Massachusetts School and District Profiles

Roland Hayes

Districts
Schools

2024

2024 Official Accountability Report - Heath

Organization Information

DISTRICT NAME
Brookline (00460000)

TITLE I STATUS
Non-Title I School

SCHOOL
Heath (00460025)

GRADES SERVED
K,01,02,03,04,05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Afr. Amer./Black

Progress toward improvement targets	Accountability percentile
69% - Substantial progress toward targets	87

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	76%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	69%
	Substantial progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	2	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	6	8	22.5
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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		6.4	10.3	-	5.1	7.6	-
Percentage of possible points		62%		-	67%		-
2024 Annual criterion-referenced target percentage		65%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	3	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	5	8	22.5
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	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		9.2	10.3	-	4.8	7.6	-
Percentage of possible points		89%		-	63%		-
2023 Annual criterion-referenced target percentage		76%

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	2024
Annual criterion-referenced target percentage	33%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	24%
	Limited or no progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.8	10.3	-
Percentage of possible points		18%		-
2024 Annual criterion-referenced target percentage		18%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	8	22.5
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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.4	10.3	-
Percentage of possible points		33%		-
2023 Annual criterion-referenced target percentage		33%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	514.1	510.9	-3.2	517.4	285	4	Recovery Path: Exceeded Target
Lowest Performing	482.9	486.8	3.9	488.1	55	2	Recovery Path: Improved Below Target
High Needs	494.7	494.0	-0.7	497.6	93	0	Recovery Path: Declined
English Learners and Former English Learners	502.5	496.2	-6.3	505.7	24	3	Recovery Path: Met Target
Low Income	492.4	495.8	3.4	495.2	37	4	Recovery Path: Exceeded Target
Students with Disabilities	489.3	489.9	0.6	491.4	61	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	524.4	518.8	-5.6	526.4	50	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	510.0	502.4	-7.6	514.2	29	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	517.5	517.0	-0.5	520.2	33	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.6	510.8	-2.8	515.9	155	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	512.3	509.8	-2.5	514.2	285	3	Recovery Path: Met Target
Lowest Performing	481.8	485.7	3.9	485.3	55	3	Recovery Path: Met Target
High Needs	496.2	494.4	-1.8	498.2	93	0	Recovery Path: Declined
English Learners and Former English Learners	504.8	501.9	-2.9	507.8	24	0	Path Forward: Declined
Low Income	488.4	495.1	6.7	490.8	37	4	Path Forward: Exceeded Target
Students with Disabilities	491.8	488.5	-3.3	495.0	61	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	527.4	522.9	-4.5	529.6	50	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	505.6	507.3	1.7	508.4	29	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	516.8	516.1	-0.7	518.2	33	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.0	507.7	-3.3	512.7	155	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	512.9	505.2	-7.7	515.1	96	0	Path Forward: Declined
Lowest Performing	-	-	-	-	26	-	-
High Needs	501.2	489.8	-11.4	504.7	29	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.9	503.3	-10.6	516.1	49	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	54.8	223	3	Typical Growth - High
Lowest Performing	53.5	55	3	Typical Growth - High
High Needs	56.4	68	3	Typical Growth - High
English Learners and Former English Learners	-	10	-	-
Low Income	59.2	28	3	Typical Growth - High
Students with Disabilities	58.7	49	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	60.0	38	4	Exceeded Typical Growth
Black or African American	-	15	-	-
Hispanic or Latino	37.0	22	1	Low Growth
Multi-Race, Not Hispanic or Latino	52.7	24	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.6	124	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	51.5	225	3	Typical Growth - High
Lowest Performing	53.9	55	3	Typical Growth - High
High Needs	50.8	71	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	54.2	30	3	Typical Growth - High
Students with Disabilities	47.3	49	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	58.2	38	3	Typical Growth - High
Black or African American	-	15	-	-
Hispanic or Latino	52.5	22	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	51.5	24	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.1	126	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	14.8	13.7	-1.1	13.7	393	3	Met Target
Lowest Performing	18.2	9.1	-9.1	14.9	55	4	Exceeded Target
High Needs	24.4	21.2	-3.2	22.3	137	4	Exceeded Target
English Learners and Former English Learners	18.5	21.2	2.7	15.5	52	0	Declined
Low Income	23.2	30.2	7.0	18.9	53	0	Declined
Students with Disabilities	24.6	17.7	-6.9	22.1	79	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	13.4	15.5	2.1	11.3	71	0	Declined
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	15.9	16.7	0.8	11.7	48	0	Declined
Multi-Race, Not Hispanic or Latino	18.5	17.8	-0.7	17.4	45	3	Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.5	11.0	-1.5	11.3	209	3	Met Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	298	294	99	Yes	1	298	292	98	Yes	1	103	98	95	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	100	100	100	98	31	30	231	228	99	Yes	1
English Learners and Former English Learners	30	30	30	28	7	6	67	64	96	Yes	1
Low Income	38	38	38	38	15	15	91	91	100	Yes	1
Students with Disabilities	62	62	62	62	19	19	143	143	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	54	54	54	54	23	23	131	131	100	Yes	1
Black or African American	20	18	20	18	6	5	46	41	89	No	1
Hispanic or Latino	30	30	30	30	14	14	74	74	100	Yes	1
Multi-Race, Not Hispanic or Latino	34	34	34	34	7	7	75	75	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	160	158	160	156	53	49	373	363	97	Yes	1

About this report

About the Data

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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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