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2014 Accountability Data - Acton

District Information
District:Acton (00020000)
Region:Greater Boston
Title I Status:Yes
Accountability Information
Accountability and Assistance Level

Level 2

One or more schools in the district classified into Level 2
This district’s determination of need for special education technical assistance or intervention
Meets Requirements-At Risk (MRAR)
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 2014 Data
All studentsPPI = 93, Target = 75PPI = 93, Target = 75PPI = 93, Target = 75 93Met Target
High needsPPI = 69, Target = 75PPI = 69, Target = 75PPI = 69, Target = 75 69Did Not Meet Target
Low incomePPI = 73, Target = 75PPI = 73, Target = 75PPI = 73, Target = 75 73Did Not Meet Target
EL and Former ELPPI = 74, Target = 75PPI = 74, Target = 75 74Did Not Meet Target
Students w/ disabilitiesPPI = 70, Target = 75PPI = 70, Target = 75PPI = 70, Target = 75 70Did Not Meet Target
Amer. Ind. or Alaska Nat. -
AsianPPI = 100, Target = 75PPI = 100, Target = 75PPI = 100, Target = 75 100Met Target
Afr. Amer./Black -
Hispanic/LatinoPPI = 31, Target = 75PPI = 31, Target = 75PPI = 31, Target = 75 31Did Not Meet Target
Multi-race, Non-Hisp./Lat.PPI = 91, Target = 75PPI = 91, Target = 75PPI = 91, Target = 75 91Met Target
Nat. Haw. or Pacif. Isl. -
WhitePPI = 76, Target = 75PPI = 76, Target = 75 76Met Target

School Accountability Information
School School Type Title I Status Accountability and Assistance Level
MerriamElementary SchoolTitle I School (TA)Level 2
McCarthy-TowneElementary SchoolTitle I School (TA)Level 2
DouglasElementary SchoolNon-Title I School (NT)Level 2
GatesElementary SchoolNon-Title I School (NT)Level 1
Luther ConantElementary SchoolNon-Title I School (NT)Level 1

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 2014 Accountability Terms

School and District Profiles