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Profiles Help - About the Data

Data in Individual Profiles are displayed in the following sections. Some data do not apply to some organization types, for example Private Schools do not have Assessment data.

General

Relationships

Organization Characteristics

Students

Teachers

Finances

Assessment

AYP

General

Contact Information: Schools and Districts view, add, update and delete their own directory information to ensure that the information is as up-to-date and accurate as possible.

ESE Code: The eight-digit ESE Code following the school or district name is assigned by the Massachusetts Department of Elementary and Secondary Education to every organization listed in the Directory Profiles, including every district and school in the Commonwealth. For districts and schools, the first four digits represent the District Code and the last four digits represent the School Code. Thus the ESE code "02660505" stands for "0266" (Sharon Public Schools) + "0505" (Sharon High).

Please Note: The ESE Code is not the same as the Institution codes assigned by the College board for SAT and AP results or the NCES code assigned to Massachusetts schools by the U.S. Department of Education.

Grades/Schools: For districts this section displays the number and grade range of elementary, middle/junior high and high schools in the district, as well as the total number of schools in the district and the grade range of the school system. Schools were assigned to one of the following three types based on these characteristics:

Kindergarten starting age indicates the age as of a particular date at which children are eligible to begin kindergarten.

Relationships: (for districts only)

• Membership - Union: A "school union" is a group of school systems that are administered by one superintendent.
• Grade Tuition Agreement: A town may tuition all their students in a particular grade span into another school system.
• Membership - Academic Regional: A regional school district provides educational services to more than one town. For a city/town district, this lists the name(s) of any academic regional district(s) of which the local school district is a member. For an academic regional district, this lists the member cities and towns.
• Membership - Vocational Regional: A regional school district provides educational services to more than one town. For a city/town district, this lists the name(s) of any vocational regional district(s) of which the local school district is a member. For a vocational regional district, this lists the member cities and towns.
• Membership - Independent Vocational: An independent vocational district is administered by a board of trustees. For a city/town district, this lists the name(s) of any independent vocational district(s) of which the local school district is a member. For an independent vocational district, this lists the member cities and towns. Tuition is charged to out-of-town residents.
• Membership - County Agricultural: A county agricultural district is administered by a board of trustees. For a city/town district, this lists the name(s) of any county agricultural district(s) of which the local school district is a member. For a county agricultural district, this lists the member cities and towns.
• Membership - Collaboratives: Educational Collaboratives are formed through an agreement among two or more school committees to provide educational programs or services for their member school systems. For a district, this lists the name(s) of any collaboratives of which the district is a member. For a collaborative this lists the member districts.
• Private Schools located in this city/town: Lists the private schools located in the city/town.

Organization Characteristics

• Chapter 74 Approved Program: A program that meets the definition of vocational technical education contained in Massachusetts General Law Chapter 74, Section 1 and approved by the Department of Elementary and Secondary Education pursuant to c. 74 and the Vocational Technical Education Regulations 603 CMR 4.00. Programs include: Carpentry, Electricity, Metal Fabrication & Joining Technologies and Programming & Web Development.
  
  
• Charter School Type:

  Commonwealth- A public school that is managed by a board of trustees and operates independently of any school committee under a five-year charter granted by the Board of Education. It has the freedom to organize around a core mission, curriculum, theme, and/or teaching method and to control its own budget and hire (and fire) teachers and staff. In return for this freedom, a charter school must attract students and produce positive results within five years or its charter will not be renewed.

  Horace Mann- Operates under the same set of rules as described above, with the following exceptions. First, a Horace Mann charter school must have its charter approved by the local school committee and the local teacher's union in addition to the Board of Education. Second, to the extent provided by their charters, Horace Mann charter schools may be exempt from certain provisions in local collective bargaining agreements. Third, employees of a Horace Mann charter school remain members of the local collective bargaining unit; continue to accrue seniority; and receive, at a minimum, the salary and benefits established by the local collective bargaining agreement.

   

• District Operating Status:

  Non-Operating - A town that does not directly operate a school district. The town belongs to a regional school district or pays tuition for their students to attend another school district.

  Operating - A city/town that operates its own local school district. It may operate as its own district at some grades, and belong to a regional district or tuition out its students at other grades.

   

• District Title I Status: A district that receives federal Title I funding.
  
  
• District Type:

  Institutional School - State institutional schools that are administered by the ESE.

  County Agricultural - Agricultural school district that is administered by a board of trustees.

  Independent Public - This category includes Commonwealth Charter Schools, Horace Mann Charter Schools and the Massachusetts Academy of Mathematics and Science.

