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Detailed data for each indicator
English language arts achievement - MCAS average composite scaled score - Non-high school |
Group |
2019 Achievement |
2022 Achievement |
N |
All Students | 488.9 | 482.5 | 9,831 | High needs | 487.0 | 481.3 | 9,126 | Low income | 487.1 | 481.3 | 8,890 | EL and Former EL | 482.7 | 475.4 | 2,207 | Students w/ disabilities | 474.7 | 471.5 | 2,746 | Amer. Ind. or Alaska Nat. | - | - | 14 | Asian | 504.3 | 496.1 | 164 | Afr. Amer./Black | 489.0 | 483.0 | 1,819 | Hispanic/Latino | 487.4 | 481.0 | 6,744 | Multi-race, Non-Hisp./Lat. | 493.2 | 486.1 | 264 | Nat. Haw. or Pacif. Isl. | - | - | 1 | White | 495.2 | 489.5 | 825 |
English language arts achievement - MCAS average composite scaled score - High school |
Group |
2019 Achievement |
2022 Achievement |
N |
All Students | 489.8 | 489.5 | 1,523 | High needs | 486.9 | 488.1 | 1,363 | Low income | 487.2 | 488.2 | 1,314 | EL and Former EL | 476.6 | 477.8 | 300 | Students w/ disabilities | 475.2 | 475.4 | 326 | Amer. Ind. or Alaska Nat. | - | - | 2 | Asian | 501.2 | 503.9 | 38 | Afr. Amer./Black | 489.9 | 489.6 | 285 | Hispanic/Latino | 487.2 | 488.3 | 1,050 | Multi-race, Non-Hisp./Lat. | - | 485.9 | 24 | Nat. Haw. or Pacif. Isl. | - | - | 1 | White | 500.3 | 495.4 | 123 |
Mathematics achievement - MCAS average composite scaled score - Non-high school |
Group |
2019 Achievement |
2022 Achievement |
N |
All Students | 486.0 | 479.4 | 9,808 | High needs | 484.3 | 478.3 | 9,098 | Low income | 484.2 | 478.2 | 8,862 | EL and Former EL | 481.9 | 474.8 | 2,206 | Students w/ disabilities | 473.5 | 469.9 | 2,733 | Amer. Ind. or Alaska Nat. | - | - | 14 | Asian | 505.4 | 496.4 | 165 | Afr. Amer./Black | 485.3 | 478.6 | 1,817 | Hispanic/Latino | 484.5 | 478.2 | 6,724 | Multi-race, Non-Hisp./Lat. | 490.6 | 482.0 | 263 | Nat. Haw. or Pacif. Isl. | - | - | 1 | White | 493.9 | 486.7 | 823 |
Mathematics achievement - MCAS average composite scaled score - High school |
Group |
2019 Achievement |
2022 Achievement |
N |
All Students | 487.1 | 484.2 | 1,494 | High needs | 484.5 | 482.9 | 1,335 | Low income | 484.6 | 483.1 | 1,288 | EL and Former EL | 478.6 | 477.5 | 289 | Students w/ disabilities | 474.3 | 473.8 | 321 | Amer. Ind. or Alaska Nat. | - | - | 2 | Asian | 504.1 | 504.4 | 37 | Afr. Amer./Black | 486.2 | 482.3 | 282 | Hispanic/Latino | 484.5 | 483.1 | 1,029 | Multi-race, Non-Hisp./Lat. | - | 481.3 | 24 | Nat. Haw. or Pacif. Isl. | - | - | 1 | White | 498.9 | 492.1 | 119 |
Science achievement - MCAS average composite scaled score - Non-high school |
Group |
2019 Achievement |
2022 Achievement |
N |
All Students | 485.0 | 480.6 | 3,288 | High needs | 483.1 | 479.4 | 3,016 | Low income | 482.9 | 479.4 | 2,930 | EL and Former EL | 478.7 | 473.7 | 741 | Students w/ disabilities | 473.2 | 470.5 | 908 | Amer. Ind. or Alaska Nat. | - | - | 4 | Asian | 503.7 | 502.6 | 52 | Afr. Amer./Black | 484.9 | 479.2 | 612 | Hispanic/Latino | 483.2 | 479.2 | 2,262 | Multi-race, Non-Hisp./Lat. | 493.9 | 482.1 | 76 | Nat. Haw. or Pacif. Isl. | - | - | - | White | 493.0 | 490.5 | 282 |
