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GreatSchools Rating

Nichols School

Public | K-6 | 422 students

 

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Last modified
Community Rating

4 stars

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

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22 reviews of this school


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Posted Thursday, April 17, 2014

Nichols is a wonderful school with awesome teachers, staff and a great principal. Everyone does their best with the resources they have and work hard. They are there because they love the kids. It's an awesome school and my kids love it!
—Submitted by a parent


Posted December 18, 2009

I have two children in Nichols School. we have just moved to Stratford from New York. I have seen improvenments in their all around academics improve by 10 fold. The entire faculty is absolutely Fantastic, and very understanding. They have made us feel like part of their family.
—Submitted by a parent


Posted September 22, 2009

I have nothing but good things to say about Nichols school. I currently have 2 children at Nichols. The staff have been wonderful every year. The principal is phenomenal. You can tell her staff respect her and it shows in their work. The support staff have been wonderful to my family and Nichols has a very dedicated PTA. I wouldn't want to send my children any where else.
—Submitted by a parent


Posted September 20, 2009

Very active PTA and dedicated staff! Great place for children to be.
—Submitted by a teacher


Posted September 20, 2009

They have the best P.E. teacher ever!
—Submitted by a parent


Posted June 7, 2009

Wonderful school, the principal runs and tight ship and the teachers are very dedicated.
—Submitted by a parent


Posted May 22, 2009

My daughter goes to this school and I am very happy with the challenges her teacher presents to her on a daily basis.
—Submitted by a parent


Posted February 2, 2009

I have three children that attend Nichols Elem. The school has been a wonderful place for my children to learn. It is very safe and the staff are no. 1.
—Submitted by a parent


Posted October 17, 2006

People may say whatever they want,but at the end of the day,who had the best improvement and scores in the district?In addition,Nichols has had excellent test scores not once,but twice in the last four years.This was during a time when it was completely underrated by all.My hat goes off to all the staff including the principal, who worked together to pull this off in spite of those whose agendas had nothing to do with what was good for kids.hurray for Nichols!
—Submitted by an administrator


Posted September 15, 2006

I am a parent of a former Nichols school student.. I am very disappointed in all the negativity i have read on this web site... I have only good things to say about the teachers, the admininstrator and the staff... they were always supportive,interested and friendly.. my son enjoyed his years here at Nichols.. Is now a student at a prestigious college ... making the Deans list repeatedly... A teachers job can be difficult when manners and respect are not reinforced at home.. work with them not against them!
—Submitted by a staff


Posted September 14, 2006

I think Nichols School WAS given a bad rap do to it's Principal for the past 4 years. I do not have a child there anymore but wish I did because I see good thing happening for Nichols. Starting with a new Principal who wants to be involved and make the school feel like a family. And then there is the PTA at Nichols a GREAT group of people who are working hard to give your children what they need. My feelings are if you do not get involved in School and help in making the necessary changes you have NO right to complain about how it was done! Getting involved in your child's school is rewarding for both you and your child. Take the time to go to a PTA meeting and get involved. Give Nichols a chance!
—Submitted by a parent


Posted September 14, 2006

My daughter started Nichols school this year and I was a little nervous, considering she had a bad year at a previous school. The first day the school placed in a friendship club for new students to help with the transition. After her first week there I saw such a big difference in her attitude towards school and homework. Her teacher is awesome and provides much encouragement. The staff is courteous and helpful. Even the school psychologist introduced herself to me as I walked into the school. The parents at the PTA meeting were great and it was an inviting atmosphere. Last year the school was given a gold star for improvement on the CMT's. The principal is very involved, informative, and kind. I am very pleased with the school and am excited about this school year.
—Submitted by a parent


Posted September 14, 2006

I am shocked to read what some parent's have written about Nichols school.I switched my child last year, to start 4th grade at nichols and what a great year we had.His teacher was amazing, the amount of homework increased, his academics was much better, the children he has made friends with come from loving families, and I thought the Principal was very friendly and approachable.This year my youngest has switched to go into 1st grade and she has another great teacher, we are having a good start to the year, homework every night for both my kids, which is fine.I went to my first PTA meeting and got to meet some dedicated parents both to their childrens education and to the school.Our new Principal is going to bring us some nichols pride!.I am one proud parent saying Nichols school is a great place for your children to learn!
—Submitted by a parent


