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GreatSchools Rating

Two Rivers PCS

Charter | PK-8 | 496 students

We are best known for Expeditionary Learning Model.

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 7 ratings

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41 reviews of this school


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Posted October 24, 2013

Great school for kids to improve their reading and maths as I observed on my friend's children. Parent of future students in the waiting list.


Posted August 24, 2013

My daughters attended school here last year and we plan on attending all the way to 8th grade. We are a military family and this was their 4th school in 5 years. The staff and parents were welcoming in a way that far exceeded our expectations. I couldn't be happier with the challenging learning environment and how my daughters are thriving at this school!
—Submitted by a parent


Posted February 15, 2013

My daughter attended TR from preK through 5th grade (with 2011 being her last year) and we loved the community there. This school has a real family feeling and I am so glad my child was able to have such a nurturing, supportive elementary school experience. She has moved on to another DC charter middle/high school and I am happy to say so many of the 90's club there (students attaining an average of 90% or more per grading period) are TR alumn!
—Submitted by a parent


Posted July 10, 2012

I am a parent of two TR students who have been in PreSchool (one), PreK (both), K (One), and 1st (One). For Me, the school has been good. After/Before care is contracted out, and quality may vary. (They are changing providers for the 2012-2013 year.) I suspect that parental involvement with the children (eg: reading at home & challenging the kids) is a functional requirement. The school tries to keep the kids with the same teachers for two years at a time (at least at this level). The continuity works out well, with kids knowing who they are with & keeping freinds. As an "Expeditionary Learning" program, the class projects vary. (And are supposed to be "secret" from the parents.) My older child is doing quite well, and tends to either help kids doing "less well" - or reading. My younger child was doing less well, but has come up to grade level in the last year. (It's young, it's fine.) You (The parent) will have to assist with reading & math at home. The school can't do it alone. If you are willing to do that, your kids will probably do well in the school. I just wish they would schedule parent meetings when I can go.
—Submitted by a parent


Posted September 21, 2011

TR is a very forward thinking, creative school where it is a school-wide goal to develop children who can think for themselves and hold themselves accountable. They nurture community. I came from a private school myself and could not be more impressed with TR's curriculum. My child is learning how to take academic risks, ask intelligent questions, and prepare for a lifelong, self-guided quest for knowledge.
—Submitted by a parent


Posted September 6, 2011

I've heard only great things about Two Rivers Charter School. Please, if you are not happy then leave so that some of us that have been on a wait list for years can get our kids registered in Two Rivers. My neighbor's kid reads and writes above his age level and he's also being taught Spanish and it's amazing how he's speaking it.


Posted September 2, 2011

We have two children at Two Rivers and have been very happy with their progress. They are excelling and they love school. What more could we ask, especially in DC where it is challenging to find a great school with faculty and staff who care so much. We have been very impressed by the responsiveness of the leadership and the expeditionary model. Plus, the emphasis on the arts is great. We wish that TR had more greenspace/playspace but overall we are thrilled with the school.
—Submitted by a parent


Posted June 29, 2011

My child attended the school for the 5th grade. His teachers were informed that he ADHD at the start of the school year but no interventions or supports were put in place for him until 1 week before the end of the year. His teacher obviously resented having him in her class and his grades and self esteem suffered tremendously. The school is like a club and if your child didn't attend from Pre-K the teachers and principal have very little investment in their success. Thankfully my son got into KIPP WILL where he will have to repeat 5th grade in order to repair the damage suffered at Two Rivers PCS.
—Submitted by a parent


Posted May 27, 2011

For those who are confused by the contradictory statements regarding TR, you should understand its culture. This is a very cliquish place. Those families that are "IN" seem to be happy as can be and are entrnenched with the administration, which does nothing to garner parent involvement (and even discourages it). For those who hold low expectations due to their experience with other DC schools, its adequate. Especially in lower grades. for those who want a real school and real learning...GO ELSEWHERE. Its a twinkie...it looks tastey and inviting and may feel goof, but with very little real substance nor nutritional value.
—Submitted by a parent


Posted February 23, 2011

I loved TR until grade 3/4. TR puts heavy emphasis on standardized tests. Once my child was identified as having low test scores, we were asked to meet with her teacher and other staff. At those meetings, the teacher defended herself by attacking my daughter who is a hardworking, highly engaged student! There was no reading and math specialists, so the teachers were on their own to work with my child to help her improve. This consumes precious resources and causes resentment from the parents of the students who are testing well. I believe that due to limited resources teachers recommend a lot of students for cognitive testing. Many are AA. We left Two Rivers and my daughter is EXCELLING at a her new school. She gets glowing remarks each quarter from her current teachers. We could NOT be HAPPIER that we got her out of TR when we did! If you are having a poor experience get out and move on! There are better schools in the city. Washington Latin and KIPP come to mind as better performing schools .
—Submitted by a parent


