Last year, only 19 percent of the students at the school scored as proficient on the state reading exam.
Its middle school scored a C, with 34.9 percent of tested students proficient in English, 46.4 percent in math.
Students at the middle school scored above the state average in the Grade 8 Proficiency Assessment tests.
He taught himself calculus in high school, scored the highest test results of any teenager in the state, and won himself a place at Harvard University.
Thirteen percent of foreign-born students, 4 percent of special-ed students and 23 percent of the entire school scored proficient in reading.
Not surprisingly, students who said they read a lot in school scored far higher than students who said they read little, said Mr. Paine, West Virginia's schools superintendent.
If a school scored especially high on, say, sixth-grade English, he would track down the people who taught sixth graders English.
The school scored below the average performance of students in Harlem Community School District 5, one of the lowest-scoring districts in New York City.
In mathematics, Golden Door scored 183 compared with Jersey City's 187, and in science the charter school scored 207 and Jersey City scored 206.
Unsurprisingly, in a 2006 national test fourth-year primary pupils from the Valparaíso school scored on average 50% less than their peers at the Grange.This inequality between schools is the Achilles heel of Chile's education system.
And in a three-year comparison of similar schools in 2007 and 2008 — the most recent state results — the school scored 6, 7 and most recently a 3 out of 10.
