Massachusetts School and District Profiles

Northampton

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District(s) details
Northampton - 2024 District Assistance Level - In need of focused/targeted support
Comparable Districts Overview
*Districts most similar to your district in terms of grades span,total enrollment,and special populations.
2024 MCAS
2024 Enrollment% Meeting or Exceeding ExpectationsGrowth average SGP
Grades 3-8Grade 10Grades 5 and 8Grades 3-8Grade 10
District NameTotal Enrollment #Low Income %SWD %ELL %ELAMathELAMathScienceELAMathELAMath
Ayer Shirley School District* 1,68731.720.54.740%38%74%48%54%48435746
Bellingham* 1,99031.623.04.324%31%47%34%39%42464947
Beverly* 4,50231.721.55.242%49%60%48%42%44455356
Danvers* 3,25125.921.04.338%43%55%42%39%45475048
Dedham* 2,69929.822.28.241%47%59%72%42%48555262
East Longmeadow* 2,50726.621.52.143%44%71%59%55%51514449
Millbury* 1,65033.622.25.436%39%55%44%36%46464952
Northampton* 2,49531.521.85.043%35%73%59%48%50476163
Plymouth* 7,05531.521.95.644%39%51%35%35%48424649
Stoneham* 2,28922.422.34.648%46%66%54%57%53515348
Triton* 2,15529.721.82.446%49%59%42%55%53564944
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The analysis tab provides snapshots of district and school achievement, allowing you to easily track select data elements over time, and make sound, meaningful comparisons to the state or to 'comparable' organizations. The data elements in each Analysis section are linked to a broader strategic framework defining the characteristics of effective educational organizations and cover a broad range of district and school interests including demographic, assessment, student support, educator, financial, and achievement gap data. This data, in combination with other data found on this website, may be utilized by district and school leaders in enacting each of the six district standards upon which district reviews, improvement planning, and other forms of accountability and assistance are based: Leadership & Governance, Curriculum & Instruction, Assessment, Human Resources & Professional Development, Student Support, and Financial & Asset Management.

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