Serving 110 students in grades 3-9, Su Enrique Colon ranks in the bottom 50% of all schools in Puerto Rico for overall test scores (math proficiency is top 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was 40-44% (which was higher than the Puerto Rico state average of 36%). The percentage of students achieving proficiency in reading/language arts was 35-39% (which was lower than the Puerto Rico state average of 48%).
The student:teacher ratio of 11:1 was higher than the Puerto Rico state level of 10:1.
School Overview
Grades Offered
Grades 3-9
Total Students
110 students
Gender %
Total Classroom Teachers
10 teachers
School Rankings
Math Test Scores (% Proficient)
(16-17)40-44%
36%
Reading/Language Arts Test Scores (% Proficient)
(16-17)35-39%
48%
Student : Teacher Ratio
11:1
10:1
American Indian
n/a
n/a
Asian
n/a
n/a
Hispanic
100%
100%
Black
n/a
n/a
White
n/a
n/a
Hawaiian
n/a
n/a
Two or more races
n/a
n/a
All Ethnic Groups
Eligible for Free Lunch
7%
85%
Eligible for Reduced Lunch
84%
6%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), PR Dept. of Education
Frequently Asked Questions
What percent of students have achieved state testing proficiency in math and reading?
40-44% of students have achieved math proficiency (compared to the 36% PR state average), while 35-39% of students have achieved reading proficiency (compared to the 48% PR state average).
How many students attend Su Enrique Colon?
110 students attend Su Enrique Colon.
What is the racial composition of the student body?
100% of Su Enrique Colon students are Hispanic.
What is the student:teacher ratio of Su Enrique Colon?
Su Enrique Colon has a student ration of 11:1, which is higher than the Puerto Rico state average of 10:1.
What grades does Su Enrique Colon offer ?
Su Enrique Colon offers enrollment in grades 3-9
What school district is Su Enrique Colon part of?
Su Enrique Colon is part of Puerto Rico Department Of Education School District.
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