  Independent Vocational - Vocational school district that is administered by a board of trustees.

  Local School - District that is administered by a city or town school committee.

  Regional Academic - District that is administered by a regional school committee.

  Regional Vocational Tech - District that is administered by a regional vocational school committee.

   

• Inter-District School Choice:

  Does Not Offer Choice - The local school committee has voted not to accept students from other communities under the School Choice regulations.

  Not Accepting New Enrollments - The school district participates in the School Choice program, but is not accepting new students at this time.

  Offers Choice - The school district is accepting students from other districts as defined under the School Choice regulations.

   

  Note: Inter-District School Choice is not related to NCLB School Choice, which applies only to schools receiving federal Title funds identified for improvement, corrective action or restructuring.

   

• Out of State School (Only those out-of-state schools which MA students attend with public funds are listed.):

  Private School - a non-public school located outside of Massachusetts.

  Public School - a public school located outside of Massachusetts.

   

• School Title I Status:

  Non-Title I School - School does not have a Title I program.

  Title I School (SW) - School has a Schoolwide Title I program.

  Title I School (TA) - School has a Targeted Assistance Title I program.

  Title I School (TAP) - School has a Targeted Assistance Title I program and is in the planning year to have a Schoolwide program

   

• Special Education Approved: The school meets the requirements of 603 CMR 28.09, "Approval of Public and Private Day and Residential Special Education School Programs" AND 603 CMR 18.00, "Program and Safety Standards for Approved Public or Private Day and Residential Special Education School Programs.

Approved Special Education Programs Characteristics

• Gender: Female, Male or Female/Male
• Program Minimum/Maximum Age: age range of students served
• Needs Served: Disability Type(s) for example autism, developmental delay, physical
• Number of Months: 10 month program, 11 month program, or 12 month program
• Type: Day, Residential, or Summer

Alternative Education Characteristics

• Grades Served - Grade levels that are served at the Alternative Education program or school.
• Max Age - The maximum age of students permitted in the Alternative Education program or school.
• Capacity - The maximum numbers of students the Alternative Education program or school can enroll at one time.
• Waiting List - Indicates whether or not the Alternative Education program or school maintains a waiting list.
• Eligibility - The types of student characteristics that the Alternative Education program or school serves.
  • Expelled - A student that received a disciplinary action imposed by school officials to permanently be removed from participation in all school activities. According to state law, no public school district in the Commonwealth is legally required to educate and expelled student.
  • Frequent truancy - A student that has recurrent unexcused absences, based on the local school district definition of what constitutes an unexcused absence.
  • Involved with DCF - A student that is served by the Massachusetts Department of Children and Families (DCF), this includes foster cae, adoption, adolescent services, and domestic violence services.
  • Involved with DYS - A student that is currently (or were recently) served by the Massachusetts Department of Youth Services (DYS), the juvenile justice agency of the Commonwealth. DYS involvement includes students that are placed at a DYS secure facility, as well as students that receive services through DYS and reside in the community.
  • Pregnant - A student that is pregnant.
  • Parenting - A student that that has full or partial caretaking responsibilities for an infant or child.
  • Poor academic record - A student that is at-risk for not being promoted to the next grade level or is at-risk for not earning a high school diploma due to not meeting the school district academic promotion requirements.
  • Returned dropout - formerly out of school: A student that previously withdrew from school prior to earning a high school diploma, for reasons other than transfer to another school, that has re-enrolled in the school district.
  • Suspended - A student that received a disciplinary action imposed by school officials that removed the student from academic classes and placed him/her in a separate environment or outside of the school building. A student may receive either an in-school suspension or an out-of-school suspension.
• Component - The types of services and activities that are available for students that are enrolled in the Alternative Education program or school
• Hours - The times of day the Alternative Education program or school operates.

Students

Enrollment

Enrollment by Grade: Indicates the total number of students by grade, including pre-kindergarten (PK), kindergarten (K) and special education beyond grade 12 (SP).

source: SIMS

data as of: October 1

Enrollment by Race/Ethnicity: Indicates the percent of enrollment by race/ethnicity.

Definitions (as of October 1, 2008)

African American or Black: A person having origins in any of the black racial groups of Africa.

Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent.

Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

Multi-race, Non-Hispanic: A person selecting more than one racial category and non-Hispanic.

Native American: A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.

Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

source: SIMS

data as of: October 1

Enrollment by Gender: Indicates the count of students by gender.

source: SIMS

data as of: October 1

Special Education Data

(District level only)

Indicator 1 - Graduation Rate for Students with IEPs: Indicates the percentage of students who graduate with a regular high school diploma within 4 years. Data is provided for both students with Individualized Education Programs (IEPs) and without IEPs.

