Report cards help parents/guardians and the general public see where schools and districts
are succeeding and where there is still work to do. This report card overview answers important questions about our school's performance. For the full
report card containing additional data contact the school's principal or visit the Massachusetts Department of Elementary and Secondary Education’s website at http://profiles.doe.mass.edu. For more information about report card data, visit our Profiles Help page.
How is our school doing overall?
Accountability and assistance levels
Our school
Students in this school participated in 2017 Next Generation MCAS tests
Our district
Students in grades 3-8 participated in 2017 Next Generation MCAS tests
Most schools are assigned a level from 1-5, with those meeting their proficiency gap-narrowing goals in Level 1 and the lowest performing in Levels 4 and 5.
A district is typically assigned a level based on the level of its lowest performing school. Placing schools and districts into levels helps districts know which schools need more support,
and helps the state know which districts need the most assistance.
More information is available here: http://www.doe.mass.edu/accountability/
School percentile
School percentiles (1-99) indicate how a school is performing overall compared to other schools that
serve the same or similar grades. Our school's percentile is below.
Lowest performing
Highest performing
Overall progress in narrowing gaps
Massachusetts aims to reduce proficiency gaps by half between 2011 and 2017.
All students
-
High needs students
-
Economically disadvantaged
-
Students with disabilities
English language learners & former ELLs
How does our school's achievement over time compare to the district and the state?
Next Generation MCAS (Average Scaled Score)
English language arts - Grades 3-8
Mathematics - Grades 3-8
Not Meeting Expectations
Partially Meeting Expectations
Meeting Expectations
Exceeding Expectations
Not Meeting Expectations
Partially Meeting Expectations
Meeting Expectations
Exceeding Expectations
Legacy MCAS (CPI)
The Composite Performance Index (CPI) is a number from 1-100 that represents the extent to which all students are progressing toward proficiency in a given subject. When all students demonstrate proficiency on MCAS and/or PARCC tests, the CPI will be 100. Our school's CPIs for 2014-2017 are below.
Science
2014
2015
2016
2017
Our school
83.8
86.2
84.5
82.2
Elementary Schools in our district
88.7
88.1
86.5
85.3
Elementary Schools in MA
80.8
79.8
78.6
77.3
How does our school's growth compare to the district and the state?
Transitional Student Growth Percentiles (SGPs) measure gains in student achievement from year to year.
SGPs between 40 and 60 represent moderate growth. Our school's median SGPs for 2017 are below. (Note: Growth values are truncated.)
English language arts
Mathematics
Lower growth
Higher growth
1
50
99
Lower growth
Higher growth
1
50
99
Our school
Elementary Schools in our district
Elementary Schools in MA
How does our school's enrollment compare to the district and the state?
Total enrollment
Our school
Our district
Our state
446
12,827
953,748
Our
school
Elementary Schools in our district
Elementary Schools in MA
By high needs population
#
%
#
%
#
%
Economically disadvantaged students
38
8.5
484
8.3
112,788
32.1
Students with disabilities
74
16.6
861
14.8
55,388
15.8
English language learners
30
6.7
611
10.5
41,478
11.8
How do our school's teachers and classrooms compare to the district and the state?
General information
Our
school
Elementary Schools in our district
Elementary Schools in MA
Teachers (#)
40.2
470.1
25,393.9
Core academic classes taught by highly qualified teachers (%)
100.0
98.5
97.5
Average class size (#)
20.1
20.7
19.5
Student : teacher ratio
11.1 to 1
12.3 to 1
13.7 to 1
How is our school doing on other important measures?
Attendance
Our
school
Elementary Schools in our district
Elementary Schools in MA
2017 Attendance rate (%)
96.1
96.1
95.4
2017 Average days absent per student (#)
6.9
6.9
7.9
2017 Chronic absenteeism rate (%)
6.0
5.6
9.8
Discipline
2017 In-school suspension rate (%)
-
0.1
0.5
2017 Out-of-school suspension rate (%)
-
0.0
0.9
High school completion
Our school
Our district
Our state
2015 5-year graduation rate (%)
-
96.6
89.4
2016 4-year graduation rate (%)
-
97.3
87.5
2016 annual dropout rate (%)
-
0.3
1.9
2015 graduates attending institutions of higher education* (%)
2017 Advanced Placement tests with scores of 3 or higher (%)
-
91.9
65.7
2017 SAT average score - Reading
-
620
552
2017 SAT average score - Writing
-
-
-
2017 SAT average score - Math
-
630
552
2016 MassCore** - Completing a rigorous course of study (%)
-
90.4
77.4
*Postsecondary enrollment data includes any student enrolling in an institution of higher education within 16 months of earning a high school diploma
**MassCore: 4 years of English & math, 3 years of history & lab-based science, 2 years of a foreign language, 1 year of arts & 5 additional "core" courses
What else should you know about our school?
At Franklin Elementary School, our goal is to support and advance the learning of every student. We are an inclusive school with a diverse population. We continue to work together to find ways to best meet the needs of all of our learners. Franklin has a number of procedures in place to monitor student progress. For example, within our grade level teams, teachers regularly review student performance data and work with specialists to provide interventions and support. Our early intervention efforts seek to close achievement gaps when they are first identified in the primary grades. Additionally, Franklin teachers are working to involve parents in their children's learning, so parents can support our efforts at home.
In addition, Professional Learning Communities are active where teachers have a regular opportunity to look at student work and share best practices. Franklin School is trained in and practices Responsive Classroom and understands that the social and emotional well being of students impacts learning. Each day begins with a morning meeting to help set the tone for the day and to help develop confident learners and conducive classroom learning environment.
