Massachusetts School and District Profiles

New Bedford

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2016 Accountability Data - New Bedford

District Information
District:New Bedford (02010000)
Region:Commissioner's Districts
Title I Status:Yes
Accountability Information
Accountability and Assistance Level

Level 4

One or more schools in the district classified into Level 4
Low assessment participation (Less than 95%)
Focus on Students w/disabilities -Amer. Ind. or Alaska Nat. -
This district’s determination of need for special education technical assistance or intervention
Needs Intervention (NI)
This district’s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1-100)
Student Group
(Click group to view subgroup data)
On Target = 75 or higher - Red Marker
Less progressMore progress
View Detailed 2016 Data
All studentsPPI = 51, Target = 75PPI = 51, Target = 75PPI = 51, Target = 75 51Did Not Meet Target
High needsPPI = 52, Target = 75PPI = 52, Target = 75PPI = 52, Target = 75 52Did Not Meet Target
Econ. Disadvantaged -
ELL and Former ELLPPI = 59, Target = 75PPI = 59, Target = 75PPI = 59, Target = 75 59Did Not Meet Target
Students w/disabilitiesPPI = 47, Target = 75PPI = 47, Target = 75PPI = 47, Target = 75 47Did Not Meet Target
Amer. Ind. or Alaska Nat.PPI = 67, Target = 75PPI = 67, Target = 75PPI = 67, Target = 75 67Did Not Meet Target
AsianPPI = 61, Target = 75PPI = 61, Target = 75PPI = 61, Target = 75 61Did Not Meet Target
Afr. Amer./BlackPPI = 48, Target = 75PPI = 48, Target = 75PPI = 48, Target = 75 48Did Not Meet Target
Hispanic/LatinoPPI = 46, Target = 75PPI = 46, Target = 75PPI = 46, Target = 75 46Did Not Meet Target
Multi-race, Non-Hisp./Lat.PPI = 59, Target = 75PPI = 59, Target = 75PPI = 59, Target = 75 59Did Not Meet Target
Nat. Haw. or Pacif. Isl. -
WhitePPI = 50, Target = 75PPI = 50, Target = 75PPI = 50, Target = 75 50Did Not Meet Target

School Accountability Information
School School Type Title I Status Accountability and Assistance Level
Charles S AshleyElementary SchoolTitle I School (SW)Level 2
Elizabeth Carter BrooksElementary SchoolTitle I School (SW)Level 1
Elwyn G CampbellElementary SchoolTitle I School (SW)Level 2
James B CongdonElementary SchoolTitle I School (SW)Level 2
Sgt Wm H Carney AcademyElementary SchoolTitle I School (SW)Level 2
John B DevallesElementary SchoolTitle I School (SW)Level 3
Alfred J GomesElementary SchoolTitle I School (SW)Level 3
John HanniganElementary SchoolTitle I School (SW)Level 3
Ellen R HathawayElementary SchoolTitle I School (SW)Level 3
Hayden/McFaddenElementary SchoolTitle I School (SW)Level 4
Abraham LincolnElementary SchoolTitle I School (SW)Level 3
Carlos PachecoElementary SchoolTitle I School (SW)Level 2
John Avery ParkerElementary SchoolTitle I School (SW)Level 5
Casimir PulaskiElementary SchoolTitle I School (SW)Level 1
Renaissance Community School for the ArtsElementary SchoolTitle I School (SW)Insufficient data
Thomas R RodmanElementary SchoolTitle I School (SW)Level 2
Jireh SwiftElementary SchoolTitle I School (SW)Level 3
William H TaylorElementary SchoolTitle I School (SW)Level 1
Betsey B WinslowElementary SchoolTitle I School (SW)Level 2
Keith Middle SchoolMiddle SchoolTitle I School (SW)Level 3
Normandin Middle SchoolMiddle SchoolTitle I School (SW)Level 3
Roosevelt Middle SchoolMiddle SchoolTitle I School (SW)Level 3
New Bedford HighHigh SchoolTitle I School (SW)Level 4
Trinity Day AcademyMiddle-High School or K-12Title I School (SW)Level 3
Whaling City Junior/Senior High SchoolMiddle-High School or K-12Title I School (SW)Level 3

About this Report

Accountability and Assistance Levels: All Massachusetts schools and districts with sufficient data are classified into one of five accountability and assistance levels (1-5), with the highest performing in Level 1 and lowest performing in Level 5. In general, a district is classified into the level of its lowest performing school, unless the district was independently classified into Level 4 or 5 as a result of action by the Board of Elementary and Secondary Education.

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district’s determination is based on five categories: Meets Requirements (MR); Meets Requirements-At Risk (MRAR); Needs Technical Assistance (NTA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's accountability and assistance level, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities. Upon classification of a district into Level 3, two additional focus areas for special education will be reviewed at the district level and may require action: (A) over-identification of low-income students as eligible for special education and (B) inordinate separation of students with disabilities across low income and/or racial groups.

School Percentiles: A school percentile between 1 and 99 is reported for schools with at least four years of data. This number is an indication of the school's overall performance relative to other schools that serve the same or similar grades.

Cumulative Progress and Performance Index (PPI): The cumulative PPI combines information about narrowing proficiency gaps, growth, and graduation and dropout rates over four years into a single number between 0 and 100. For a group to be considered to be making progress toward narrowing proficiency gaps, its cumulative PPI must be 75 or higher.

Interpretive Materials
Glossary of 2016 Accountability Terms