How these data are calculated

source: SIMS

Indicator 2 - Dropout Rate for Students with IEPs: Indicates the percentage of students in grades 9-12 who dropped out of school between July 1 and June 30 prior to the listed year and who did not return to school by the following October 1. Dropouts are defined as students who leave school prior to graduation for reasons other than transfer to another school. Data is provided for both students with Individualized Education Programs (IEPs) and without IEPs.

source: SIMS

data as of: end of year, October 1

Indicator 3 - Participation and Performance of Students with IEPs on Statewide Assessments (MCAS): Indicates participation rates and performance of students with IEPs on MCAS.

• Indicator 3A - % of Districts Meeting AYP for the Special Education Subgroup: Provides data on a district's Adequate Yearly Progress (AYP) for the Special Education subgroup. For more information, see: Test Results

• Indicator 3B - Participation Rate for Students with IEPs on MCAS: Provides district-level data on the participation rate of students with IEPs on MCAS. For more information, see: Test Results

• Indicator 3C - Proficiency Rate for Students with IEPs on MCAS: Provides district-level data on the proficiency rate of students with IEPs on MCAS. For more information, see: Test Results

Indicator 4 - Suspension/Expulsion for Students with IEPs: Indicates the rate of suspensions/expulsions for students with IEPs who were suspended/expelled for a total of greater than 10 days during the listed school year.

source: SSDR

data as of: End of School Year

Indicator 5 - School Age Educational Environment (Ages 6 - 21) for Students with IEPs: Indicates the rate of students with IEPs ages 6-21 in the listed educational environments for the listed school year.

source: SIMS

data as of: Oct 1

Indicator 8 - Parent Involvement: Indicates the percentage of parents with a child receiving special education services who report that school facilitated parent involvement as a means of improving services and results for students with IEPs.

source: MA Parent Survey

data as of: June 1

Indicator 9 - Disproportionality in Special Education: Indicates whether the district has a disproportionate number of students from any racial or ethnic group receiving special education services, and if so, whether or not the disproportionality is the result of inappropriate identification policies, practices or procedures.

Source: SIMS

Data as of: October 1

Indicator 10 - Disproportionality in Selected Disability Categories: Indicates whether the district has a disproportionate number of students from any racial or ethnic group identified as having a particular disability, and if so, whether or not the disproportionality is the result of inappropriate identification policies, practices or procedures.

Source: SIMS

Data as of: October 1

Indicator 11 - Initial Evaluation Timelines: Indicates the percentage of students with parental consent to evaluate for eligibility for special education services, who were evaluated within the State established timeline. Data is reported for all initial evaluations initiated in October, November, and December of the listed school year.

source: MA Department of Elementary and Secondary Education

data as of: October, November, and December of the Listed School Year

Indicator 12 - Early Childhood Transition: Indicates the percentage of students referred for special education evaluation by IDEA Part C prior to age 3, who are found eligible for special education services under IDEA Part B, and who have an IEP developed and/or implemented by their third birthdays. Note: Prior to 2007-08, these data only reflected IEPs that were implemented by the third birthday.

source: MA Department of Early Education and Care

data as of: Listed School Year

Indicator 13 - Indicates the percentage of youth aged 16 and above with transition planning that includes coordinated annual goals and transition services that will reasonably enable the student to meet his/her post-secondary goals in the identified areas. Data is reported for a sample of student records reviewed during the listed school year.

source: MA Department of Elementary and Secondary Education

data as of: Listed School Year

Indicators

Dropout Rate: Indicates the percentage of students in grades 9-12 who dropped out of school between July 1 and June 30 prior to the listed year and who did not return to school by the following October 1. Dropouts are defined as students who leave school prior to graduation for reasons other than transfer to another school.

source: SIMS

data as of: End of Year, October 1

Attendance: Attendance rate indicates the average percentage of days in attendance for students enrolled in grades 1 - 12.

source: SIMS

data as of: End of Year

In-School Suspension Rate: The percentage of enrolled students who received one or more in-school suspensions.

source: SIMS

data as of: End of Year

Out-of-School Suspension Rate:The percentage of enrolled students who received one or more out-of-school suspensions.

source: SIMS

data as of: end of year

Retention Rate:The percentage of enrolled students who were repeating the grade in which they were enrolled the previous year.

source: SIMS

data as of: Oct 1

Exclusions rate per 1000: Indicates the rate of exclusions per 1000 students that occurred during the listed school year. An exclusion is defined as the removal of a student for disciplinary purposes permanently, indefinitely or for more than ten consecutive school days.

