Reid Elementary School

Love the school, love the staff, couldn't ask for a better environment for my children.
—Submitted by a parent

Posted October 13, 2010

The staff go above & beyond to help families & kids succeed. Kids come home very happy to learn & always want to return to school.
—Submitted by a parent

Posted November 8, 2007

I love Reid Schools because it has top professional teachers. Some of them are from Wittenburg, Clark State, Ohio State,and Wright State. I feel safe going to this Reid. It has a wonderful environment and it has high standards. I'm proud [to be] a student at Reid.
—Submitted by a student

Posted July 12, 2007

All the teachers that I have come into contact with are all very warm and wonderful caring people. They love each and every child in their classrooms and they cry at the end of the year when the children move on to the next grade. The open communication between parent/teacher/principal is wonderful and is one huge outstanding feature that I really appreciate about this school. The Parent Resource Room is also a wonderful added bonus for children/parents/teachers all combined. Thanks for heading this wonderful school and developing our future leaders in our World.
—Submitted by Lori Thompson, a parent

Posted January 18, 2006

I really love sending my child to Reid Elementary school... There are so many different activities that kids can get into there. It is very helpfull when you get papers home from your child and they show all the different stuff they can get into before the sport is avalible ( like basketball )! I love seeing all the different activities avalible! Keep up the good work and please keep these comming home, they are grately appriciated!
—Submitted by Jeanne Cooper, a parent

Posted March 1, 2005

I would like to give a very big thank you to the administrators at Reid! You have helped my child and her friends through a very effective learning method. In the last couple of weeks I learned that the guidence councler from when my daughter was in 2nd grade. (She is now in 8th) She spokewith her and my daughter came home from school soo touched that she got to see her again. When adults make themselves that good of a role model to chiildren at a younger age, you tend to not forget that. I would like to thank Mrs. George for making that big of an impact on my daughter's life!!! I hope that many more people in the future will have that good of memorys from the school they grew up in! Have many more memorys be made in an excelllent school! Thank you for your time!
—Submitted by a parent

Posted January 28, 2005

I haven't liked the ways of the principal for a very long tim, but after the new one I feel more safe knowing that my child is in a safe learning enviroment. She can learn a lot better with all of the testing going on to keep us parents up to date and knowing the progress reports of our children. Thank you for your time.
—Submitted by Susan Mc Cartney, a parent

Posted November 14, 2004

My daughter has learned lots of fun phonics chants to help her with reading. She is in first grade and was already reading on a second grade level. I feel this gives her a great boost. There is a new brownie troop available to the girls to join and get to know each other. My daughter is a part of the troop and really enjoys the friends and troop leaders! the transportaion department is most accomodating. I have appreciated their flexibility. The principal is very friendly. She will speak to the children and families no matter where she sees them. My daughter was the first student the principal met to start her first year at reid school. The principal, mrs. Young, got down on my daughter's level and spoke to her as if her words really meant something to her. There is a very active pto! wow! they are always working on some great project.
—Submitted by Lee Wones, a parent

Elementary and Middle school

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

See results for:

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

Grade level

Math

The state average for Math was 82% in 2011.

Reading

The state average for Reading was 80% in 2011.

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.

Source: Ohio Department of Education

Math

The state average for Math was 78% in 2011.

Reading

The state average for Reading was 84% in 2011.

Scale: % proficient or advanced

About the tests

Source: Ohio Department of Education

Math

The state average for Math was 66% in 2011.

Reading

The state average for Reading was 74% in 2011.

Science

The state average for Science was 71% in 2011.

Scale: % proficient or advanced

About the tests

Source: Ohio Department of Education

Math

The state average for Math was 78% in 2011.

Reading

The state average for Reading was 86% in 2011.

Scale: % proficient or advanced

About the tests

Source: Ohio Department of Education

Math

The state average for Math was 75% in 2011.

Reading

The state average for Reading was 77% in 2011.

Scale: % proficient or advanced

About the tests

Source: Ohio Department of Education

Math

The state average for Math was 74% in 2011.

