|
|
|
|
| How is our school doing overall? |
| Accountability and assistance levels |
| Our school |
| Not meeting gap narrowing goals |
| Our district |
| Not meeting gap narrowing goals |
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.
|
|
| 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 | Did Not Meet Target |
| High needs students | Did Not Meet Target |
| Low income students | Did Not Meet Target |
| Students with disabilities | |
| English language learners & former ELLs | |
|
| District determination of need for special education technical assistance or intervention |  | Districts, including single school districts, are assigned a determination of need for special education technical assistance or intervention. These determinations, which are typically based on the district's accountability and assistance level, range from
Meets Requirements (Level 1 districts) to Needs Substantial Intervention (Level 5 districts). The determination level, which incorporates compliance measures also, helps to identify whether the Department will require districts to take additional actions to support improved outcomes for all children, especially students with disabilities. |
|
|
|
| How does our school's achievement over time compare to the district and the state? |
|
Percentage of students scoring proficient or above on Massachusetts Comprehensive Assessment System (MCAS), 2011-2014. |
| | English language arts | Mathematics | Science |
| | |
|
|
| Our school | | |
|
|
| | |
|
|
| High Schools in our district | | |
|
|
| | |
|
|
| High Schools in MA | | |
|
|
| | |
|
|
| How does our school's enrollment compare to the district and the state? |
|
Total enrollment
|
| Our school
| | Our district
| | Our state
|
| | 1,026 | | 1,026 | | 955,739 |
|
| |
| | High Schools in our district | | High Schools in MA |
By high needs population
| |
| | | | |
| Low income students | |
| | | | |
| Students with disabilities | |
| | | | |
| English language learners | |
| | | | |
| How do our school's teachers and classrooms compare to the district and the state? |
|
General information
| |
| | High Schools in our district
| | High Schools in MA
|
| Teachers (#) | | | | | | |
| Core academic classes taught by highly qualified teachers (%) | | | | | | |
| Average class size (#) | | | | | | |
| Student : teacher ratio | | | | | | |
| How is our school doing on other important measures? |
|
Attendance
| |
| | High Schools in our district
| | High Schools in MA
|
| Attendance rate (%) | | | | | | |
| Average days absent per student (#) | | | | | | |
| |
| | | | |
Discipline
| |
| |
| |
|
| 2014 In-school suspension rate (%) | | | | | | |
| 2014 Out-of-school suspension rate (%) | | | | | | |
|
High school completion
| |
Our school
| | Our district
| | Our state
|
| 2012 5-year graduation rate (%) | | | | | | |
| 2013 4-year graduation rate (%) | | | | | | |
| 2013 annual dropout rate (%) | | | | | | |
| 2012 graduates attending institutions of higher education* (%) | | | | | | |
| 2014 12th graders taking 1+ Advanced Placement courses (%) | | | | | | |
| 2014 Advanced Placement tests with scores of 3 or higher (%) | | | | | | |
| 2014 SAT average score - Reading | | | | | | |
| 2014 SAT average score - Writing | | | | | | |
| 2014 SAT average score - Math | | | | | | |
| 2013 MassCore** - Completing a rigorous course of study (%) | | | | | | |
| *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? |
Assabet Valley Regional Technical High School is a dynamic and supportive Level 1 school system that prepares students to meet the challenges of the future by providing a rigorous and relevant education in a safe and secure environment resulting in academic, career, and technical proficiency.
We are once again proud to be considered one of the higher performing districts in Massachusetts as determined by our Level 1 school classification.
We are very confident that our plan for accountability will allow our students to continue to narrow gaps and meet targets in the areas of all students, high needs students, low income students, students with disabilities, and English language learners.
We are very proud of the performance of our hardworking students and staff.
Here are some of our important statistics and promising additions of our academic program here Assabet:
100% of AVRTHS graduating students completed MassCore*, a rigorous course of study that is well above the state average of 72%
*MassCore: 4 years of ELA & math, 3 years of a lab science & history, 2 years of a foreign language, 1 year of arts & 5 additional "core" courses
As compared to the other high schools in the state of MA Assabet:
Outperforms the state in four (4) year graduation rates: 95.9% to 87.5%
Has a lower annual dropout rate of 0.6% to 1.9%
Has a higher attendance rate: 94.4% to 93.2%
Assabet STEM/Engineering Academy students complete a more rigorous program of studies in order to attain an Engineering Academy Certificate of Proficiency. Students in the Engineering Academy are required to take at least 12 credits in Project Lead the Way Pre-engineering courses along with four (4) years of upper level math and science courses.
We will be continuing our dual enrollment/early college high school relationship with Quinsigamond Community College where our students have the opportunity to take ELA and psychology courses for college credit as well enroll in a new program called "QCC Future Steps" which enables students to earn up to twelve (12) college credits before they graduate.
Assabet now offers ten (10) face to face advanced placement (AP) courses for students: AP US History, AP ELA Language, AP ELA Literature, AP European History, AP Physics (11th & 12th), AP Calculus, AP Statistics, AP US Government and AP Psychology.
We are also very proud to now offer Leadership Education, more commonly referred to as Marine Corps Junior Reserve Officer Training Corps (MCJROTC) to our students.
For more information concerning all our programs and performance levels contact:
Rob McCann III
Director of Academics & Title I Services
rmccann@assabet.org |
|
| To view our school's full report card, visit http://profiles.doe.mass.edu. For more information about report card data, visit our Profiles Help page. |
| Published by the Massachusetts Department of Elementary and Secondary Education |
|
|
|
|
Massachusetts 
