Massachusetts School and District Profiles

Luther Burbank Middle School

Districts
Schools

2024

2024 Official Accountability Report - Luther Burbank Middle School

Organization Information

DISTRICT NAME
Nashoba (07250000)

TITLE I STATUS
Title I School

SCHOOL
Luther Burbank Middle School (07250305)

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
55% - Substantial progress toward targets	72

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	61%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	55%
	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	0	4	-	3	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	7	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		1.4	10.3	-	6.7	7.6	-
Percentage of possible points		14%		-	88%		-
2024 Annual criterion-referenced target percentage		51%

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	3	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	67.5	4	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		6.5	10.3	-	4.5	7.6	-
Percentage of possible points		63%		-	59%		-
2023 Annual criterion-referenced target percentage		61%

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	37%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	21%
	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	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		1.1	10.3	-
Percentage of possible points		11%		-
2024 Annual criterion-referenced target percentage		11%

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	3	4	-
	Achievement total	3	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		3.8	10.3	-
Percentage of possible points		37%		-
2023 Annual criterion-referenced target percentage		37%

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	504.5	500.5	-4.0	507.1	236	0	Recovery Path: Declined
Lowest Performing	467.9	472.8	4.9	473.3	34	3	Recovery Path: Met Target
High Needs	488.4	485.5	-2.9	491.1	94	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	490.8	493.6	2.8	493.7	54	3	Recovery Path: Met Target
Students with Disabilities	480.9	473.7	-7.2	483.5	50	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	494.0	486.4	-7.6	496.6	32	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.6	503.7	-1.9	508.5	187	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	499.5	497.4	-2.1	502.2	236	0	Recovery Path: Declined
Lowest Performing	474.8	480.7	5.9	479.8	34	4	Recovery Path: Exceeded Target
High Needs	488.7	486.1	-2.6	491.0	94	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	490.4	490.9	0.5	492.5	54	2	Recovery Path: Improved Below Target
Students with Disabilities	483.3	479.2	-4.1	485.5	50	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	489.3	486.9	-2.4	492.2	32	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.8	499.8	-1.0	503.4	187	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	507.5	499.8	-7.7	511.1	67	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	497.1	489.5	-7.6	499.2	25	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.1	501.0	-8.1	512.5	60	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	48.0	230	2	Typical Growth - Low
Lowest Performing	54.6	34	3	Typical Growth - High
High Needs	49.0	89	2	Typical Growth - Low
English Learners and Former English Learners	-	15	-	-
Low Income	49.7	51	2	Typical Growth - Low
Students with Disabilities	50.3	46	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	-	-	-
Hispanic or Latino	44.0	31	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.2	184	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	55.9	230	3	Typical Growth - High
Lowest Performing	61.1	34	4	Exceeded Typical Growth
High Needs	54.5	89	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	59.5	51	3	Typical Growth - High
Students with Disabilities	51.7	46	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	-	-	-
Hispanic or Latino	52.6	31	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.0	184	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	9.0	7.4	-1.6	7.9	256	3	Met Target
Lowest Performing	13.5	5.9	-7.6	10.2	34	4	Exceeded Target
High Needs	14.4	17.0	2.6	12.3	106	0	Declined
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	17.7	22.2	4.5	13.4	63	0	Declined
Students with Disabilities	12.5	9.6	-2.9	10.0	52	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	18.2	9.8	-8.4	14.0	41	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.6	5.6	-2.0	6.4	196	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	246	244	99	Yes	1	247	246	100	Yes	1	70	70	100	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	99	98	99	99	27	27	225	224	100	Yes	1
English Learners and Former English Learners	19	19	19	19	6	6	44	-	-	-	-
Low Income	57	56	57	57	19	19	133	132	99	Yes	1
Students with Disabilities	51	51	51	51	10	10	112	112	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	-	2	-	-	-	-
Asian	2	2	2	2	0	-	4	-	-	-	-
Black or African American	2	2	3	3	1	1	6	-	-	-	-
Hispanic or Latino	36	35	36	36	8	8	80	79	99	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	1	1	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	192	191	192	191	60	60	444	442	100	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