Posted January 11, 2011

We have two children who have attended Two Rivers and, in ten years, have never had a teacher who wasn't fantastic. Our academically advanced child was consistently pushed to excel, loved school, and thrived in this supportive environment. The same is true of our second child, who has a very different learning style but has also had a series of fantastic teachers.
—Submitted by a parent


Posted November 29, 2010

I think this is one of the most racially divided schools I have come across in my life! The African American teachers are leaving in droves and no one seems to care. They have no compassion and the teachers are as personalable asdoor knobs. I am so sorry that i put my kids through this.... not an African American freindly school at all....
—Submitted by a parent


Posted August 17, 2010

I had high expectations for Two Rivers. The staff and teachers have a great deal of patience and "room" for student's emotional needs. The new buildings are beautiful. Many of the teachers are high quality and enthusiastic. However, the teacher quality varies greatly and the curriculum is not standardized. Great enthusiastic teachers come into the school and leave complaining of lack of support. There is no PTA and interaction among parents is not encouraged. There is no library. Test scores have been very low consequently the emphasis has been on teaching to the DC-CAS with disastrous results. The "Expeditions" change from year to year and teacher to teacher. Because of this, quality varies, and from my experience, never comes close to the potential. This is not a good school for above average or gifted students but probably one of the better public schools in DC for students needing emotional support.
—Submitted by a parent


Posted May 16, 2010

Two Rivers is the perfect home away from home for students. The environment is wholesome and diverse. If parents are looking for academically inclined individuals who practically co-parent students you've found the right place. The sites (there's a middle school too) are clean and aestetic. The cirriculum is stimulating and provocative for young minds. The expeditionary learning methodology is an unexpected treat. The staff is not affraid to take the children out; something more characteristic of a private or home school setting. Everybody does their best to bring their A game every day. The Wednesday Morning Community meeeting is a delight. There's nothing like a big circle to let you know you are in the right place. They ROCK!
—Submitted by a parent


Posted May 9, 2010

This is a great school with a wonderful community. The programatic choices of Responsive Classroom and Expeditionary Learning make it a dynamic environment for learning.
—Submitted by a parent


Posted April 6, 2010

It's an excellent school. Deeply committed teachers, engaged administrators and enthusiastic parents - a real community 'it takes a village' approach to our children. Thanks, JC
—Submitted by a parent


Posted March 24, 2010

The school offers a great in environment in the lower grades. However, the teachers are inexperienced. The school administration from the top, has created a culture of blame. If your child has a problem and they are not able to address it, the staff are encouraged to blame your child, retain them or label them and then move on. None of the staff is experienced enough to know how to address special needs. The tutoring programs are all computer based. There is no reading specialist or a teaching professional on staff; everyone is on a learning curve. They rely heavily on testing, although they claim they don't and the follow NCLB to the strictest degree. Even if your child is doing well, if the test scores are a few points behind a retention letter s sent home and nothing is done to address what your child may need.
—Submitted by a parent


Posted February 4, 2010

I am proud to say that Two Rivers has lived up to its reputation of being a fantastic charter school. There is a reason this school has such long wait-lists. My pre-K student has art, music, drama, cooking, Spanish, sign language, and PE. They go on field trips to local museums as part of their curriculum. In fact, the pre-K class at Two Rivers has more offered to it than many public schools in the outlying suburbs. The facilities are beautiful, teachers very caring, and the school leadership is committed. Two Rivers just opened a brand-new middle school building across from the elementary school which has a large gymnasium. All and all, I think this is a fantastic option for children, and recommend it without reservation.
—Submitted by a parent


Posted January 14, 2010

The buildings are indeed fantastic and wonderfully bright, and the expeditionary learning that goes on promotes deep understanding of a social studies or science topic. The arts programming: drama, music, and visual arts are also outstanding in an era when school budgets are being slashed and non-essentials are being cut out. However, at about grade 3/4, you can start to see where Two Rivers lags behind great schools. They seem more interested in keeping the average students churning along, while not offering much for children who are brighter and eager for challenges. There are bullying problems that go unresolved, and if you bring up an issue to the administration, they don't do a good job of really trying to help you. There needs to be a forum for parents to communicate en masse with each other to solve problems at the school. Two River's got great promise, but lacks substance.
—Submitted by a parent


