# data[].attributes.body
This source rates American Schools. According to this source Conant is an A plus school. Furthermore D211 is the sixth best district in the state. According to this source, our high school district is ELITE at preparing kids for the future and proving them with a good education.

# data[].attributes.attachment_link.readable_text
Township High School District No. 211 is a top rated, public school district located in PALATINE, IL. It has 12,270 students in grades 9-12 with a student-teacher ratio of 15 to 1. According to state test scores, 45% of students are at least proficient in math and 43% in reading.

1750 S ROSELLE RD
PALATINE, IL 60067

Township High School District No. 211 Rankings

Niche ranks nearly 100,000 schools and districts based on statistics and millions of opinions from students and parents.

Best School Districts in Illinois

Best Places to Teach in Illinois

Districts with the Best Teachers in Illinois

High Schools in Township High School District No. 211

Township High School District No. 211 Reviews

I would like to see more discipline enforced for certain behaviors in our every changing world, such a regulation of smoking and vaping in schools. I can barely walk into the bathroom without feeling nauseous as so many people go in there to smoke weed and vape.

District 211 is a strong school district with many great options for students. There are many types of clubs and activities for students to join as well as sports. The facilities are well kept and safe. Some schools in the district offer extensive SAT prep but hours are not conducive for student athletes.

The best parts of my high school district, is that it allows for equality with everyone. Each person is treated fairly. My teachers and staff are amazing, they always want to seek the best for their students. I enjoyed going to the district 211 for 4 years, it has taught me many life lessons. Although, something I would like to see change is the behaviors and attitudes in administrators as they always perceive that they are right. It discourages students and potentially makes them more careless. The school should have more understanding administrators.

# data[].attributes.attachment_link.keywords[]
township high school district no. 211 ratings

# data[].attributes.attachment_link.title
Township High School District No. 211 - Illinois

# data[].attributes.attachment_link.description
Explore test scores, parent ratings, state rankings, and statistics for Township High School District No. 211 in IL.

# data[].attributes.body
According to this source, education in the USA is failing. Their rationale behind why the system is failing is because they claim that even with an education it is tough to get jobs. This is true with some nuance. Jobs are harder to come by in general so realistically you cant blame the school, system for the current economic state.

# data[].attributes.attachment_link.readable_text
At no point in our nation's history have we asked so much of our education system as we do today. We ask that our primary and secondary schools prepare all students, regardless of background, for a lifetime of learning. We ask that teachers guide every child toward deeper understanding while simultaneously attending to their social-emotional development. And we ask that our institutions of higher learning serve students with a far broader range of life circumstances than ever before.

We ask these things of education because the future we aspire to requires it. The nature of work and civic participation is evolving at an unprecedented rate. Advances in automation, artificial intelligence, and social media are driving rapid changes in how we interact with each other and what skills hold value. In the world our children will inherit, their ability to adapt, think critically, and work effectively with others will be essential for both their own success and the well-being of society.

Subscribe to our newsletter

At Carnegie Corporation of New York, we focus on supporting people who are in a position to meet this challenge. That includes the full spectrum of educators, administrators, family members, and others who shape young people's learning experiences as they progress toward and into adulthood. Our mission is to empower all students with the tools, systems, knowledge, and mindsets to prepare them to fully participate in the global economy and in a robust democracy.

All of our work is geared toward transforming student learning. The knowledge, skills, and dispositions required for success today call for a vastly different set of learning experiences than may have sufficed in the past. Students must play a more active role in their own learning, and that learning must encompass more than subject-matter knowledge. Preparing all children for success requires greater attention to inclusiveness in the classroom, differentiation in teaching and learning, and universal high expectations.

This transformation needs to happen in higher education as well. A high school education is no longer enough to ensure financial security. We need more high-quality postsecondary options, better guidance for students as they transition beyond high school, and sufficient supports to enable all students to complete their postsecondary programs. Preparing students for lifelong success requires stronger connections between K-12, higher education, and work.

The need for such transformation has become all the more urgent in the face of COVID-19. As with past economic crises, the downturn resulting from the pandemic is likely to accelerate the erosion of opportunities for low-skilled workers with only a high school education. Investments in innovative learning models and student supports are critical to preventing further inequities in learning outcomes.

An Urgent Call for Advancing Equity

The 2020-21 school year may prove to be the most consequential in American history. With unfathomable speed, COVID-19 has forced more change in how schools operate than in the previous half century.

