|
|
Overall progress toward improvement targets
| | 2023 |
|---|
| Criterion-referenced target percentage | - |
| Progress towards targets | - |
2023 Points awarded
| 2023 Progress toward improvement targets |
|---|
| Indicator |
All students
(Non-high school grades) |
Lowest performing students
(Non-high school grades) |
All students
(High school grades) |
Lowest performing students
(High school grades) |
| Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | - | - | - | - | - | - | - | - | - | - | - | - |
| Mathematics achievement | - | - | - | - | - | - | - | - | - | - | - | - |
| Science achievement | - | - | - | - | - | - | - | - | - | - | - | - |
| Achievement total | - | - | - | - | - | - | - | - | - | - | - | - |
| Growth | English language arts growth | - | - | - | - | - | - | - | - | - | - | - | - |
| Mathematics growth | - | - | - | - | - | - | - | - | - | - | - | - |
| Growth total | - | - | - | - | - | - | - | - | - | - | - | - |
| High school completion | Four-year cohort graduation rate | - | - | - | - | - | - | - | - | - | - | - | - |
| Extended engagement rate | - | - | - | - | - | - | - | - | - | - | - | - |
| Annual dropout rate | - | - | - | - | - | - | - | - | - | - | - | - |
| High school completion total | - | - | - | - | - | - | - | - | - | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | - | - | - | - | - | - | - | - | - | - | - | - |
| Additional indicators | Chronic absenteeism | - | - | - | - | - | - | - | - | - | - | - | - |
| Advanced coursework completion | - | - | - | - | - | - | - | - | - | - | - | - |
| Additional indicators total | - | - | - | - | - | - | - | - | - | - | - | - |
| Weighted total | - | - | - | - | - | - | - | - | - | - | - | - |
| Percentage of possible points | - | - | - | - | - | - | - | - |
| Percentage of possible points by gradespan | - | - |
| 2023 Criterion-referenced target percentage | - |
Student group percentile
| This group's overall performance relative to the performance of the same student group in schools serving similar grades |
|---|
| - |
Overall progress toward improvement targets
| | 2023 |
|---|
| Criterion-referenced target percentage | - |
Progress towards targets | - |
2023 Points awarded
| 2023 Progress toward improvement targets |
|---|
| Indicator |
High needs Student Group
(Non-high school grades) |
High needs Student Group
(High school grades) |
| Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | - | - | - | - | - | - |
| Mathematics achievement | - | - | - | - | - | - |
| Science achievement | - | - | - | - | - | - |
| Achievement total | - | - | - | - | - | - |
| Growth | English language arts growth | - | - | - | - | - | - |
| Mathematics growth | - | - | - | - | - | - |
| Growth total | - | - | - | - | - | - |
| High school completion | Four-year cohort graduation rate | - | - | - | - | - | - |
| Extended engagement rate | - | - | - | - | - | - |
| Annual dropout rate | - | - | - | - | - | - |
| High school completion total | - | - | - | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | - | - | - | - | - | - |
| Additional indicators | Chronic absenteeism | - | - | - | - | - | - |
| Advanced coursework completion | - | - | - | - | - | - |
| Additional indicators total | - | - | - | - | - | - |
| Weighted total | - | - | - | - | - | - |
| Percentage of possible points | - | - | - | - |
| Percentage of possible points by gradespan | - | - |
| 2023 Criterion-referenced target percentage | - |
Detailed data for each indicator
| English language arts achievement - MCAS average composite scaled score - Non-high school |
| Group |
2022 Achievement |
2023 Achievement |
Change |
2023 Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 25 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 25 | - | - | | Low income | - | - | - | - | 24 | - | - | | EL and Former EL | - | - | - | - | 5 | - | - | | Students w/ disabilities | - | - | - | - | 24 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | 3 | - | - | | Hispanic/Latino | - | - | - | - | 6 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | 4 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 12 | - | - |
| English language arts achievement - MCAS average composite scaled score - High school |
| Group |
2022 Achievement |
2023 Achievement |
Change |
2023 Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 5 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 5 | - | - | | Low income | - | - | - | - | 4 | - | - | | EL and Former EL | - | - | - | - | - | - | - | | Students w/ disabilities | - | - | - | - | 5 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | - | - | - | | Hispanic/Latino | - | - | - | - | 2 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | - | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 3 | - | - |
| Mathematics achievement - MCAS average composite scaled score - Non-high school |
| Group |
2022 Achievement |
2023 Achievement |
Change |
2023 Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 25 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 25 | - | - | | Low income | - | - | - | - | 24 | - | - | | EL and Former EL | - | - | - | - | 5 | - | - | | Students w/ disabilities | - | - | - | - | 24 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | 3 | - | - | | Hispanic/Latino | - | - | - | - | 6 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | 4 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 12 | - | - |