Posted January 6, 2010

My children's experiences so far in the lower grades has been excellent. They are performing at above grade-level in several areas and their teachers have been willing to find ways to keep them challenged and engaged. I do think that the school continues to evolve, and is especially working hard to improve testing performance. But I'm am very glad that 'teaching to the test' is not the schools approach. Two Rivers is on track to be a five star school. While there are activities I wished the school had as extra's (especially afterschool) I have no regrets about moving my kids to this Charter!
—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 43% in 2013.

49 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
74%

2011

 
 
67%

2010

 
 
63%
Reading

The state average for Reading was 44% in 2013.

49 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
77%

2011

 
 
79%

2010

 
 
71%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 58% in 2013.

50 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
79%

2011

 
 
77%

2010

 
 
63%
Reading

The state average for Reading was 52% in 2013.

50 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
81%

2011

 
 
79%

2010

 
 
79%
Writing

49 students were tested at this school in 2013.

2013

 
 
74%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 52% in 2013.

44 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
63%

2011

 
 
58%

2010

 
 
47%
Reading

The state average for Reading was 54% in 2013.

44 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
63%

2011

 
 
75%

2010

 
 
65%
Science

44 students were tested at this school in 2013.

2013

 
 
55%

2011

 
 
68%

2010

 
 
49%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 53% in 2013.

44 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Reading

The state average for Reading was 42% in 2013.

44 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 58% in 2013.

47 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Reading

The state average for Reading was 56% in 2013.

47 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Writing

48 students were tested at this school in 2013.

2013

 
 
52%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 65% in 2013.

35 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Reading

The state average for Reading was 55% in 2013.

35 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

35 students were tested at this school in 2013.

2013

 
 
37%

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 43% in 2011.

136 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
58%
Reading

The state average for Reading was 44% in 2011.

136 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
72%
Science

The state average for Science was 35% in 2011.

40 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
49%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

The state average for Math was 52% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Reading

The state average for Reading was 48% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 41% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students53%
Black, non-Hispanic31%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Reading

All Students55%
Black, non-Hispanic38%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students90%
Black, non-Hispanic85%
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Reading

All Students82%
Black, non-Hispanic74%
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Writing

All Students74%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students73%
Black, non-Hispanic66%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Reading

All Students66%
Black, non-Hispanic59%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Science

All Students55%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students48%
Black, non-Hispanic44%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged41%
Disabledn/a
Limited or not English proficientn/a

Reading

All Students39%
Black, non-Hispanic39%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantaged31%
Disabledn/a
Limited or not English proficientn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students68%
Black, non-Hispanic65%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Reading

All Students64%
Black, non-Hispanic63%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Writing

All Students52%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

Math

All Students83%
Black, non-Hispanic81%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Reading

All Students86%
Black, non-Hispanic84%
Asiann/a
Hispanicn/a
White, non-Hispanicn/a
Economically disadvantagedn/a
Disabledn/a
Limited or not English proficientn/a

Science

All Students37%
Scale: % proficient or advanced

About the tests


In 2012-2013 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, science in grades 5, 8, and 10, and composition in grades 4, 7, and 10. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

Source: Office of the State Superintendent of Education

In 2012-2013, this school was designated "Rising".

About the tests


The DC school classification system includes multiple measures to evaluate performance and student growth. The possible classifications, from highest to lowest, are Reward, Rising, Developing, Focus and Priority. These measures include the DC CAS, annual growth, graduation rates, attendance rates and participation rates. Under the system, required under the Elementary and Secondary Education Act (ESEA), each school is given a School Index Score based on the performance of its students. Schools receive different levels of support, resources, flexibility and monitoring based on their classification.

Source: Office of the State Superintendent of Education

What is the GreatSchools Rating?

The GreatSchools rating is a simple tool for parents to compare schools based on test scores, student academic growth, and college readiness. It compares schools across the state, where the highest rated schools in the state are designated as “Above Average” and the lowest “Below Average.” It is designed to be a starting point to help parents make baseline comparisons. We always advise parents to visit the school and consider other information on school performance and programs, as well as consider their child's and family's needs as part of the school selection process.

 
Average

Test score rating
Student growth rating

1-3 Below Average

4-7 Average

8-10 Above Average

 

Breaking down the GreatSchools Rating

The graphs below compare this school's results in each area to other schools in the city.

