh and eigth graders when she was in grade 6 at Ripp. Ad, as far as teachers go, I have not seen more caring, more fun and more nice teachers ever. So far, I can talk only of the sixth grade teachers. And, they were awesome, awesome. I a parent is not happy with a teacher, I strongly recommend meeting them. Only then will you realize how much they want each child to succeed and be their best. As far as detaining kids, yes, it is necessary. If these kids are disrupting classrooms, and do not value education, they should be disciplined. The new team of principal and vice principal is wonderful and will do the right things for the school.
—Submitted by a parent


Posted July 31, 2013

The school is average. The teachers is the best. Stay away from the psychologists because they hurt more then help the student. They don't let the student be themselves and my son was good there eventually. Not from them but from us the parents. That's why there needs to be more parent involvement. The new principal discipline the students to make them behave and it worked. The school could use a little more parent involvement. The school needs to be more cleaner mostly the restrooms my son says are really dirty and he got sick from there once after washing his hands the door knob was dirty he remembered then he ate lunch and got sick later that day. Students from IB (International Baccalaureate) and from different grades are really separated which is bad. The only way to make a friend in a different grade is in the bus, but they will live near you, but still there could be other possible friends to make there. Submitted by a parent
—Submitted by a parent


Posted May 31, 2013

Rippawam has poor leadership there. The new principal suspends kids just for veral confrontation. Last I hear or thought fighting and bodily harm was the cause for that! This is not how you start off being a principal. The teachers there are horrible, and the think that they are on these kids level. This school would be successful if teachers acted licked they liked their jobs. Most of the adults talk about every child there either to their co- workers or toa parent while the child is present. This school is the worst when it comes to having leadership there. Yes some kids are hard to handle, but they need to address those situations better than they do. I most say the helpers that walk around with the students, do get caught up with the immature behavior as the other staff members. This school need team work,and the staff there suck with exceptions. If there was another school my children could go to, I wouldsend them there. These teachers need to understand that in order to earn these kids respect, they have to treat them with some. These teachers are always getting these kids in trouble instead of trying to solve the problem, before it spiral out of control.
—Submitted by a parent


Posted March 31, 2012

I am a parent of a child who attends this school. The staff and principle are not kind or willing to help a parent that has any interest in learning about their childs education.The principal is not a good listener or a great leader. The kids are mean to other kids and the staff allows this behavior. I rate this school as -1 as there needs to be a more collaboration between parents and staff to help ourchildren. When anyone asks about my childs experience I will recommend that they do anything and everything to avoid sending their child go this school.the school principle IS RUDE and DISRESPECTFUL.Help is desperately needed in that school- call your board of Ed write letters if you have had a bad experience too. Write your own review
—Submitted by a parent


Posted October 26, 2011

I am a new parent and because of where I live my son will be going to rippowam my first impression was not great the school principle was rude and would not even give us a school tour. Help is needed in that school


Posted October 20, 2010

The boys are in the IB program which I think is fantastic.
—Submitted by a parent


Posted October 13, 2010

Since implementing the International Baccalaureate program, Rippowam has improved test scores and encouraged a great community feel within the program. There is much work to be done to support disadvantaged students and $20,000 would help tremendously!
—Submitted by a parent


Posted September 22, 2010

IB program Hope for the future.
—Submitted by a parent


Posted March 19, 2009

I go to Rippowam and it is a pretty nice school. The teachers are alright but all the fights that happin are the students and parents fault. so stop wining and saying that it is the schools fault..if u are a good kid you'll survive and have a lot of friends. i would tell people to let their children go to ripp.
—Submitted by a student


Posted March 4, 2009

Teachers don't help and often ingnore my needs. The kids are also distracting and some tend to become violent.
—Submitted by a student


Posted June 9, 2008

i love Rippw. it does need to have sine air conditioning! i go there and the teaachers are really nice!
—Submitted by a student


Posted February 6, 2008

Teachers bad, dirty, fights. I would not recommend this school
—Submitted by a student


Posted February 5, 2005

Great...It's small and not easy to get lost.
—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 70% in 2012.

188 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
62%

2010

 
 
57%

2009

 
 
n/a
Reading

The state average for Reading was 74% in 2012.

