Meadowside School

  • Meadowside School serves 297 students in grades Kindergarten-5.
  • The percentage of students achieving proficiency in Math is 50-54% (which is higher than the Connecticut state average of 46%) for the 2016-17 school year. The percentage of students achieving proficiency in Reading/Language Arts is 55-59% (which is approximately equal to the Connecticut state average of 57%) for the 2016-17 school year.
  • The student:teacher ratio of 10:1 is lower than the Connecticut state level of 13:1.
  • Minority enrollment is 44% of the student body (majority Asian), which is lower than the Connecticut state average of 45%.

Top Placements

Meadowside School places among the top 20% of public schools in Connecticut for:

School Overview

  • Meadowside School's student population of 297 students has declined by 35% over five school years.
  • The teacher population of 30 teachers has declined by 11% over five school years.
Grades OfferedGrades Kindergarten-5
Total Students297 students
This chart display total students of Meadowside School by year, with the latest 2016-17 school year data.
Gender %This chart display gender of Meadowside School
Total Classroom Teachers30 teachers
This chart display the total teachers of Meadowside School by year, with the latest 2016-17 school year data.
Students by GradeThis chart display the students of Meadowside School by grade.

School Comparison

  • Meadowside School's student:teacher ratio of 10:1 has decreased from 14:1 over five school years.
  • The diversity score of Meadowside School is 0.60, which is less than the diversity score at state average of 0.63. The school's diversity has stayed relatively flat over five school years.
Definition of Terms 2016-2017 School Year DataThis SchoolState Level (CT)
Overall School Rank#447 out of 968 schools
(Top 50%)
Math Test Scores (% Proficient)50-54%
46%
This chart display the percentage of students that scored at or above 'proficient' levels in Math of Meadowside School and the percentage of public school students that scored at or above 'proficient' levels in Math of public schools in Connecticut by year, with the latest 2016-17 school year data.
Reading / Language Arts Test Scores (% Proficient)55-59%
57%
This chart display the percentage of students that scored at or above 'proficient' levels in Reading/Language Arts of Meadowside School and the percentage of public school students that scored at or above 'proficient' levels in Reading/Language Arts of Connecticut by year, with the latest 2016-17 school year data.
Student : Teacher Ratio10:113:1
This chart display the student teacher ratio of Meadowside School and the public school average student teacher ratio of Connecticut by year, with the latest 2016-17 school year data.
Asian
29%
5%
This chart display the percentage of Asian students in Meadowside School and the percentage of Asian public school students in Connecticut by year, with the latest 2016-17 school year data.
Hispanic
11%
24%
This chart display the percentage of Hispanic students in Meadowside School and the percentage of Hispanic public school students in Connecticut by year, with the latest 2016-17 school year data.
Black
1%
13%
This chart display the percentage of Black students in Meadowside School and the percentage of Black public school students in Connecticut by year, with the latest 2016-17 school year data.
White
56%
55%
This chart display the percentage of White students in Meadowside School and the percentage of White public school students in Connecticut by year, with the latest 2016-17 school year data.
Two or more races
3%
3%
All Ethnic GroupsThis chart display the percentage breakdown of students of all ethnic groups in Meadowside School.This chart display the percentage breakdown of public school students of all ethnic groups in CT.
Diversity Score0.600.63
This chart display the diversity score of Meadowside School and the public school average diversity score of Connecticut by year, with the latest 2016-17 school year data.
Eligible for Free Lunch
18%
31%
This chart display the percentage of students who is eligible for free lunch in Meadowside School and the percentage of public school students who is eligible for free lunch in Connecticut by year, with the latest 2016-17 school year data.
Eligible for Reduced Lunch
4%
5%
This chart display the percentage of students who is eligible for reduced lunch in Meadowside School and the percentage of public school students who is eligible for reduced lunch in Connecticut by year, with the latest 2016-17 school year data.
School Statewide TestingView Education Department Test Scores
School District NameMILFORD SCHOOL DISTRICT School District
Source: 2016-2017 (latest school year available) NCES, CT Dept. of Education

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School Reviews

2  
My child's third grade program is clearly about teaching to test. The classroom is disciplined -based and teacher centered. Children are required to whisper during their working snack time and eventually this will be taken away leaving them to work quietly. I am terribly disappointed that the lessons are not more about individual student progress and differences. I was told by the teacher that the beginning of the school year is about learning the rules but all children learn rules at a different pace and through different styles and needs. Apparently in my child's classroom this seems to be more of a demand and not a leanring experience. I would like more creative teaching that opens up to the differences of the children in a celebrating manner and that will then allow the childen to have a voice of their own. With this they will develop their esteem and understanding of who they are in my opinion and therefore be better prepared to enter and enjoy our world of diverse attitudes and behaviors. I feel the students are in an environment where their potential to be creative and to invent and explore is being controlled with the testing attitude and rules and the lack of ability to be themselves. This is a big price to pay in the long run and I feel harmful to child development. I am approaching the experience with caution and ready to remove my child to a more interactive and socail environment that is through and not to what is being learned. This response is not a reflection of the specials being offered during the day although my child had a substitute for music more than 50% of the month of September so far. He has been watching videos as a replacement for the music experience. Comparable is watching videos instead of having math or literacy. The teaching style that I am witnessing this year seems to represent more closely a style I have seen in schools in large cities that have failed. Second grade was in another Milford School and was mainly what I had wished for my child.
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