Reading

The state average for Reading was 85% in 2011.

Science

The state average for Science was 67% in 2011.

Scale: % proficient or advanced

About the tests

Source: Ohio Department of Education

Math

All Students	87%
Female	89%
Male	84%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	88%
Economically disadvantaged	77%
Not economically disadvantaged	94%
Disabled	n/a
Non-disabled	90%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Reading

All Students	94%
Female	>95%
Male	90%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	94%
Economically disadvantaged	90%
Not economically disadvantaged	>95%
Disabled	n/a
Non-disabled	>95%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Scale: % proficient or advanced

About the tests

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.

Source: Ohio Department of Education

Math

All Students	90%
Female	>95%
Male	84%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	89%
Economically disadvantaged	83%
Not economically disadvantaged	94%
Disabled	n/a
Non-disabled	>95%
Limited English proficiency (LEP)	n/a
Gifted	>95%

Reading

All Students	96%
Female	>95%
Male	93%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	>95%
Economically disadvantaged	91%
Not economically disadvantaged	>95%
Disabled	n/a
Non-disabled	>95%
Limited English proficiency (LEP)	n/a
Gifted	>95%

Scale: % proficient or advanced

About the tests

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.

Source: Ohio Department of Education

Math

All Students	89%
Female	87%
Male	92%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	90%
Economically disadvantaged	88%
Not economically disadvantaged	90%
Disabled	n/a
Non-disabled	91%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Reading

All Students	80%
Female	79%
Male	81%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	80%
Economically disadvantaged	72%
Not economically disadvantaged	84%
Disabled	n/a
Non-disabled	81%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Science

All Students	83%
Female	85%
Male	81%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	84%
Economically disadvantaged	78%
Not economically disadvantaged	86%
Disabled	n/a
Non-disabled	85%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Scale: % proficient or advanced

About the tests

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.

Source: Ohio Department of Education

Math

All Students	86%
Female	88%
Male	84%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	84%
Economically disadvantaged	78%
Not economically disadvantaged	91%
Disabled	n/a
Non-disabled	92%
Limited English proficiency (LEP)	n/a
Gifted	>95%

Reading

All Students	92%
Female	94%
Male	90%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	92%
Economically disadvantaged	82%
Not economically disadvantaged	>95%
Disabled	n/a
Non-disabled	>95%
Limited English proficiency (LEP)	n/a
Gifted	>95%

Scale: % proficient or advanced

About the tests

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.

Source: Ohio Department of Education

Math

All Students	78%
Female	74%
Male	81%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	81%
Economically disadvantaged	69%
Not economically disadvantaged	82%
Disabled	18%
Non-disabled	86%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Reading

All Students	89%
Female	95%
Male	85%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	90%
Economically disadvantaged	90%
Not economically disadvantaged	89%
Disabled	36%
Non-disabled	>95%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Scale: % proficient or advanced

About the tests

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.

Source: Ohio Department of Education

Math

All Students	83%
Female	83%
Male	84%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	84%
Economically disadvantaged	73%
Not economically disadvantaged	89%
Disabled	n/a
Non-disabled	89%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Reading

All Students	89%
Female	>95%
Male	81%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	91%
Economically disadvantaged	81%
Not economically disadvantaged	94%
Disabled	n/a
Non-disabled	>95%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Science

All Students	76%
Female	77%
Male	74%
Black, non-Hispanic	n/a
Asian or Pacific Islander	n/a
Hispanic	n/a
Multiracial	n/a
White	79%
Economically disadvantaged	65%
Not economically disadvantaged	81%
Disabled	n/a
Non-disabled	83%
Limited English proficiency (LEP)	n/a
Gifted	n/a

Scale: % proficient or advanced

About the tests

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.

Source: Ohio Department of Education

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

	Math	Reading
Grade 4	Met	Above
Grade 5	Met	Met
Grade 6	Below	Met
Grade 7	Met	Above
Grade 8	Met	Met

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.

Source: Ohio Department of Education

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.