189 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
59%

2010

 
 
61%

2009

 
 
n/a
Writing

The state average for Writing was 67% in 2012.

207 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
56%

2010

 
 
48%

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 68% in 2012.

202 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
58%

2010

 
 
49%

2009

 
 
80%
Reading

The state average for Reading was 80% in 2012.

204 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
66%

2010

 
 
66%

2009

 
 
79%
Writing

The state average for Writing was 66% in 2012.

221 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
35%

2010

 
 
46%

2009

 
 
76%
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.

202 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
52%

2010

 
 
54%

2009

 
 
77%
Reading

The state average for Reading was 77% in 2012.

198 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
63%

2010

 
 
61%

2009

 
 
77%
Science

The state average for Science was 62% in 2012.

216 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
45%

2010

 
 
51%
Writing

The state average for Writing was 68% in 2012.

216 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
46%

2010

 
 
53%

2009

 
 
78%
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 Students56%
Female60%
Male51%
Black28%
Asian Americann/a
Hispanic53%
Multiracialn/a
White74%
Economically disadvantaged41%
Not economically disadvantaged71%
Students with disabilitiesn/a
Students without disabilities58%
English language learnersn/a
Proficient in English59%

Reading

All Students57%
Female59%
Male54%
Black37%
Asian Americann/a
Hispanic55%
Multiracialn/a
White70%
Economically disadvantaged39%
Not economically disadvantaged74%
Students with disabilitiesn/a
Students without disabilities59%
English language learnersn/a
Proficient in English61%

Writing

All Students49%
Female60%
Male37%
Black32%
Asian Americann/a
Hispanic45%
Multiracialn/a
White58%
Economically disadvantaged39%
Not economically disadvantaged60%
Students with disabilities7%
Students without disabilities56%
English language learners15%
Proficient in English54%
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 Students59%
Female58%
Male60%
Black34%
Asian Americann/a
Hispanic40%
Multiracialn/a
White83%
Economically disadvantaged34%
Not economically disadvantaged80%
Students with disabilitiesn/a
Students without disabilities60%
English language learnersn/a
Proficient in English63%

Reading

All Students71%
Female72%
Male70%
Black50%
Asian Americann/a
Hispanic60%
Multiracialn/a
White88%
Economically disadvantaged51%
Not economically disadvantaged88%
Students with disabilitiesn/a
Students without disabilities72%
English language learnersn/a
Proficient in English73%

Writing

All Students51%
Female62%
Male40%
Black33%
Asian Americann/a
Hispanic39%
Multiracialn/a
White68%
Economically disadvantaged33%
Not economically disadvantaged66%
Students with disabilities4%
Students without disabilities57%
English language learnersn/a
Proficient in English53%
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 Students52%
Female54%
Male50%
Black39%
Asian Americann/a
Hispanic32%
Multiracialn/a
White74%
Economically disadvantaged32%
Not economically disadvantaged67%
Students with disabilitiesn/a
Students without disabilities53%
English language learnersn/a
Proficient in English55%

Reading

All Students63%
Female64%
Male63%
Black45%
Asian Americann/a
Hispanic47%
Multiracialn/a
White86%
Economically disadvantaged43%
Not economically disadvantaged79%
Students with disabilitiesn/a
Students without disabilities63%
English language learnersn/a
Proficient in English68%

Science

All Students50%
Female53%
Male46%
Black45%
Asian Americann/a
Hispanic28%
Multiracialn/a
White67%
Economically disadvantaged29%
Not economically disadvantaged67%
Students with disabilities5%
Students without disabilities54%
English language learnersn/a
Proficient in English54%

Writing

All Students51%
Female54%
Male48%
Black42%
Asian Americann/a
Hispanic37%
Multiracialn/a
White67%
Economically disadvantaged33%
Not economically disadvantaged66%
Students with disabilities0%
Students without disabilities56%
English language learnersn/a
Proficient in English54%
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 39% 62%
Hispanic 31% 19%
Black 26% 13%
Asian 5% 4%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Two or more races 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 51%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 »

This school has not yet provided program information.


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381 High Ridge Rd
Stamford, CT 06905
Phone: (203) 977-5255

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