Science achievement - MCAS Composite Performance Index (CPI) (2019) and average composite scaled score (2022) - High school |
Group |
2019 Achievement (CPI) |
2022 Achievement (Average composite scaled score) |
N |
All Students | 71.4 | 480.4 | 1,390 | High needs | 68.4 | 478.9 | 1,247 | Low income | 68.5 | 479.0 | 1,206 | EL and Former EL | 60.9 | 472.1 | 268 | Students w/ disabilities | 56.0 | 471.3 | 292 | Amer. Ind. or Alaska Nat. | - | - | 2 | Asian | 84.0 | 500.8 | 37 | Afr. Amer./Black | 71.6 | 479.1 | 257 | Hispanic/Latino | 68.9 | 479.1 | 971 | Multi-race, Non-Hisp./Lat. | - | - | 15 | Nat. Haw. or Pacif. Isl. | - | - | 1 | White | 80.1 | 488.4 | 107 |
English language arts growth - Non-high school |
Group |
2019 Mean SGP |
2022 Mean SGP |
N |
All Students | 43.0 | 45.8 | 6,553 | High needs | 42.3 | 45.3 | 6,007 | Low income | 42.2 | 45.3 | 5,858 | EL and Former EL | 43.6 | 44.2 | 1,422 | Students w/ disabilities | 36.5 | 37.4 | 1,589 | Amer. Ind. or Alaska Nat. | - | - | 8 | Asian | 49.1 | 51.8 | 123 | Afr. Amer./Black | 41.9 | 47.1 | 1,226 | Hispanic/Latino | 42.5 | 45.1 | 4,467 | Multi-race, Non-Hisp./Lat. | 43.2 | 43.9 | 162 | Nat. Haw. or Pacif. Isl. | - | - | - | White | 47.5 | 47.0 | 567 |
English language arts growth - High school |
Group |
2019 Mean SGP |
2022 Mean SGP |
N |
All Students | 37.5 | 45.5 | 1,216 | High needs | 36.1 | 44.9 | 1,078 | Low income | 36.2 | 44.7 | 1,044 | EL and Former EL | 32.6 | 50.2 | 198 | Students w/ disabilities | 31.8 | 40.4 | 218 | Amer. Ind. or Alaska Nat. | - | - | 2 | Asian | 40.9 | 48.8 | 30 | Afr. Amer./Black | 36.9 | 43.7 | 234 | Hispanic/Latino | 36.3 | 45.8 | 840 | Multi-race, Non-Hisp./Lat. | - | - | 17 | Nat. Haw. or Pacif. Isl. | - | - | - | White | 43.4 | 47.0 | 93 |
Mathematics growth - Non-high school |
Group |
2019 Mean SGP |
2022 Mean SGP |
N |
All Students | 43.3 | 43.5 | 6,582 | High needs | 42.8 | 43.3 | 6,039 | Low income | 42.6 | 43.3 | 5,888 | EL and Former EL | 43.6 | 42.5 | 1,446 | Students w/ disabilities | 37.7 | 38.4 | 1,597 | Amer. Ind. or Alaska Nat. | - | - | 8 | Asian | 55.8 | 48.6 | 124 | Afr. Amer./Black | 43.2 | 44.7 | 1,231 | Hispanic/Latino | 42.3 | 42.9 | 4,496 | Multi-race, Non-Hisp./Lat. | 43.9 | 43.1 | 163 | Nat. Haw. or Pacif. Isl. | - | - | - | White | 47.8 | 45.3 | 560 |
Mathematics growth - High school |
Group |
2019 Mean SGP |
2022 Mean SGP |
N |
All Students | 39.0 | 38.7 | 1,189 | High needs | 37.7 | 38.5 | 1,053 | Low income | 37.6 | 38.5 | 1,020 | EL and Former EL | 38.3 | 43.1 | 191 | Students w/ disabilities | 34.2 | 38.2 | 214 | Amer. Ind. or Alaska Nat. | - | - | 2 | Asian | 42.2 | 40.9 | 29 | Afr. Amer./Black | 39.2 | 37.3 | 233 | Hispanic/Latino | 37.7 | 38.3 | 820 | Multi-race, Non-Hisp./Lat. | - | - | 17 | Nat. Haw. or Pacif. Isl. | - | - | - | White | 44.9 | 43.5 | 88 |
Four-year cohort graduation rate - High school |
Group |
2020 Rate (%) |
2021 Rate (%) |
N |
