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Ayer Shirley School District

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2017 Official Accountability Data - Ayer Shirley School District

District Information
District:Ayer Shirley School District (06160000)
Title I Status:Yes
Accountability Information
Accountability and Assistance Level

No level

Students in grades 3-8 participated in 2017 Next Generation MCAS tests
This district’s determination of need for special education technical assistance or intervention
Meets Requirements-At Risk (MRAR)
2017 Assessment Participation
Student Group English Language Arts Mathematics Science
EnrolledAssessed%Met Target EnrolledAssessed%Met Target EnrolledAssessed%Met Target
All Students 936 92899Yes 938 93099Yes 385 38399Yes
High needs 394 38898Yes 392 38999Yes 173 17199Yes
Econ. Disadvantaged 257 25298Yes 255 25299Yes 113 11198Yes
EL and Former EL 52 52100Yes 52 52100Yes 21 21100Yes
Students w/ disabilities 209 20598Yes 207 20499Yes 95 9499Yes
Amer. Ind. or Alaska Nat. 2--- 2--- 1---
Asian 24 24100Yes 24 24100Yes 15---
Afr. Amer./Black 41 4098Yes 41 41100Yes 15---
Hispanic/Latino 107 107100Yes 107 107100Yes 39 3897Yes
Multi-race, Non-Hisp./Lat. 46 4598Yes 46 46100Yes 26 26100Yes
Nat. Haw. or Pacif. Isl. 4--- 4--- 2---
White 712 70699Yes 714 70699Yes 287 286100Yes

NOTE: In 2017, assessment participation was calculated two ways: First, the 2017 participation rate for each subgroup in each subject area test was calculated. If the actual 2017 participation rate was lower than 95 percent (high schools) or 90 percent (schools and districts administering Next-Generation MCAS test in grades 3-8) for any group in any subject, that rate was compared to the average of the most recent two years of assessment participation data for that group and subject. The higher of the two resulting rates was factored into the assignment of the school or district's 2017 accountability and assistance level.

School Accountability Information
School School Type Title I Status Accountability and Assistance Level
Lura A. White Elementary SchoolElementary SchoolNon-Title I School (NT)No level
Page Hilltop Elementary SchoolElementary SchoolTitle I School (SW)No level
Ayer Shirley Regional Middle SchoolMiddle SchoolTitle I School (SW)No level
Ayer Shirley Regional High SchoolHigh SchoolTitle I School (TA)Level 2

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. Schools and districts that administered the Next Generation MCAS assessment in grades 3-8 in 2017 have not been placed into Levels 1-3 on the basis of their assessment results, but may have been assigned an accountability an assistance level (3-5) for other reasons, as noted on this report.

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. School percentiles were not calculated for schools that administered the Next Generation MCAS assessment in grades 3-8 in spring 2017.

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.

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. Annual and cumulative PPIs were not calculated for schools and districts that administered the Next Generation MCAS assessment in grades 3-8 in spring 2017.

Interpretive Materials
Glossary of 2017 Accountability Terms

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