Massachusetts School and District Profiles

Glenbrook Middle

Districts
Schools

2024

2024 Official Accountability Report - Glenbrook Middle

Organization Information

DISTRICT NAME
Longmeadow (01590000)

TITLE I STATUS
Title I School

SCHOOL
Glenbrook Middle (01590017)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
69% - Substantial progress toward targets	85

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	92%	54%
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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		5.5	10.3	-	4.2	7.6	-
Percentage of possible points		53%		-	55%		-
2024 Annual criterion-referenced target percentage		54%

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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	7	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		9.3	10.3	-	7.1	7.6	-
Percentage of possible points		90%		-	93%		-
2023 Annual criterion-referenced target percentage		92%

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	24%	25%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	25%
	Moderate 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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.6	10.3	-
Percentage of possible points		25%		-
2024 Annual criterion-referenced target percentage		25%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2023 Annual criterion-referenced target percentage		24%

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	508.2	504.8	-3.4	510.8	308	3	Recovery Path: Met Target
Lowest Performing	473.9	474.8	0.9	479.0	47	2	Path Forward: Improved Below Target
High Needs	489.9	487.6	-2.3	491.9	102	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	492.2	493.6	1.4	494.1	47	3	Recovery Path: Met Target
Students with Disabilities	481.3	478.2	-3.1	483.5	66	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.8	518.2	-3.6	523.9	31	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	499.7	496.0	-3.7	502.3	22	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.5	503.9	-2.6	509.0	221	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	508.4	509.5	1.1	510.9	309	3	Recovery Path: Met Target
Lowest Performing	479.2	481.4	2.2	484.1	48	2	Recovery Path: Improved Below Target
High Needs	492.2	492.3	0.1	494.7	103	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	495.4	496.9	1.5	497.9	48	2	Recovery Path: Improved Below Target
Students with Disabilities	484.5	484.9	0.4	487.7	67	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	525.7	527.2	1.5	528.7	31	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	502.4	498.3	-4.1	505.3	22	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.8	507.8	2.0	508.1	222	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	506.9	502.9	-4.0	508.7	102	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	28	-	-
High Needs	494.3	485.6	-8.7	497.8	33	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.4	502.4	-4.0	508.9	76	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	48.3	300	2	Typical Growth - Low
Lowest Performing	48.0	47	2	Typical Growth - Low
High Needs	46.6	99	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	51.3	44	3	Typical Growth - High
Students with Disabilities	39.1	65	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	51.0	30	3	Typical Growth - High
Black or African American	-	17	-	-
Hispanic or Latino	43.4	20	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.8	216	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	58.5	302	3	Typical Growth - High
Lowest Performing	53.7	48	3	Typical Growth - High
High Needs	55.9	101	3	Typical Growth - High
English Learners and Former English Learners	-	6	-	-
Low Income	56.6	46	3	Typical Growth - High
Students with Disabilities	53.2	66	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	68.2	30	4	Exceeded Typical Growth
Black or African American	-	17	-	-
Hispanic or Latino	46.6	20	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.0	218	3	Typical Growth - High

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	10.5	9.0	-1.5	9.4	322	3	Met Target
Lowest Performing	21.6	14.6	-7.0	18.3	48	4	Exceeded Target
High Needs	19.6	20.0	0.4	17.5	110	1	No Change
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	17.0	19.2	2.2	12.7	52	0	Declined
Students with Disabilities	20.3	23.9	3.6	17.8	71	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	5.3	3.1	-2.2	3.2	32	4	Exceeded Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	14.3	17.4	3.1	10.1	23	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.0	9.1	-2.9	10.8	231	4	Exceeded 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	317	313	99	Yes	1	317	314	99	Yes	1	104	103	99	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	107	105	108	106	35	34	250	245	98	Yes	1
English Learners and Former English Learners	9	8	9	8	4	3	22	-	-	-	-
Low Income	50	50	51	51	13	13	114	114	100	Yes	1
Students with Disabilities	69	67	70	68	22	21	161	156	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	32	32	32	32	10	10	74	74	100	Yes	1
Black or African American	18	18	18	18	6	6	42	-	-	-	-
Hispanic or Latino	23	23	23	23	5	5	51	51	100	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	6	6	40	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	227	223	227	224	77	76	531	523	98	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