Posted August 14, 2006

My child has been in Nichols since 1st grade (now entering 5th) and I have to say I have been disappointed with the lack of encouragement via special awards and programs offered here. NBot only does this school fail to promote honor roll and other accomplishments - it looks as though our kids could learn more elsewhere
—Submitted by a parent


Posted June 6, 2006

My son has had a wonderful school year at Nichols. He has learned so much from his fantastic teacher and truly loves his school. I feel the experience each child gets out of his/her education starts out at home. Parents need to be equally involved for a successful student. The PTA tries hard to raise $ to make up for what the Stratford BOE cannot provide. I wonder if the other parents who have written reviews have gotten involved with the PTA themselves or just look to criticize. Lets work together and work to make Nichols an even better school than it already is.
—Submitted by a parent


Posted May 12, 2006

Since 1967 some member of our family has been going to Nichols School, beginning with my husband. Like all schools it has its good points and its bad. There are many teachers at Nichols that give their heart and soul to the students (the resource staff is outstanding), a less than successful PTA, and a principal who is truly involved. Changing morals, ideologies, and family structure has deteriorated so rapidly in this urban area that it is not the Nichols School of days gone by.
—Submitted by a parent


Posted November 21, 2005

I am not pleased with the staff's attitude. The teachers & principal view this school & their students as just a job. They are not caring at all. I am very disappointed. The Stratford system had a great reputation, but Nichols cannot be included.
—Submitted by a parent


Posted October 14, 2005

We moved to Stratford in August of 04 and trying to enroll our children was lke breaking into Fort Knox. The secretaries in the office are cold and unfriendly. The principle however, seems to be trying, but has to work with the staff he has unforntunately. Bridgeport may have a bad rep but that is the children not the educational program itself. Parking has always been a problem, dangerous to say the least. This year the kids go from 8:15 to 2:25 leaving no middle school siblings to pick up the kids more parents are forced to leave jobs to pick up their kids with no parking to accommidate the change. Very Disappointed.
—Submitted by a parent


Posted October 11, 2005

I am not sure if i like this school very much. My daughter has been doing the alp tests since 1st grade and this school does not even do it until 4th grade and they don,t offer any attention to these type of kids who excede the classroom work.Also my son needs special needs and has not gotten it as yet and i am afraid that he not going to make it if it does nothappen soon.This school is very disappointing to me.I don,t think this even friendly most times it has a cold feeling even the nurse is not friendly
—Submitted by a parent


Posted May 11, 2005

I recently moved to Stratford and my children have been attending Nichols for approximately 6 months now. I can honestly say that I am somewhat disappointed in this school. There are no after school or sports programs. Picking up your child at 3:00 can be a trying experience since it is a main road and parking is at a premium. My daughter was on the honor roll every year since first grade and was rewarded regularly by her old school. In Nichols, it is not even mentioned on her report card, even though she has straight A's and B's. I think children doing well need to be rewarded and encouraged to keep up the good work.
—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 67% in 2012.

66 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
75%

2010

 
 
68%

2009

 
 
74%
Reading

The state average for Reading was 59% in 2012.

66 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
61%

2010

 
 
47%

2009

 
 
68%
Writing

The state average for Writing was 63% in 2012.

67 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
68%

2010

 
 
56%

2009

 
 
68%
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.

45 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
47%

2010

 
 
66%

2009

 
 
86%
Reading

The state average for Reading was 64% in 2012.

45 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
49%

2010

 
 
60%

2009

 
 
84%
Writing

The state average for Writing was 65% in 2012.

45 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
52%

2010

 
 
52%

2009

 
 
85%
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.

65 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
72%

2010

 
 
68%

2009

 
 
82%
Reading

The state average for Reading was 68% in 2012.

65 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
59%

2010

 
 
49%

2009

 
 
68%
Science

The state average for Science was 64% in 2012.

66 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
55%

2010

 
 
48%
Writing

The state average for Writing was 68% in 2012.

66 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
66%

2010

 
 
70%

2009

 
 
86%
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.

