Local News

Methow Valley School District Recognized as One of the Nation’s Best!


Dec 07, 2017

In a recent article published by the New York Times titled, “How Effective is Your School District? A New Measure Shows Where Students Learn the Most,” the Methow Valley School District shines brightly, outpacing nearly every district across the nation!

Using data collected by the Stanford Education Data Archive (SEDA), the article graphically displays the socio-economic disparity and academic growth of students across 11,000 districts over a five-year period between 3rd and 8th grade. Using the links contained within the article, the Methow Valley School District is highlighted as the highest performing school district in the State of Washington and one of the highest performing school districts in the nation, regardless of it’s economic status.

The five year growth rate for Methow Valley Schools was 6.7 years academic growth.

The Cascades School District in Leavenworth came in quite close to the level of the Methow Valley Schools ranking with 6.5 years growth in the 5 year period.

Bridgeport and Tonasket Schools showed a growth rate of 5.8 years academic growth, while Omak Schools growth rate was 5.4 years growth in a 5 year period and Grand Coulee Dam Schools showed growth of 5.1 years. 

Other area schools did not fair nearly as well. Okanogan Schools showed an academic growth rate of 4.8 years over a 5 year period, while Oroville Schools growth rate was just 4.5 years.  Brewster and Manson Schools showed the lowest growth rate for NCW schools with just 4.2 years of academic growth in a 5 year period. 

The data gathered by SEDA is an initiative aimed at harnessing data to help scholars, policymakers, educators, and parents learn how to improve educational opportunity for all children. SEDA includes a range of detailed data on educational conditions, contexts, and outcomes in school districts and counties across the United States. It includes measures of academic achievement and achievement gaps for school districts and counties, as well as district-level measures of racial and socioeconomic composition, racial and socioeconomic segregation patterns, and other features of the schooling system (cepa.stanford.edu).

 


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