What is most concerning in all of this is the impact on the most underserved and historically marginalized in our society: low-income children and students of color. Even before the current crisis, the future prospects of a young person today looked very different depending on the color of her skin and the zip code in which she grew up, but the pandemic exposed and exacerbated long-standing racial and economic inequities. And the same families who are faring worst in terms of disrupted schooling are bearing the brunt of the economic downturn and disproportionately getting sick, being hospitalized, and dying.

Every organization that is committed to educational improvement needs to ask itself what it can do differently to further advance the cause of educational equity during this continuing crisis so that we can make lasting improvements. As we know from past experience, if the goal of equity is not kept front and center, those who are already behind through no fault of their own will benefit the least. If ever there were a time to heed this caution, it is now.

We hope that our nation will approach education with a new sense of purpose and a shared commitment to ensuring that our schools truly work for every child. Whether or not that happens will depend on our resolve and our actions in the coming months. We have the proof points and know-how to transform learning, bolster instruction, and meet the needs of our most disadvantaged students. What has changed is the urgency for doing so at scale.

Our starting place must be a vision of equal opportunity, and from there we must create the conditions that can actually ensure it - irrespective of how different they may look from the ones we now have. We need to reimagine the systems that shape student learning and put the communities whose circumstances we most need to elevate at the center of that process. We need to recognize that we will not improve student outcomes without building the capacity of the adults who work with them, supporting them with high-quality resources and meaningful opportunities for collaboration and professional growth. We need to promote stronger connections between K-12, higher education, and employment so that all students are prepared for lifelong success.

The pandemic has deepened inequities that threaten students' prospects. But if we seize this moment and learn from it, if we marshal the necessary resources, we have the potential to transform our education system from one characterized by uneven and unjust results to one that puts all students on a path to bright futures.

We Must Learn to Act in New Ways

These are not controversial ideas. In fact, they constitute the general consensus about where American education needs to go. But they also represent a tall order for the people who influence the system. Practically everyone who plays a part in education must learn to act in new ways.

That we have made progress in such areas as high school completion, college-going rates, and the adoption of college- and career-ready standards is a testament to the commitment of those working in the field. But it will take more than commitment to achieve the changes in student learning that our times demand. We can't expect individuals to figure out what they need to do on their own, nor should we be surprised if they struggle to do so when working in institutional structures designed to produce different outcomes. The transformation we seek calls for much greater coordination and a broader set of allies than would suffice for more incremental changes.

Our best hope for achieving equity and the transformation of student learning is to enhance adults' ability to contribute to that learning. That means building their capacity while supporting their authentic engagement in promoting a high-quality education for every child. It also means ensuring that people operate within systems that are optimized to support their effectiveness and that a growing body of knowledge informs their efforts.

These notions comprise our overarching strategy for promoting the systems change needed to transform student learning experiences on a large scale. We seek to enhance adult capacity and stakeholder engagement in the service of ensuring that all students are prepared to meet the demands of the 21st century. We also support knowledge development and organizational improvement to the extent that investments in these areas enhance adult capacity, stakeholder engagement, and student experiences.

Five Ways We Invest in the Future of Students

These views on how best to promote systems change in education guide our philanthropic work. The strategic areas of change we focus on are major themes throughout our five investment portfolios. Although they are managed separately and support different types of initiatives, each seeks to address its area of focus from multiple angles. A single portfolio may include grants that build adult capacity, enhance stakeholder engagement, and generate new knowledge.

New Designs to Advance Learning

Preparing all students for success requires that we fundamentally reimagine our nation's schools and classrooms. Our public education system needs to catch up with how the world is evolving and with what we've come to understand about how people learn. That means attending to a broader diversity of learning styles and bringing what happens in school into greater alignment with what happens in the worlds of work and civic life. We make investments to increase the number of innovative learning models that support personalized experiences, academic mastery, and positive youth development. We also make investments that build the capacity of districts and intermediaries to improve learning experiences for all students as well as grants to investigate relevant issues of policy and practice.

Pathways to Postsecondary Success

Lifelong success in the United States has never been more dependent on educational attainment than it is today. Completing some education beyond the 12th grade has virtually become a necessity for financial security and meaningful work. But for that possibility to exist for everyone, we need to address the historical barriers that keep many students from pursuing and completing a postsecondary program, and we must strengthen the options available to all students for education after high school. Through our investments, we seek to increase the number of young people able to access and complete a postsecondary program, with a major focus on removing historical barriers for students who are first-generation college-goers, low-income, or from underrepresented groups. We also look to expand the range of high-quality postsecondary options and to strengthen alignment between K-12, higher education, and the world of work.

