Academics:
Appropriate and challenging academic program
39.8%VS 30.85%S 20.9%SS 2.99%SD 5.47%NS
Clearly communicated academic expectations/goals
35.82%VS 29.35%S 22.39%SS 5.47%SD 4.98%NS
Effective teaching practices
32.34%VS 29.35%S 22.39%SS 8.46%SD 7.46%NS
Appropriate amount of homework and level of difficulty
30.65%VS 28.64%S 24.62% 6.53%SD 8.04%NS 1.51%NA
Smooth transition between grade levels
40.8%VS 26.37%S 16.92%SS 3.48%SD 2.49%NS 9.95%NA
Adequate communication with teachers
39.8%VS 24.38%S 18.91%SS 8.96%SD 7.96%NS
Level of satisfaction with teacher
41.5%VS 26.0%S 20.0%SS 6.0%SD 6.5%NS
Child(ren) experience academic success
40.5%VS 36.0%S 16.0%SS 4.0%SD 3.50%NS
Child(ren) academic progress meets your expectations
36.82%VS 33.83%S 20.40%SS 3.98%SD 3.98%SD 1.0%NA
Academic program meets your expectations
36.5%VS 30.5%S 21.5%SS 3.5%SD 7.50%SD .50%NA
Integration of technology in the classroom
36.18%VS 31.16%S 23.62%SS .50%SD 5.53%SD 3.02%NA
Respondents were able to add comments in each section of the survey. A summary of topics for the comments will be listed. Discussions are taking place administratively as well as with the faculty to address the survey results and comments. We thank you for your responses as we seek to continually improve.
Comments for this section were related to:
Continued instruction on handwriting
Rigor in the curriculum and instruction/high academic standards
Monitoring issues with iPads in 7
th and 8
th grade
Increase efforts in math instruction
New math curriculum implemented last year
The need for geometry
More writing
Transitioning academically to the next grade level
Consistency in communication across grade levels
Parent/teacher conferences
Quality homework
Consistency in the Accelerated Reading program
Class sizes
Parker School
you are a registered parishioner of Saint Andrew Parish and your child is in second grade or above, has been baptized and is ready to prepare for the sacraments of Reconciliation and Eucharist, the deadline to register for the fall cycle is September 2, 2016.