53 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
77%

2010

 
 
85%

2009

 
 
97%
Reading

The state average for Reading was 74% in 2012.

52 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
73%

2010

 
 
72%

2009

 
 
84%
Writing

The state average for Writing was 67% in 2012.

58 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
64%

2010

 
 
61%

2009

 
 
89%
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 Students70%
Female70%
Male70%
Blackn/a
Asian Americann/a
Hispanic64%
White80%
Economically disadvantaged65%
Not economically disadvantaged75%
Students with disabilitiesn/a
Students without disabilities74%
English language learnersn/a
Proficient in English71%

Reading

All Students50%
Female52%
Male49%
Blackn/a
Asian Americann/a
Hispanic32%
White56%
Economically disadvantaged44%
Not economically disadvantaged56%
Students with disabilitiesn/a
Students without disabilities53%
English language learnersn/a
Proficient in English49%

Writing

All Students57%
Female67%
Male47%
Blackn/a
Asian Americann/a
Hispanic50%
White54%
Economically disadvantaged52%
Not economically disadvantaged63%
Students with disabilitiesn/a
Students without disabilities60%
English language learnersn/a
Proficient in English58%
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 Students71%
Female59%
Male83%
Blackn/a
Asian Americann/a
Hispanicn/a
Whiten/a
Economically disadvantaged57%
Not economically disadvantaged83%
Students with disabilitiesn/a
Students without disabilities75%
English language learnersn/a
Proficient in English73%

Reading

All Students58%
Female50%
Male65%
Blackn/a
Asian Americann/a
Hispanicn/a
Whiten/a
Economically disadvantaged52%
Not economically disadvantaged63%
Students with disabilitiesn/a
Students without disabilities65%
English language learnersn/a
Proficient in English59%

Writing

All Students69%
Female68%
Male70%
Blackn/a
Asian Americann/a
Hispanicn/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged71%
Students with disabilitiesn/a
Students without disabilities75%
English language learnersn/a
Proficient in English71%
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 Students57%
Female48%
Male64%
Blackn/a
Asian Americann/a
Hispanic50%
Multiracialn/a
White77%
Economically disadvantaged52%
Not economically disadvantaged63%
Students with disabilitiesn/a
Students without disabilities59%
English language learnersn/a
Proficient in English56%

Reading

All Students54%
Female52%
Male56%
Blackn/a
Asian Americann/a
Hispanic38%
Multiracialn/a
White65%
Economically disadvantaged52%
Not economically disadvantaged56%
Students with disabilitiesn/a
Students without disabilities56%
English language learnersn/a
Proficient in English52%

Science

All Students55%
Female48%
Male59%
Blackn/a
Asian Americann/a
Hispanic33%
Multiracialn/a
White78%
Economically disadvantaged49%
Not economically disadvantaged61%
Students with disabilitiesn/a
Students without disabilities56%
English language learnersn/a
Proficient in English53%

Writing

All Students68%
Female69%
Male68%
Blackn/a
Asian Americann/a
Hispanic67%
Multiracialn/a
White82%
Economically disadvantaged76%
Not economically disadvantaged61%
Students with disabilitiesn/a
Students without disabilities69%
English language learnersn/a
Proficient in English68%
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 Students85%
Female80%
Male91%
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
Whiten/a
Economically disadvantaged74%
Not economically disadvantaged96%
Students with disabilitiesn/a
Students without disabilities86%
English language learnersn/a
Proficient in English85%

Reading

All Students79%
Female83%
Male73%
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
Whiten/a
Economically disadvantaged69%
Not economically disadvantaged89%
Students with disabilitiesn/a
Students without disabilities84%
English language learnersn/a
Proficient in English80%

Writing

All Students64%
Female77%
Male50%
Blackn/a
Asian Americann/a
Hispanicn/a
Multiracialn/a
White60%
Economically disadvantaged58%
Not economically disadvantaged70%
Students with disabilitiesn/a
Students without disabilities74%
English language learnersn/a
Proficient in English66%
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 43% 62%
Hispanic 33% 19%
Black 18% 13%
Asian 5% 4%
American Indian/Alaska Native 1% 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 49%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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396 Nichols Ave
Stratford, CT 06614
Phone: (203) 385-4294

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