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GreatSchools Rating

North Avondale Montessori Elementary School

Public | PK-7 | 551 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings
2010:
Based on 1 rating

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18 reviews of this school


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Posted March 13, 2012

At first thought this school was perfect for both my sons to attend. However I have been shown otherwise. The teachers within this school only care and take time out for students who are considered the"elite". The school who job is to be a support to the students and parents turn around and discriminate against certain groups of children. I Hate NAM and the teachers and new principal Roger Lewis.
—Submitted by a parent


Posted September 2, 2011

We went from another public school, and I thought i was just going to have to move out of the city, This school is great and now my son is more into school than ever;
—Submitted by a parent


Posted February 28, 2011

This school is AMAZING!! Mr. Lewis is a fantastic principal and leader (so much so that we followed him from Schiel PSAE to NAM), my oldest daughters teacher is the most caring, wonderful and warm person you could ever hope to have teaching your children, and my youngest daughters teacher is also very caring, involved and concerned with her students. I don't know what it is exactly that defines "Montessori" education, but my children are surrounded by people who are dedicated to giving them the best educational experience available.....beyond that, I don't know what more you could want. The school has an abundance of very bright, exceptional kids....they offer loads of before and after school programs, the curriculum is moderately challenging. I honestly can't say enough about this school. HIghly recommended!!
—Submitted by a parent


Posted February 15, 2011

Nothing at all about this school is Montessori, with the exception of grouping the grades/grade levels. Input from parents (an important part of the parent-teacher-child triangle/development model) is not supported by the current administration. I'd strongly advise touring AND observing before you believe the hype.
—Submitted by a parent


Posted January 14, 2011

My child just move to NAM and his 2nd week in class. The crossing guard is perporming his best service by making sure the kids are in safe crossing the road. This morning, I was surprised to see the principle greeting his students as they arrived. So far I'm having a great impression on him especially when he was standing in this cold weather to greet his studends by the crossing road. It's a amazing. PS: Thanks to Mr. Luis for doing his outstanding job to serve NAM.
—Submitted by a parent


Posted October 5, 2010

Both of my children attend this school and we love it! Note that the address above (876 Glenwood) is incorrect We recently moved into a our new building at 615 Clinton Springs. It's a fantastic facility. I would encourage any interested parents to call and take a tour.
—Submitted by a parent


Posted August 13, 2009

The principal is a great leader, incredibly hard working, warm, and passionate. Her only fault is an innocent one: trying so hard to please different parties that she can get into promises that prove hard to deliver. She has had to deal with a tough situation in a non-ideal Swing Space during construction of a new building, but they move to the new building next year. My youngest graduates this year, but both boys had many years of great education and experiences.
—Submitted by a parent


Posted May 27, 2009

This school is going through some growing pains. Because they are is a swing building it is easy to blame the problems on that but it is more then that it is a lack of leadership.
—Submitted by a parent


Posted June 29, 2008

This school is on the turnaround thanks to the new principal. Spirits are high and the school is doing much better than in the period 2004-2007. We've had a very good experience. New building will start construction in 2008 and be ready for use in 2010. The temporary location for the school shows fair from the outside, but is excellent on the inside (even better than the current, permanent building). Parental involvement is on the rise again due to the energy and vision that the new principal is bringing.
—Submitted by a parent


Posted May 21, 2008

My children both attend North Avondale and love it. The best qualities of the school are (1) our new principal, who puts immense energy and passion into her job, (2) the Montessori teachers and program, and (3) the diversity. If you are looking for a diverse, Montessori education for your children, this is it!
—Submitted by a parent


Posted August 30, 2007

My child attended North Avondale for only one year. He was bullied the very first week and it continued the entire school year. The students weren't accepting of new kids. The no bully policy was not enforced by the principal or teacher. The curriculum did not encourage independent learning. I had do do a lot of home schooling to keep my son at the academic level that I knew he could achieve. Just my observation, the current method of teaching is not good for boys. The test scores are descent because the parents teach the kids extra things at home. If you notice the test scores for boys drop by the time they get to the 6th grade. Just like many parents I have given up on Cincinnati Public Schools and have transferred my child to a private school. NAM was suppose to be the premier elementary school,it was big disappointment!
—Submitted by a parent


Posted May 11, 2007

I believe that NAM may function at a higher level than other public schools in the area but it is a Montessori school in name only. The curriculum is determined by NCLB testing and when this was enacted many teachers and those parents that could afford private schools, left. We are currently suffering through some extremely exhausted and/or authoritarian teachers. I had experiences with a teacher here that are echoed in another post. The principal seems interested only in maintaining 'order' and discipline. I am extremely dissatisfied with our principle. The children seem to have become a product and I feel that many of them are not valued or treated with respect. They are not receiving a quality education nor are they encouraged to think or create. Some of my unhappiness rests with the district and NCLB but the school seems to be drifting far from most educational ideals.
—Submitted by a parent