Leadership and Teaching to Advance Learning

At its core, learning is about the interplay between teachers, students, and content. How teachers and students engage with each other and with their curriculum plays a predominant role in determining what students learn and how well they learn it. That's not to say that factors outside of school don't also greatly impact student learning. But the research is clear that among the factors a school might control, nothing outweighs the teaching that students experience. We focus on supporting educators in implementing rigorous college- and career-ready standards in math, science, and English language arts. We make investments to increase the supply of and demand for high-quality curricular materials and professional learning experiences for teachers and administrators.

Public Understanding

As central as they are to the education process, school professionals are hardly the only people with a critical role to play in student learning. Students spend far more time with family and other community members than they do at school. And numerous stakeholders outside of the education system have the potential to strengthen and shape what happens within it. The success of our nation's schools depends on far more individuals than are employed by them.

We invest in efforts to engage families and other stakeholders as active partners in supporting equitable access to high-quality student learning. We also support media organizations and policy research groups in building awareness about key issues related to educational equity and improvement.

Integration, Learning, and Innovation

Those of us who work for change in education need a new set of habits to achieve our vision of 21st-century learning. It will take more than a factory-model mindset to transform our education system into one that prepares all learners for an increasingly complex world. We must approach this task with flexibility, empathy for the people involved, and an understanding of how to learn from what's working and what's not. We work to reduce the fragmentation, inefficiencies, and missteps that often result when educational improvement strategies are pursued in isolation and without an understanding of the contexts in which they are implemented. Through grants and other activities, we build the capacity of people working in educational organizations to change how they work by emphasizing systems and design thinking, iteration, and knowledge sharing within and across organizations.

Join Us in This Ambitious Endeavor

Our approach of supporting multiple stakeholders by pulling multiple levers is informed by our deep understanding of the system we're trying to move. American education is a massive, diverse, and highly decentralized enterprise. There is no mechanism by which we might affect more than superficial change in many thousands of communities. The type of change that is needed cannot come from compliance alone. It requires that everyone grapple with new ideas.

We know from our history of promoting large-scale improvements in American education that advancements won't happen overnight or as the result of one kind of initiative. Our vision for 21st-century education will require more than quick wins and isolated successes. Innovation is essential, and a major thrust of our work involves the incubation and dissemination of new models, resources, and exemplars. But we must also learn to move forward with the empathy, flexibility, and systems thinking needed to support people in making the transition. Novel solutions only help if they can be successfully implemented in different contexts.

Only a sustained and concerted effort will shift the center of gravity of a social enterprise that involves millions of adults and many tens of millions of young people. The challenge of philanthropy is to effect widespread social change with limited resources and without formal authority. This takes more than grantmaking. At the Corporation, we convene, communicate, and form coalitions. We provide thought leadership, issue challenges, and launch new initiatives. Through these multifaceted activities, we maximize our ability to forge, share, and put into practice powerful new ideas that build a foundation for more substantial changes in the future.

We encourage everyone who plays a role in education to join us in this work. Our strategy represents more than our priorities as a grantmaker. It conveys our strong beliefs about how to get American education to where it needs to be. The more organizations and individuals we have supporting those who are working to provide students with what they need, the more likely we are to succeed in this ambitious endeavor.

LaVerne Evans Srinivasan is the vice president of Carnegie Corporation of New York's National Program and the program director for Education.

# data[].attributes.attachment_link.title
What Changes to the U.S. Education System Are Needed to Support Long-Term Success for All Americans? | Future of Learning & Work | Carnegie Corporation of New York

# data[].attributes.attachment_link.description
In an article from our spring edition of the Carnegie Reporter, the vice president of the Corporation's National Program argues that to achieve equity, rigor, and relevance, practically everyone who plays a part in education must learn to act in ...

# data[].attributes.body
This website goes and tells the readers the benefits of getting educated. Evidently these benefits could be generalized to people everywhere. All that being said this article shows why it is so important to get quality education. If people don't do it for them self they should do it for others. This is because getting people educated increases the capital resources of country thus increasing the GDP.

# data[].attributes.body
This article was looking at the ranking of my elementary school. My school was ranked the 315th best elementary school in the State. Given how many elementary schools there are in a state, this is a pretty good ranking. But 315 is still not the best. Using this ranking we can realize that our area relative to the state provides a great education, but there is still ways to go.

