Most schools are assigned a level from 1-5, with those meeting their proficiency gap-narrowing goals in Level 1 and the lowest performing in Levels 4 and 5. A district is typically assigned a level based on the level of its lowest performing school. Placing schools and districts into levels helps districts know which schools need more support, and helps the state know which districts need the most assistance. More information is available here: http://www.mass.gov/ese/accountability.
The transitional Composite Performance Index (CPI) is a number from 1-100 that represents the extent to which students have attained or are progressing toward proficiency in a given subject. Students who demonstrate proficiency on MCAS and/or PARCC tests, and students with severe cognitive disabilities who score at the Progressing level on the MCAS-Alternate assessment, receive 100 CPI points. Our school's transitional CPIs for 2016 are below.
Composite Performance Index
English Language Arts (CPI)
Notes: Enrollment data are reported for the 2016–2017 school year. Accountability and assessment data are reported for the 2015–2016 school year. More about the data.