Posted October 28, 2006

NAM's uniqueness is its ability to provide Montessori education in a public school system setting. While no school is perfect, I believe NAM to be doing a good job of staying as true to the Montessori philosophy as it can given the restraints set by the NCLB Act as well as standards set by CPS. The current principal and assistant principal are a good team- complimenting each others strengths and combined with parent organizations that want to make NAM a better place for ALL students is powerful. While it is true that the past few years have been rough for various reasons, I see NAM as being on a different and better course and is on the up and up.
—Submitted by a parent


Posted August 22, 2006

I have all of my children attend NAM, and I am an alumnus of NAM also. I believe NAM does offer excellent opportunities in the extra-curricular areas. One teacher recomended we hold our daughter back a year. She tested in the gifted range on all of her statewide exams, so this makes we wonder why this teacher would recomend such an act. However, compared to other Cincinnati public schools it is probably in the top three academically.
—Submitted by a parent


Posted April 1, 2006

The teachers are difficult to work with. Not following 'true' montessori practices.
—Submitted by a parent


Posted August 22, 2005

This school has the perfect outlook but things that are far from perfect aren't always apparent to those who mold with this organization like a hand-in-glove. This school is a magnet school, made available to students not in the immediate area so they too can have an opportunity to participate in the wealth of stimulation, activities and programs NAM has to offer. There is a problem though..NAM functions with an elitist attitude...'We are the 'HAVE's' and 'HAVE MORE's' and if you can't be that or act like that, you need to leave.' Most parents here probably won't believe that but when they started picking on my daughter, I videotaped them. I let them know I did so and I had no other problems from the teacher or staff. This is a great place to learn if you're child is 'perfect'. The reality is no person & no organization is perfect.
—Submitted by a parent


Posted May 12, 2005

Ideally, the Montessori method is excellent but I believe NAM uses the name for clout rather than its true purpose. I dealt with this school a few yrs ago when it had a different principal and VP who both had horrific leadership skills. This school has a lot of $$ thanks to parent fundraising. NAM also has many great after-school activities but they also have a great cost to participate. Parents make this school all it is. I give very little credit to the teachers. I had many problems w/NAM. After speaking w/another parent who too had problems, I came to the conclusion that if they felt your child was not going to help get their Ohio Proficiency Test scores up they were willing to 'build a case against your child' and force him/her out of NAM instead of helping the child make it w/the many resources they have..a shame.
—Submitted by a parent


Posted May 8, 2005

NAM is a great place to learn. I am alumni, former intern and a current parent. The teaching staff is the best. My child has had three excellent teachers, who have helped me to raise a very intelligent young lady. The Montessori curriculum expose my child to diversity of information and experiences. I can't think of a better education place for my daughter.
—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 82% in 2011.

2011

 
 
89%

2010

 
 
73%

2009

 
 
75%

2008

 
 
80%

2007

 
 
91%
Reading

The state average for Reading was 80% in 2011.

2011

 
 
92%

2010

 
 
87%

2009

 
 
78%

2008

 
 
83%

2007

 
 
89%
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

See Ohio's state standards

Source: Ohio Department of Education

Math

The state average for Math was 78% in 2011.

2011

 
 
79%

2010

 
 
66%

2009

 
 
70%

2008

 
 
81%

2007

 
 
71%
Reading

The state average for Reading was 84% in 2011.

2011

 
 
94%

2010

 
 
75%

2009

 
 
81%

2008

 
 
85%

2007

 
 
74%
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

See Ohio's state standards

Source: Ohio Department of Education

Math

The state average for Math was 66% in 2011.

2011

 
 
65%

2010

 
 
56%

2009

 
 
61%

2008

 
 
58%

2007

 
 
64%
Reading

The state average for Reading was 74% in 2011.

2011

 
 
81%

2010

 
 
66%

2009

 
 
80%

2008

 
 
76%

2007

 
 
86%
Science

The state average for Science was 71% in 2011.

2011

 
 
84%

2010

 
 
65%

2009

 
 
68%

2008

 
 
66%

2007

 
 
62%
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

See Ohio's state standards

Source: Ohio Department of Education

Math

The state average for Math was 78% in 2011.

2011

 
 
75%

2010

 
 
74%

2009

 
 
73%

2008

 
 
87%

2007

 
 
75%
Reading

The state average for Reading was 86% in 2011.

2011

 
 
82%

2010

 
 
85%

2009

 
 
89%

2008

 
 
90%

2007

 
 
84%
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

See Ohio's state standards

Source: Ohio Department of Education

Math

The state average for Math was 75% in 2011.

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a

2008

 
 
n/a

2007

 
 
n/a
Reading

The state average for Reading was 77% in 2011.