Test score rating 20131What's this?

Test score rating examines how students at this school performed on standardized tests in the District of Columbia. Test scores are based on 2012-13 DC CAS results.

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Student growth rating 20132What's this?

Student growth rating measures whether students at this school are making academic progress over time. Specifically, the rating looks at how much progress individual students have made on reading and math assessments during the past year or more.

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1 This rating is based on 2012-13 DC CAS results from the DC Office of the State Superintendent of Education (OSSE).

2 This rating is based on 2012-13 Median Growth Percentiles in math and reading from the DC Office of the State Superintendent of Education (OSSE).

Student ethnicity

Ethnicity This school State average
Black 63% 1%
White 27% 1%
Hispanic 8% N/A
Two or more races N/A 57%
Source: Office of the State Superintendent of Education, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 36%N/AN/A
Special education 15%N/A13%
English learners 1%N/A7%
Source: Office of the State Superintendent of Education, 2011-2012

Attendance

  This school District averageState average
All Students 96%N/AN/A
Female 96%N/AN/A
Male 96%N/AN/A
Asian/Pacific Islander 97%N/AN/A
Black, not Hispanic 96%N/AN/A
Hispanic 96%N/AN/A
White, not Hispanic 96%N/AN/A
Economically disadvantaged 94%N/AN/A
Not economically disadvantaged 96%N/AN/A
Students with disabilities 96%N/AN/A
General-Education students 96%N/AN/A
Limited English proficient 98%N/AN/A
Not limited English proficient 96%N/AN/A
Source: DCPS, 2009-2010

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
Instructional aide(s)/coach(es)
Music teacher(s)
PE instructor(s)
Poetry/Creative writing teacher(s)
Reading specialist(s)
Security personnel
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

Awards

Academic awards received in the past 3 years
  • Josephine Baker Award for Public Charter School Excellence (2011)
  • Tier One PMF Ranking (2013)
  • Tier One PMF Ranking (2012)

Special education / special needs

Specific academic themes or areas of focus
  • Special education
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Mathematics

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Visual arts
Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
Clubs
  • Dance club: Ballet
  • Step team

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish
Clubs
  • Foreign language club: French, Greek/Roman

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Gym
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Cooking club
  • Girls on the run
  • Martial arts (judo, tae kwon do, karate, etc)
  • Step team
School leaders can update this information here.

School basics

School start time
  • 8:15am
School end time
  • 3:15pm
Before school or after school care / program onsite
  • After school: ends at 6:00 p.m.
  • Before school: starts at 7:30 a.m.
School Leader's name
  • Jessica Wodatch
Best ways for parents to contact the school
  • Email
  • Phone
Age at which early childhood or Pre-K program begins
  • 3 years old
Gender
  • Coed
Special schedule
  • Extended/longer school day
Is there an application process?
  • Yes
Fax number
  • (202) 546-0869

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Expeditionary Learning
  • Individually guided instruction
  • Project-based
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Mathematics
  • Service learning
  • Social justice
  • Special education
  • Visual arts
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Instructional aide(s)/coach(es)
  • Music teacher(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Reading specialist(s)
  • School social worker/counselors(s)
  • Security personnel
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Counseling
  • Differentiated learning programs
  • Remediation
  • Title I Targeted Assistance program (TAS)
  • Tutoring
Transportation options
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Art room
  • Gym
  • Internet access
  • Kitchen
  • Learning lab
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Playground
School leaders can update this information here.

Sports

Boys sports
  • Basketball
Girls sports
  • Basketball

Arts & music

Visual arts
  • None
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Chess club
  • Cooking club
  • Dance club: Ballet
  • Foreign language club: French, Greek/Roman
  • Game club
  • Girls on the run
  • Martial arts (judo, tae kwon do, karate, etc)
  • Sign Language Club
  • Step team
  • Video Game Design Club
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • Two Rivers Public Charter School's mission is to nurture a diverse group of students to become life-long, active participants in the own education, develop a sense of self and community, and become responsible and compassionate members of society.
School leaders can update this information here.

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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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What are your chances?


1 out of 10students were accepted for the 2013-2014 school year.


Students accepted for the 2013-2014 school year
32
Applications received for the 2013-2014 school year
1776

Planning ahead

Students typically attend these schools after graduating
Two Rivers Middle PCS
Notice an inaccuracy? Let us know!

1227 4th Street, NE
Washington, DC 20002
Website: Click here
Phone: (202) 546-4477

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