Reach Academy For Girls ranks in the bottom 50% of all schools in Delaware for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was 17% (which was lower than the Delaware state average of 39%). The percentage of students achieving proficiency in reading/language arts was 31% (which was lower than the Delaware state average of 52%).
School Overview
School Type
Grades Offered
Grades Kindergarten-8
Total Students (14-15)
377 students
Total Classroom Teachers (14-15)
30 teachers
School Rankings
Math Test Scores (% Proficient)
(14-15)17%
39%
Reading/Language Arts Test Scores (% Proficient)
(14-15)31%
52%
Student : Teacher Ratio
n/a
14:1
American Indian
(14-15)n/a
n/a
Asian
(14-15)1%
4%
Hispanic
(14-15)6%
15%
Black
(14-15)82%
31%
White
(14-15)9%
47%
Hawaiian
(14-15)1%
n/a
Two or more races
(14-15)1%
3%
Eligible for Free Lunch (14-15)
99%
37%
Eligible for Reduced Lunch (12-13)
6%
5%
School Statewide Testing
School District Name
REACH Academy For Girls School District
Source: National Center for Education Statistics (NCES), DE Dept. of Education
Frequently Asked Questions
What percent of students have achieved state testing proficiency in math and reading?
17% of students have achieved math proficiency (compared to the 39% DE state average), while 31% of students have achieved reading proficiency (compared to the 52% DE state average).
How many students attend Reach Academy For Girls?
377 students attend Reach Academy For Girls.
What is the racial composition of the student body?
82% of Reach Academy For Girls students are Black, 9% of students are White, 6% of students are Hispanic, 1% of students are Asian, 1% of students are Hawaiian, and 1% of students are Two or more races.
What grades does Reach Academy For Girls offer ?
Reach Academy For Girls offers enrollment in grades Kindergarten-8
What school district is Reach Academy For Girls part of?
Reach Academy For Girls is part of REACH Academy For Girls School District.
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