All Students | 77.0 | 84.0 | 1,705 | High needs | 75.6 | 82.7 | 1,527 | Low income | 75.8 | 82.7 | 1,525 | EL and Former EL | 70.4 | 77.2 | 307 | Students w/ disabilities | 56.3 | 66.4 | 399 | Amer. Ind. or Alaska Nat. | - | - | 2 | Asian | 86.7 | 91.1 | 45 | Afr. Amer./Black | 83.4 | 90.8 | 368 | Hispanic/Latino | 74.5 | 81.6 | 1,103 | Multi-race, Non-Hisp./Lat. | - | - | 14 | Nat. Haw. or Pacif. Isl. | - | - | 1 | White | 78.2 | 82.0 | 172 |
Extended engagement rate - High school |
Group |
2019 Rate (%) |
2020 Rate (%) |
N |
All Students | 79.7 | 84.8 | 1,801 | High needs | 77.6 | 83.9 | 1,614 | Low income | 78.0 | 84.1 | 1,568 | EL and Former EL | 70.3 | 76.5 | 375 | Students w/ disabilities | 66.1 | 73.0 | 407 | Amer. Ind. or Alaska Nat. | - | - | 1 | Asian | 96.6 | 91.1 | 45 | Afr. Amer./Black | 84.9 | 90.5 | 367 | Hispanic/Latino | 75.6 | 82.8 | 1,136 | Multi-race, Non-Hisp./Lat. | 95.2 | 75.0 | 20 | Nat. Haw. or Pacif. Isl. | - | - | 3 | White | 85.1 | 85.2 | 229 |
Annual dropout rate - High school |
Group |
2020 Rate (%) |
2021 Rate (%) |
N |
All Students | 3.0 | 1.9 | 7,064 | High needs | 3.4 | 2.0 | 5,847 | Low income | 3.4 | 1.9 | 5,491 | EL and Former EL | 5.2 | 2.7 | 1,064 | Students w/ disabilities | 5.2 | 3.3 | 1,468 | Amer. Ind. or Alaska Nat. | - | - | 10 | Asian | 2.9 | 0.0 | 167 | Afr. Amer./Black | 2.0 | 1.5 | 1,401 | Hispanic/Latino | 3.4 | 2.2 | 4,750 | Multi-race, Non-Hisp./Lat. | 2.5 | 1.3 | 76 | Nat. Haw. or Pacif. Isl. | - | - | 5 | White | 3.3 | 1.5 | 655 |
Progress toward attaining English language proficiency - Non-high school |
Group |
2020 Rate (%) |
2022 Rate (%) |
N |
All Students | 49.2 | 52.7 | 1,889 | High needs | - | - | - | Low income | - | - | - | EL and Former EL | 49.2 | 52.7 | 1,889 | Students w/ disabilities | - | - | - | Amer. Ind. or Alaska Nat. | - | - | - | Asian | - | - | - | Afr. Amer./Black | - | - | - | Hispanic/Latino | - | - | - | Multi-race, Non-Hisp./Lat. | - | - | - | Nat. Haw. or Pacif. Isl. | - | - | - | White | - | - | - |
Progress toward attaining English language proficiency - High school |
Group |
2020 Rate (%) |
2022 Rate (%) |
N |
All Students | 15.3 | 22.2 | 887 | High needs | - | - | - | Low income | - | - | - | EL and Former EL | 15.3 | 22.2 | 887 | Students w/ disabilities | - | - | - | Amer. Ind. or Alaska Nat. | - | - | - | Asian | - | - | - | Afr. Amer./Black | - | - | - | Hispanic/Latino | - | - | - | Multi-race, Non-Hisp./Lat. | - | - | - | Nat. Haw. or Pacif. Isl. | - | - | - | White | - | - | - |
Chronic absenteeism - Non-high school |
Group |
2019 Rate (% of students missing 10% of days) |
2022 Rate (% of students missing 20% of days) |
N |
All Students | 20.8 | 14.5 | 14,333 | High needs | 22.6 | 15.3 | 13,356 | Low income | 23.7 | 15.6 | 12,985 | EL and Former EL | 21.8 | 14.3 | 3,566 | Students w/ disabilities | 29.4 | 18.9 | 3,811 | Amer. Ind. or Alaska Nat. | 22.7 | 11.1 | 27 | Asian | 7.8 | 3.7 | 243 | Afr. Amer./Black | 16.4 | 11.8 | 2,548 | Hispanic/Latino | 23.0 | 16.0 | 9,843 | Multi-race, Non-Hisp./Lat. | 17.0 | 11.5 | 416 | Nat. Haw. or Pacif. Isl. | - | - | 3 | White | 16.2 | 11.4 | 1,253 |
*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.