# data[].attributes.attachment_link.readable_text
Overview of Michael Collins Elementary School

Michael Collins Elementary School is a public school located in Schaumburg, IL, which is in a small city setting. The student population of Michael Collins Elementary School is 721 and the school serves K-6. At Michael Collins Elementary School, 43% of students scored at or above the proficient level for math, and 43% scored at or above that level for reading.The school's minority student enrollment is 42%. The student-teacher ratio is 14:1, which is worse than that of the district.The student population is made up of 50% female students and 50% male students. The school enrolls 8% economically disadvantaged students. There are 53 equivalent full-time teachers.

Michael Collins Elementary School 2024 Rankings

Michael Collins Elementary School is ranked #315 in Illinois Elementary Schools. Schools are ranked on their performance on state-required tests, graduation, and how well they prepare their students for high school. Read more about how we rank the Best Elementary Schools.

All Rankings

Ranking Factors

How Michael Collins Elementary School placed statewide out of 1669 schools ranked in Illinois.

Students/Teachers at Michael Collins Elementary School

These counts and percentages of students and teachers are from data reported by state education agencies to the federal government

School information is provided by the government.

Native Hawaiian or Other Pacific Islander and American Indian or Alaska Native are not included in this breakdown due to an enrollment of 0%.

economically disadvantaged students at Michael Collins Elementary School

Percentage of full-time teachers who are certified

100%

Student-teacher ratio

14:1

Percentage of teachers with 3 or more years experience

89.7%

Number of full-time school counselors

N/A

Test Scores at Michael Collins Elementary School

At Michael Collins Elementary School, 43% of students scored at or above the proficient level for math, and 43% scored at or above that level for reading.Compared with the district, the school did better in math and better in reading, according to this metric. In Schaumburg Ccsd 54, 42% of students tested at or above the proficient level for reading, and 36% tested at or above that level for math.Michael Collins Elementary School did better in math and better in reading in this metric compared with students across the state. In Illinois, 27% of students tested at or above the proficient level for reading, and 23% tested at or above that level for math.

School information is provided by the government.

School Data

School profile information is based on government data.

School information is provided by the government.

District

This information relates to schools run by this school's state operating agency. Many districts contain only one school.

School information is provided by the government.

Total Schools (all grades)

28

Total Ranked Elementary Schools

22

Total Ranked Middle Schools

6

Total Students (all grades)

15,052

Elementary Schoolers Proficient in Reading (district average)

40%

Elementary Schoolers Proficient in Math (district average)

34%

All District Schools
Michael Collins Elementary School's high ranking earned it eligibility to display a U.S. News Best Elementary Schools award badge. Badge eligibility recognizes educational excellence, as described here. Officials at badge-eligible schools can learn how to promote their awards here.

Insufficient student data was reported by six states (California, D.C., Delaware, New Mexico, Oregon, and Washington). As such, the rankings for these states were held at their previous positions. They are therefore based on assessment data from 2018-2019 and include schools that were active as of 2019-2020. Updated directory information from 2021-2022 was provided for schools when available.

Data is based on the 2020-2021 and 2021-2022 school years.

# data[].attributes.attachment_link.description
Learn more about Michael Collins Elementary School here - See an overview of the school, get student population data, enrollment information, test scores and more.

# data[].attributes.body
According to this article, about 30 countries our perform the USA in mathematics. This is abysmal for a multitude of reasons. Math is the cornerstone for careers in STEM. If the American youth is bad at math, no innovation will take place in USA STEM field. This inurn may knock the USA of the pedestal it is put on currently as a global superpower.

# data[].attributes.attachment_link.title
Why Other Countries Keep Outperforming Us in Education (and How to Catch Up) (Opinion)

# data[].attributes.attachment_link.description
Money from the American Rescue Plan could be our last chance to build the school system we need, writes Marc Tucker.

# data[].attributes.body
The United nations on this website claim that about 55% of all children world wide lack a basic proficiency in reading, writing or mathematics. This is extremely alarming because for most kids, especially in impoverished areas, education is typically the only way out. If so many kids are evidently lacking a proper education, that will cause those same kids to continue to live in poverty as adults.

# data[].attributes.attachment_link.readable_text
Globally, an estimated 617 million children and adolescents of primary and lower secondary school age-more than 55 per cent of the global total-lacked minimum proficiency in reading and mathematics in 2015. One third of those children and adolescents were out of school and urgently needed access to education. About two thirds of them attended school but did not become proficient, either because they dropped out or because they did not learn basic skills. Despite years of steady growth in enrolment rates, non‑proficiency rates remain disturbingly high. They are highest in sub-Saharan Africa, where 88 per cent of children (202 million) of primary and lower secondary school age were not proficient in reading, and 84 per cent (193 million) were not proficient in mathematics in 2015. Central and Southern Asia was not faring significantly better. There, 81 per cent of children (241 million) were not proficient in reading, and 76 per cent (228 million) lacked basic mathematical skills.