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a

2008

 
 
n/a

2007

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

See Ohio's state standards

Source: Ohio Department of Education

Math

All Students89%
Female89%
Male88%
Black, non-Hispanic87%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged85%
Not economically disadvantaged91%
Disabledn/a
Non-disabled94%
Limited English proficiency (LEP)n/a
Gifted>95%

Reading

All Students92%
Female>95%
Male88%
Black, non-Hispanic87%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged93%
Not economically disadvantaged91%
Disabledn/a
Non-disabled94%
Limited English proficiency (LEP)n/a
Gifted>95%
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

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

See Ohio's state standards

Source: Ohio Department of Education

Math

All Students79%
Female82%
Male75%
Black, non-Hispanic75%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged69%
Not economically disadvantaged88%
Disabledn/a
Non-disabled79%
Limited English proficiency (LEP)n/a
Giftedn/a

Reading

All Students94%
Female94%
Male94%
Black, non-Hispanic94%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged94%
Not economically disadvantaged94%
Disabledn/a
Non-disabled93%
Limited English proficiency (LEP)n/a
Giftedn/a
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

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

See Ohio's state standards

Source: Ohio Department of Education

Math

All Students65%
Female60%
Male69%
Black, non-Hispanic62%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged52%
Not economically disadvantaged74%
Disabledn/a
Non-disabled68%
Limited English proficiency (LEP)n/a
Gifted90%

Reading

All Students81%
Female83%
Male80%
Black, non-Hispanic76%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged74%
Not economically disadvantaged86%
Disabledn/a
Non-disabled86%
Limited English proficiency (LEP)n/a
Gifted>95%

Science

All Students84%
Female80%
Male87%
Black, non-Hispanic79%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged74%
Not economically disadvantaged91%
Disabledn/a
Non-disabled86%
Limited English proficiency (LEP)n/a
Gifted>95%
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

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

See Ohio's state standards

Source: Ohio Department of Education

Math

All Students75%
Female67%
Male82%
Black, non-Hispanic61%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged61%
Not economically disadvantaged84%
Disabled21%
Non-disabled92%
Limited English proficiency (LEP)n/a
Gifted>95%

Reading

All Students82%
Female78%
Male85%
Black, non-Hispanic71%
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
White>95%
Economically disadvantaged70%
Not economically disadvantaged90%
Disabled43%
Non-disabled94%
Limited English proficiency (LEP)n/a
Gifted>95%
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

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

See Ohio's state standards

Source: Ohio Department of Education

Math

All Studentsn/a
Femalen/a
Malen/a
Black, non-Hispanicn/a
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Disabledn/a
Non-disabledn/a
Limited English proficiency (LEP)n/a
Giftedn/a

Reading

All Studentsn/a
Femalen/a
Malen/a
Black, non-Hispanicn/a
Asian or Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Disabledn/a
Non-disabledn/a
Limited English proficiency (LEP)n/a
Giftedn/a
Scale: % proficient or advanced

About the tests


In 2010-2011 Ohio used the Ohio Achievement Assessment (OAA) to test students in grades 3 through 8 in reading and math, and in grades 5 and 8 in science. The OAA is a standards-based test, which means it measures specific skills defined for each grade by the state of Ohio. The goal is for all students to score at or above proficient on the test.

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

See Ohio's state standards

Source: Ohio Department of Education

In 2010-2011, this school received an Overall Rating of "Met Expected Growth".

Math

Reading

Grade 4MetMet
Grade 5AboveAbove
Grade 6MetMet
Grade 7Data not availableData not available

About the tests


In 2010-2011, the Ohio Department of Education used the Value-Added Measure to show how much growth students made on the Ohio Achievement Test since the last school year. The state expects that student test scores will show an average year's worth of growth compared to test scores from the previous year. Ohio's Value-Added Measure is not the same as Adequate Yearly Progress (AYP), a federal measure which uses different criteria.

See Ohio's state standards

Source: Ohio Department of Education

 
96 (2011)
 
91 (2010)
 
94 (2009)
 
95 (2008)

0
60
120

About the tests


Ohio uses the Performance Index to provide an overall indication of how well students perform on its standardized tests each year. The Performance Index scores are based upon how well each student does on all tested subjects in grades 3 through 8 and 10. Schools and districts earn anywhere from 1.2 points for each student scoring at the advanced level to zero points for each untested student. The Performance Index ranges between 0 and 120, with 100 as the statewide goal for all students.

See Ohio's state standards

Source: Ohio Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Black 66% 16%
White 29% 76%
Asian/Pacific Islander 2% 2%
Hispanic 2% 3%
American Indian/Alaska Native 0% 0%
Source: NCES, 2008-2009

Student subgroups

  This school District averageState average
Economically disadvantaged students 33%N/A36%
Students with disabilities 10%N/A14%
Source: OH Dept. of Education, 2007-2008

Attendance

  This school District averageState average
Attendance rate 97%N/A94%
Source: OH Dept. of Education, 2007-2008

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 23N/A18
Source: NCES, 2008-2009

Teacher education levels

  This school District averageState average
Bachelor's degree or higher 100%N/A99%
Master's degree or higher 83%N/A59%
Source: OH Dept. of Education, 2007-2008

Teacher credentials

  This school District averageState average
Temporary teaching certificate 0%N/AN/A
Fully certified 92%N/A98%
Source: OH Dept. of Education, 2007-2008
Notice an inaccuracy? Let us know!

615 Clinton Springs Ave
Cincinnati, OH 45229
Website: Click here
Phone: (513) 363-3900

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