Chronic absenteeism - High school |
Group |
2019 Rate (% of students missing 10% of days) |
2022 Rate (% of students missing 20% of days) |
N |
All Students | 22.8 | 16.3 | 7,620 | High needs | 25.8 | 17.4 | 6,792 | Low income | 26.8 | 17.8 | 6,544 | EL and Former EL | 25.7 | 17.2 | 1,551 | Students w/ disabilities | 33.7 | 23.5 | 1,696 | Amer. Ind. or Alaska Nat. | - | - | 6 | Asian | 11.1 | 5.7 | 157 | Afr. Amer./Black | 16.5 | 13.1 | 1,421 | Hispanic/Latino | 25.6 | 17.8 | 5,178 | Multi-race, Non-Hisp./Lat. | 17.3 | 16.9 | 124 | Nat. Haw. or Pacif. Isl. | - | - | 4 | White | 21.8 | 13.6 | 730 |
*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.
Advanced coursework completion - High school |
Group |
2021 Rate (%) |
2022 Rate (%) |
N |
All Students | 44.8 | 40.1 | 3,186 | High needs | 40.7 | 36.5 | 2,762 | Low income | 41.2 | 37.0 | 2,669 | EL and Former EL | 30.1 | 25.0 | 580 | Students w/ disabilities | 13.2 | 11.3 | 626 | Amer. Ind. or Alaska Nat. | - | - | 3 | Asian | 71.8 | 74.4 | 78 | Afr. Amer./Black | 47.0 | 44.0 | 659 | Hispanic/Latino | 40.2 | 36.2 | 2,090 | Multi-race, Non-Hisp./Lat. | 52.0 | 32.6 | 43 | Nat. Haw. or Pacif. Isl. | - | - | 3 | White | 60.1 | 49.7 | 310 |
Assessment participation - All students |
Group |
English language arts |
Mathematics |
Science |
Enrolled |
Assessed |
% |
Enrolled |
Assessed |
% |
Enrolled |
Assessed |
% |
All Students | 11,735 | 11,479 | 98 | 11,702 | 11,438 | 98 | 5,014 | 4,879 | 97 |
Assessment participation - Student groups |
Group |
English language arts |
Mathematics |
Science |
Overall |
Enrolled |
Assessed |
Enrolled |
Assessed |
Enrolled |
Assessed |
Total Enrolled |
Total Assessed |
% |
High needs | 10,858 | 10,614 | 10,819 | 10,569 | 4,580 | 4,448 | 26,257 | 25,631 | 98 | Low income | 10,535 | 10,295 | 10,499 | 10,255 | 4,425 | 4,297 | 25,459 | 24,847 | 98 | EL and Former EL | 2,709 | 2,632 | 2,680 | 2,631 | 1,130 | 1,100 | 6,519 | 6,363 | 98 | Students w/ disabilities | 3,184 | 3,071 | 3,165 | 3,068 | 1,296 | 1,239 | 7,645 | 7,378 | 97 | Amer. Ind. or Alaska Nat. | 16 | - | 16 | - | 6 | - | 38 | - | - | Asian | 205 | 204 | 204 | 204 | 91 | 90 | 500 | 498 | 100 | Afr. Amer./Black | 2,148 | 2,112 | 2,145 | 2,107 | 921 | 903 | 5,214 | 5,122 | 98 | Hispanic/Latino | 8,069 | 7,886 | 8,042 | 7,856 | 3,466 | 3,368 | 19,577 | 19,110 | 98 | Multi-race, Non-Hisp./Lat. | 296 | 289 | 294 | 288 | 107 | 101 | 697 | 678 | 97 | Nat. Haw. or Pacif. Isl. | 2 | - | 2 | - | 1 | - | 5 | - | - | White | 999 | 970 | 998 | 964 | 422 | 410 | 2,419 | 2,344 | 97 |
School Accountability Information |
School |
Accountability information |
School accountability percentile |
Alfred G. Zanetti Montessori Magnet School | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 61 |
Alice B Beal Elementary | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 46 |
Arthur T Talmadge | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 19 |
Brightwood | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 14 |
Chestnut Accelerated Middle School (Talented and Gifted) | Low participation rate | 64 |
Conservatory of the Arts | Low student group performance | 4 |
Daniel B Brunton | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 11 |
Early Childhood Education Center | Insufficient data | - |
Edward P. Boland School | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 20 |
Elias Brookings | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 18 |
Emergence Academy | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | - |
Forest Park Middle | Underperforming school; Low student group performance | 4 |
Frank H Freedman | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 26 |
Frederick Harris | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 35 |
Gateway to College at Holyoke Community College | Insufficient data | - |
Gateway to College at Springfield Technical Community College | Insufficient data | - |
German Gerena Community School | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 28 |
Glenwood | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 25 |
Glickman Elementary | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 16 |
