Massachusetts School and District Profiles

J Turner Hood

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North Reading-J Turner Hood - 2023 School Assistance Level - Meeting or exceeding targets
*Schools most similar to your school in terms of grades span,total enrollment,and special populations.
2023 Next Gen MCAS
2023 Enrollment% Meeting or Exceeding ExpectationsGrowth average SGP
Grades 3-8Grade 10Grades 5 and 8Grades 3-8Grade 10
School NameTotal Enrollment #Low Income %SWD %ELL %ELAMathELAMathScienceELAMathELAMath
Berlin-Boylston-Boylston Elementary School* 33713.418.72.458%58%60%5745
Concord-Alcott* 41713.715.62.474%76%75%6262
Franklin-J F Kennedy Memorial* 3388.317.82.175%77%77%6775
Hingham-Plymouth River* 3819.218.61.377%81%79%5157
Hingham-Wm L Foster Elementary* 4037.718.11.273%74%86%6072
Littleton-Russell St Elementary* 38910.018.02.658%57%64%5058
Medfield-Dale Street* 3899.814.90.872%78%66%5657
North Reading-J Turner Hood* 38313.117.51.666%65%76%6459
Reading-Alice M Barrows* 3569.316.31.163%59%65%6356
Wilmington-Shawsheen Elementary* 38718.116.51.351%48%
Wrentham-Charles E Roderick* 36914.419.01.658%60%63%5155
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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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