source: Exclusions Report

data as of: End of School Year

Truancy Rate: Calculated based on the number of students truant for more than 9 days, divided by the End of the Year (EOY) enrollment (including transfers, dropouts, etc.) for the school year being reported. A student is truant when he or she has an unexcused absence.

source: SIMS

data as of: End of School Year

Selected Populations

First Language not English: Indicated the percentage of enrolment whose first language is a language other than English.

source: SIMS

data as of: Oct 1

Limited English Proficient: Indicates the percent of enrollment who are limited English proficient, defined as "a student whose first language is a language other than English who is unable to perform ordinary classroom work in English."

source: SIMS

data as of: October 1

Low-income: Indicates the percent of enrollment who meet ANY ONE of the following definitions of Low-income:

The student is eligible for free or reduced price lunch; or

The student receives Transitional Aid to Families benefits; or

The student is eligible for food stamps

source: SIMS

data as of: October 1

Special Education: Indicates the percent of enrollment who have an Individualized Education Program (IEP).

source: SIMS

data as of: October 1

Technology

Indicates the number of students for every "modern" (typeA or B) computer and the percent of classrooms with Internet access. "DNR" appears for schools and districts which did not yet report data.

source: Tech Plan Update

data as of: June 30

Plans of High School Graduates

Indicates the post-graduate intentions of high school graduates.

source: SIMS

data as of: end of year

Graduation Rate

Indicates the percentage of students who graduate with a regular high school diploma within 4 years.

# of students in cohort who graduate in 4 years or less

[# of 1st time entering 9th graders 4 years earlier] - transfers out + transfers in

The adjusted graduation rate does not include the transfers in.

In the reporting of aggregate results, students are included in the first column (from left to right) for which they qualify. For example, students who dropped out or were expelled, but earned a GED, are included in the GED category. Students who have earned a Certificate of Attainment but are still enrolled in school are included in the "Still in School" column.

Non-Grad Completer includes 1) students who earned a certificate of attainment, 2) students who met local graduation requirements but the district does not offer certificates of attainment, and 3) students with special needs who reached the maximum age (22) but did not graduate.

Students who earn a GED or Certificate of Attainment are not counted as graduates.

The Limited English Proficient, Special Education, and Low-income groups include all students who were reported in those categories at least once in high school. Students can be counted in more than one group.

The cohort count is as of the end of 2005-06 school year. The status (e.g. graduate, enrolled) is updated as of October 1, 2006.

Results based on data submitted to the Department of Elementary and Secondary Education by school districts through the Department's Student Information Management System.

For more information see http://www.doe.mass.edu/infoservices/reports/gradrates/.

source: SIMS

Teachers

Highly Qualified Teachers

Total # of Teachers: Total number of teachers employed by the district/school, measured in "full-time equivalency".

% of Teachers Licensed in Teaching Assignment: Percentage of teachers who are licensed with Provisional, Initial of Professional licensure to teach in the area(s) in which they are teaching.

Total # of Classes in Core Academic Areas: Total number of classes in core academic areas. Core academic areas include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. Self-contained classroom courses have been weighted to reflect the core academic courses within them.

% of Core Academic Classes Taught by Teachers Who are Highly Qualified: The percentage of core academic classes taught by highly qualified teachers (defined as teachers holding a Massachusetts teaching license at the Preliminary, Initial, or Professional level AND demonstrating subject matter competency in the areas they teach). Core academic areas include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. For more information on the definition and requirements of highly qualified teachers, please see http://www.doe.mass.edu/nclb/hq/hq_memo.html. Self-contained classroom courses have been weighted to reflect the core academic courses within them.

Student/Teacher Ratio: The October 1 student enrollment to the total number of teachers.

source: EPIMS

data as of: October 1

Teacher Data 2003-04 to 2006-07

Total # of Teachers: Total number of teachers employed by the district/school, measured in "full-time equivalency".

% of Teachers Licensed in Teaching Assignment: Percentage of teachers who are licensed with Provisional, Initial of Professional licensure to teach in the area(s) in which they are teaching.

Total # of Teachers in Core Academic Areas:The total number of teachers measured in "full-time equivalency", teaching in the core academic subject areas as defined by the No Child Left Behind Act of 2001 (English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography).

% of Core Academic Teachers Identified as Highly Qualified: The percentage of staff, measured in "full-time equivalency", teaching core academic areas that meet the NCLB definition of highly-qualified. To meet the definition, teachers must hold a valid Massachusetts license AND demonstrate subject matter competency in the areas the teach.