High School Of Commerce | Underperforming school; Low student group performance | 6 |
Hiram L Dorman | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 13 |
Homer Street | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 36 |
Impact Prep at Chestnut | Underperforming school; Low student group performance; Low participation rate | 1 |
Indian Orchard Elementary | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 11 |
John F Kennedy Middle | Underperforming school; Low student group performance | 1 |
John J Duggan Middle | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 13 |
Kensington International School | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 23 |
Kiley Academy | Underperforming school | 5 |
Kiley Prep | Underperforming school | - |
Liberty | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 7 |
Liberty Preparatory Academy | Insufficient data | - |
Lincoln | Low student group performance | 4 |
Lyceum Academy | Underperforming school; Low participation rate | - |
M Marcus Kiley Middle | Underperforming school; Low student group performance | 1 |
Margaret C Ells | Insufficient data | - |
Mary A. Dryden Veterans Memorial School | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 38 |
Mary M Lynch | Low participation rate | 11 |
Mary M Walsh | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 31 |
Mary O Pottenger | Low participation rate | 45 |
Milton Bradley School | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 18 |
Rebecca M Johnson | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 30 |
Rise Academy at Van Sickle | Underperforming school; Low student group performance; Low participation rate | 2 |
Roger L. Putnam Vocational Technical Academy | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 24 |
STEM Middle Academy | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 17 |
Samuel Bowles | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 15 |
South End Middle School | Low student group performance | 2 |
Springfield Central High | Low participation rate | 10 |
Springfield High School | Insufficient data | - |
Springfield High School of Science and Technology | Underperforming school | 4 |
Springfield International Academy at Johnson | Insufficient data | - |
Springfield International Academy at Sci-Tech | Insufficient data | - |
Springfield Middle School | Low participation rate | - |
Springfield Public Day Elementary School | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | - |
Springfield Public Day High School | Insufficient data | - |
Springfield Public Day Middle School | Low student group performance | 1 |
Springfield Realization Academy | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | - |
Springfield Transition Academy | Insufficient data | - |
Sumner Avenue | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 38 |
The Springfield Renaissance School an Expeditionary Learning School | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 20 |
The Springfield Virtual School | Low participation rate | - |
Thomas M Balliet | Low participation rate | 8 |
Van Sickle Academy | Underperforming school; Low student group performance | 2 |
Warner | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 38 |
Washington | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 21 |
White Street | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 39 |
William N. DeBerry | Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022 | 4 |
About this Report |
Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.
School accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.
Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources: 1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid); 2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or
3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS). This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups. In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.
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Resources |
Interpretive Materials | Glossary of 2022 Accountability Terms |
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