| Mathematics achievement - MCAS average composite scaled score - High school |
| Group |
2022 Achievement |
2023 Achievement |
Change |
2023 Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 4 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 4 | - | - | | Low income | - | - | - | - | 3 | - | - | | EL and Former EL | - | - | - | - | - | - | - | | Students w/ disabilities | - | - | - | - | 4 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | - | - | - | | Hispanic/Latino | - | - | - | - | 2 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | - | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 2 | - | - |
| Science achievement - MCAS average composite scaled score - Non-high school |
| Group |
2022 Achievement |
2023 Achievement |
Change |
2023 Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 9 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 9 | - | - | | Low income | - | - | - | - | 9 | - | - | | EL and Former EL | - | - | - | - | 2 | - | - | | Students w/ disabilities | - | - | - | - | 9 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | 1 | - | - | | Hispanic/Latino | - | - | - | - | 4 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | - | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 4 | - | - |
| Science achievement - MCAS average composite scaled score - High school |
| Group |
2022 Achievement |
2023 Achievement |
Change |
2023 Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 4 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 4 | - | - | | Low income | - | - | - | - | 4 | - | - | | EL and Former EL | - | - | - | - | - | - | - | | Students w/ disabilities | - | - | - | - | 4 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | - | - | - | | Hispanic/Latino | - | - | - | - | 2 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | - | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 2 | - | - |
| English language arts growth - Non-high school |
| Group |
2023 Mean SGP |
N |
Points |
Reason |
| All Students | - | 19 | - | - | | Lowest Performing | - | - | - | - | | High needs | - | 19 | - | - | | Low income | - | 19 | - | - | | EL and Former EL | - | 4 | - | - | | Students w/ disabilities | - | 19 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | | Asian | - | - | - | - | | Afr. Amer./Black | - | 3 | - | - | | Hispanic/Latino | - | 4 | - | - | | Multi-race, Non-Hisp./Lat. | - | 2 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | | White | - | 10 | - | - |
| English language arts growth - High school |
| Group |
2023 Mean SGP |
N |
Points |
Reason |
| All Students | - | 5 | - | - | | Lowest Performing | - | - | - | - | | High needs | - | 5 | - | - | | Low income | - | 4 | - | - | | EL and Former EL | - | - | - | - | | Students w/ disabilities | - | 5 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | | Asian | - | - | - | - | | Afr. Amer./Black | - | - | - | - | | Hispanic/Latino | - | 2 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | | White | - | 3 | - | - |
| Mathematics growth - Non-high school |
| Group |
2023 Mean SGP |
N |
Points |
Reason |
| All Students | - | 19 | - | - | | Lowest Performing | - | - | - | - | | High needs | - | 19 | - | - | | Low income | - | 19 | - | - | | EL and Former EL | - | 4 | - | - | | Students w/ disabilities | - | 19 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | | Asian | - | - | - | - | | Afr. Amer./Black | - | 3 | - | - | | Hispanic/Latino | - | 4 | - | - | | Multi-race, Non-Hisp./Lat. | - | 2 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | | White | - | 10 | - | - |
| Mathematics growth - High school |
| Group |
2023 Mean SGP |
N |
Points |
Reason |
| All Students | - | 4 | - | - | | Lowest Performing | - | - | - | - | | High needs | - | 4 | - | - | | Low income | - | 3 | - | - | | EL and Former EL | - | - | - | - | | Students w/ disabilities | - | 4 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | | Asian | - | - | - | - | | Afr. Amer./Black | - | - | - | - | | Hispanic/Latino | - | 2 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | | White | - | 2 | - | - |
| Four-year cohort graduation rate - High school |
| Group |
2021 Rate (%) |
2022 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | - | - | - | - | 6 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 6 | - | - | | Low income | - | - | - | - | 6 | - | - | | EL and Former EL | - | - | - | - | - | - | - | | Students w/ disabilities | - | - | - | - | 6 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | 2 | - | - | | Hispanic/Latino | - | - | - | - | 1 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | - | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 3 | - | - |
| Extended engagement rate - High school |
| Group |
2020 Rate (%) |