Girls are more likely than boys to learn how to read. Globally, for every 100 boys who achieved minimum proficiency in reading in 2015, 105 girls of primary school age and 109 adolescent women of lower secondary school age met at least the minimum standard.

The learning crisis not only threatens an individual's ability to climb out of poverty, it also jeopardizes the economic future of entire nations as they struggle to compete in a global marketplace with less-than-skilled human resources. The next decade provides an important window of opportunity for policymakers to ensure that all children are proficient in basic literacy and numeracy.

Show Data Download to CSV

Evidence shows that good quality early childhood education is one of the best investments a society can make in its children-one that builds a strong foundation for learning in later years. In fact, early childhood education has been found to be one of the strongest determinants of a child's readiness for school, in both high-income and low-income countries. Participation in organized learning one year before the official entry age for primary school has risen steadily over the past years. At the global level, the participation rate in early childhood education was 69 per cent in 2017, up from 63 per cent in 2010. However, considerable disparities were found among countries, with rates ranging from 7 per cent to nearly 100 per cent. The early childhood education participation rate was only 43 per cent in least developed countries.

Show Data Download to CSV

Despite considerable progress in educational access and participation, 262 million children and adolescents (6 to 17 years old) were still out of school in 2017. That represented nearly one fifth of the global population in that age group. Of that number, 64 million were children of primary school age (about 6 to 11 years old), 61 million were adolescents of lower secondary school age (12 to 14 years old), and 138 million were youth of upper secondary school age (15 to 17 years old).

Girls still face barriers to education in most regions, particularly in Central Asia, Northern Africa and Western Asia, and sub-Saharan Africa. In those regions, girls of every age are more likely to be excluded from education than boys. For every 100 boys of primary-school age out of school in 2017, 127 girls were denied the right to education in Central Asia, 121 in sub-Saharan Africa, and 112 in Northern Africa and Western Asia. At the global level, 118 girls were out of school for every 100 boys. Recent successes in reducing the number of children out of school and reducing the gender gap in the out-of-school rate need to be replicated worldwide to ensure all children, everywhere, are attending school.

Show Data Download to CSV

Adequate infrastructure and teacher training play a critical role in the quality of education. Of all regions, sub-Saharan Africa faces the biggest challenges in providing schools with basic resources. The situation is extreme at the primary and lower secondary levels, where less than one half of schools in sub-Saharan Africa have access to drinking water, electricity, computers and the Internet. At the upper secondary level, 57 per cent of schools have electricity, but only 25 to 50 per cent have access to drinking water, handwashing facilities, computers and the Internet.

Another important step towards the goal of good quality education for all is getting enough trained teachers into classrooms. Here again, sub-Saharan Africa lags behind. In 2017, that region had the lowest percentages of trained teachers in pre-primary (48 per cent), primary (64 per cent) and secondary (50 per cent) education.

Show Data Download to CSV

Recent decades have seen improvements in basic reading and writing skills and a steady reduction in gender gaps, with women's literacy rates growing faster than men's literacy rates in all regions over the past 25 years. However, 750 million adults-two thirds of whom are women-remained illiterate in 2016. Adult literacy rates are lowest in sub-Saharan Africa and Southern Asia. Southern Asia alone is home to nearly half (49 per cent) of the global population who are illiterate.

On a more positive note, youth literacy rates are generally higher than those of adults. This reflects increased access to schooling among younger generations, although many students with basic reading and writing skills still struggle to meet the higher standard of minimum proficiency in reading and mathematics. The global literacy rate for adults (15 years of age and older) was 86 per cent in 2016, compared to 91 per cent for youth (15 to 24 years old). However, youth literacy remains low in several countries, most of them in sub-Saharan Africa.

Show Data Download to CSV

Goal 3 Goal 5

# data[].attributes.body
I got 6 hours done so far. Helping kids is cool but they really struggle with math. Perhaps education should be bigger priority in America because Math and Science proficiency are necessary for innovation in the STEM fields.

# data[].attributes.body
Same as October

# data[].attributes.body
Same as October

# data[].attributes.body
Same as October

# data[].attributes.body
Same as October

# data[].attributes.body
Got the signatures done. Volunteering will start second semester

# data[].attributes.body
I am still getting the required signatures to be able to start volunteering.