Student/Teacher Ratio: The October 1 student enrollment to the total number of teachers

source: DSSR

data as of: October 1

Teacher Salary:

Teaching salaries, divided by the number of full-time equivalent teachers, equals the average teacher salary.

Assessment

Massachusetts Comprehensive Assessment System (MCAS):

For all years of the MCAS:

• Percent of Students at Each Performance Level, (default view) - Shows percent of students at each performance level for the current year. Select a year to view historical performance level data.
• MCAS Annual Comparisons - Shows a graphical display comparing MCAS performance level results over time. Select the icon , or select "MCAS Annual Comparisons" from More MCAS Reports

For 2001 and subsequent years:

• Participation Results by Grade, Subject - Shows the number and percent of students participating in the MCAS by each grade and subgroup including regular education students, students with disabilities, limited English proficient students. NOTE: This report was not produced in 2005. (listed under "More MCAS Reports")
• Results by Race, Gender, Special Education, Low-income & Migratory Status - Shows number and the percent of students participating in each subgroup by school/district and the percent of students at each performance level. (listed under "More MCAS Reports")
• Test Item Analysis Data - Shows average test item score for school/district and state, percent of students answering items correctly, percent of responses for each choice, and the correct multiple-choice answer. (select a "Grade and Subject" from the Percent of Students at Each Performance Level).

The "Apply 2006 Rules/Policies" Filtering Option

In an effort to improve MCAS reporting, the ESE introduced two new policies in the 05-06 school year.

The MCAS Performance Level Reports have an option to 'Apply 2006 Rules/Policies.' When applied, the 2003 - 05 data is adjusted so they can be compared with 2006 results. These adjusted data do not replace the original results released prior to 2006-they simply offer a way to compare the past year's data with data released in 2006. The results originally released in previous years remain the official results for those years.

The 2006 Rules/Policies filter adjusts for the following policies: Beginning with the 2006 MCAS administration, absent students are no longer assigned Warning/Failing performance levels. Also beginning in 2006, school-level results include only those students who were enrolled as of October 1st of the Fall preceding the exams (with the exception of single-school districts, where October enrollment is not a consideration).

AYP

Adequate Yearly Progress

As required by the federal No Child Left Behind Act (NCLB), all schools and districts are expected to meet or exceed specific student performance standards in English language arts/reading (ELA) and mathematics by the year 2014. AYP determinations are issued yearly based on the performance of all students and for student subgroups to monitor the interim progress toward attainment of those performance goals. For more information on AYP, please see http://www.doe.mass.edu/sda/ayp/.

Accountability Status Labels

No Status	No Accountability Status
II1-S	Identified for Improvement Year 1 - Subgroups
II1-A	Identified for Improvement Year 1
II2-S	Identified for Improvement Year 2 - Subgroups
II2-A	Identified for Improvement Year 2
CA-S	Identified for Corrective Action - Subgroups
CA-A	Identified for Corrective Action
RST1-S	Identified for Restructuring Year 1 - Subgroups
RST1-A	Identified for Restructuring Year 1
RST2-A	Identified for Restructuring Year 2
UR	Status Under Review

Finance - District level only

In-District and Out-of-District FTE Average Membership

In-District Full-Time Equivalents (FTE) Average Membership: Average enrollment across the school year, for pupils enrolled at local schools.

Out-of-District Full-Time Equivalents (FTE) Average Membership: Average enrollment across the school year, for publicly-funded pupils enrolled at other districts, charter schools, special ed collaboratives and private schools, etc.

Total Full-Time Equivalents (FTE) Average Membership: The sum of in-district and out-of-district membership.

Per Pupil Expenditures

Calculated by dividing all of district's operating expenditures by its average pupil membership. All of a district's expenditures from all funding sources are included, with one exception--capital costs such as purchase of buildings are not counted. Average pupil membership includes all students who receive services in the district's schools, as well as those who are tuitioned to out-of-district settings such as special education schools, charter schools, or other school districts.

General Fund Appropriations: Amounts voted by town meetings or city councils to support the school budget, coming primarily from a combination of property taxes and Chapter 70 state aid.

Grants, Revolving and Other Funds: Non-appropriated revenue sources from federal, state and private grants; tuition, school lunch, athletic funds, and other targeted local receipts.

Total Expenditures: Spending from all funding sources on all school functions except capital items (school construction, purchase of buildings, etc.)

Expenditure Per Pupil: Total spending divided by total fte average membership

source: End of Year Pupil and Financial Report

data as of: July 29