2021 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | - | - | - | - | 7 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 7 | - | - | | Low income | - | - | - | - | 7 | - | - | | EL and Former EL | - | - | - | - | 2 | - | - | | Students w/ disabilities | - | - | - | - | 6 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | - | - | - | | Hispanic/Latino | - | - | - | - | 4 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | 1 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 2 | - | - |
| Annual dropout rate - High school |
| Group |
2021 Rate (%) |
2022 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | - | - | - | - | 32 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 32 | - | - | | Low income | - | - | - | - | 32 | - | - | | EL and Former EL | - | - | - | - | 2 | - | - | | Students w/ disabilities | - | - | - | - | 32 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | 4 | - | - | | Hispanic/Latino | - | - | - | - | 8 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | 3 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | 1 | - | - | | White | - | - | - | - | 16 | - | - |
| Progress toward attaining English language proficiency - Non-high school |
| Group |
2022 Rate (%) |
2023 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | - | - | - | - | - | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | - | - | - | | Low income | - | - | - | - | - | - | - | | EL and Former EL | - | - | - | - | - | - | - | | 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 |
2022 Rate (%) |
2023 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | - | - | - | - | - | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | - | - | - | | Low income | - | - | - | - | - | - | - | | EL and Former EL | - | - | - | - | - | - | - | | 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 |
2022 Rate (%) |
2023 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 37 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 37 | - | - | | Low income | - | - | - | - | 36 | - | - | | EL and Former EL | - | - | - | - | 8 | - | - | | Students w/ disabilities | - | - | - | - | 35 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | 5 | - | - | | Hispanic/Latino | - | - | - | - | 9 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | 5 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 18 | - | - |
| Chronic absenteeism - High school |
| Group |
2022 Rate (%) |
2023 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 34 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 34 | - | - | | Low income | - | - | - | - | 29 | - | - | | EL and Former EL | - | - | - | - | 3 | - | - | | Students w/ disabilities | - | - | - | - | 34 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | 2 | - | - | | Hispanic/Latino | - | - | - | - | 9 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | 1 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | 1 | - | - | | White | - | - | - | - | 20 | - | - |
| Advanced coursework completion - High school |
| Group |
2022 Rate (%) |
2023 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | - | - | - | - | 14 | - | - | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | 14 | - | - | | Low income | - | - | - | - | 13 | - | - | | EL and Former EL | - | - | - | - | 2 | - | - | | Students w/ disabilities | - | - | - | - | 14 | - | - | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | | Afr. Amer./Black | - | - | - | - | - | - | - | | Hispanic/Latino | - | - | - | - | 4 | - | - | | Multi-race, Non-Hisp./Lat. | - | - | - | - | 1 | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | - | - | - | - | 9 | - | - |
| Assessment participation - All students |
| Group |
English language arts |
Mathematics |
Science |
| Enrolled |
Assessed |
% |
Met Target? |
Years in Rate |
Enrolled |
Assessed |
% |
Met Target? |
Years in Rate |
Enrolled |
Assessed |
% |
Met Target? |
Years in Rate |
| All Students | 44 | 39 | 89 | No | 1 | 45 | 39 | 88 | No | 2 | 18 | - | - | - | - |
| Assessment participation - Student Group |
| Group |
English language arts |
Mathematics |
Science |
Overall |
| Enrolled |
Assessed |
Enrolled |
Assessed |
Enrolled |
Assessed |
Total Enrolled |
Total Assessed |
% |
Met Target? |
Years in Rate |
| High needs | 44 | 39 | 45 | 39 | 18 | 15 | 107 | 93 | 88 | No | 2 | | Low income | 41 | 37 | 42 | 37 | 16 | 14 | 99 | 88 | 89 | No | 1 | | EL and Former EL | 7 | 7 | 8 | 8 | 2 | 2 | 17 | - | - | - | - | | Students w/ disabilities | 43 | 38 | 44 | 38 | 18 | 15 | 105 | 91 | 88 | No | 2 | | Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - | - | - | - | - | | Asian | - | - | - | - | - | - | - | - | - | - | - | | Afr. Amer./Black | 6 | 6 | 7 | 7 | 1 | 1 | 14 | - | - | - | - | | Hispanic/Latino | 10 | 10 | 11 | 11 | 6 | 6 | 27 | - | - | - | - | | Multi-race, Non-Hisp./Lat. | 5 | 4 | 5 | 4 | 1 | 0 | 11 | - | - | - | - | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | - | - | - | - | | White | 23 | 19 | 22 | 17 | 10 | 8 | 55 | 44 | 81 | No | 2 |
| About this report |
|---|
Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.
Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a criterion-referenced target percentage of 75% or higher. The criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below. Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)
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.
|
| Resources |
|---|
 Interpretive Materials |  Glossary of Accountability Terms |
|
