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 district's performance. For the full
report card containing additional data contact the district 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 http://profiles.doe.mass.edu/help/data.aspx.
How is our district doing overall?
Accountability & assistance levels
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/
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
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 - Provisional (districts with insufficient data) to Needs Substantial Intervention (Level 5 districts). The determination, which also incorporates compliance measures, 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 district's achievement over time compare to 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 district's CPIs for 2014-2017 are below.
English language arts - Grade 10
Mathematics - Grade 10
Science - All Grades
2014
2015
2016
2017
2014
2015
2016
2017
2014
2015
2016
2017
Our District
98.8
98.6
98.2
99.3
93.6
94.0
92.4
92.4
85.1
85.6
86.2
86.3
Massachusetts
96.0
96.7
96.7
96.5
90.0
89.9
89.7
89.9
79.6
79.4
78.7
78.3
How does our district's growth compare to the state?
Student Growth Percentiles (SGPs) measure gains in student achievement from year to year.
SGPs between 40 and 60 represent moderate growth. Our district'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 district
Massachusetts
How does our district's enrollment compare to the state?
Total enrollment
Our district
Massachusetts
3,798
953,748
Our district
Massachusetts
By high needs population
#
%
#
%
Economically disadvantaged students
431
11.3
288,465
30.2
Students with disabilities
577
15.0
167,530
17.4
English language learners
149
3.9
90,204
9.5
How do our district's teachers and classrooms compare to the state?
General information
Our district
Massachusetts
Teachers (#)
262.3
72,090.0
Core academic classes taught by highly qualified teachers (%)
100.0
96.3
Average class size (#)
19.7
18.1
Student : teacher ratio
14.5 to 1
13.2 to 1
How is our district doing on other important measures?
Attendance
Our district
Massachusetts
2017 Attendance rate (%)
95.9
94.6
2017 Average days absent per student (#)
7.2
9.3
2017 Chronic absenteeism rate (%)
6.7
13.5
Discipline
2017 In-school suspension rate (%)
0.4
1.7
2017 Out-of-school suspension rate (%)
0.7
2.8
High school completion
Our district
Massachusetts
2015 5-year graduation rate (%)
97.0
89.4
2016 4-year graduation rate (%)
94.7
87.5
2016 annual dropout rate (%)
0.2
1.9
2015 graduates attending institutions of higher education* (%)
2017 Advanced Placement tests with scores of 3 or higher (%)
75.0
65.7
2017 SAT average score - Reading
575
552
2017 SAT average score - Writing
-
-
2017 SAT average score - Math
559
552
2016 MassCore** - Completing a rigorous course of study (%)
97.1
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 district?
The district is engaged in the following efforts to support teaching and learning: -analysis of district, school, and classroom based data to support instruction and curriculum in the classroom to meet the needs of all learners including those who are struggling and those in need of enrichment. -integration of technology into the curriculum and instruction. -develop strategies to support students' social emotional learning including implementation of school based Positive Behavior Intervention Systems. -implementation of district learning walk-throughs that include teachers and administrators together in observing classroom instruction. -increase communication with staff, parents, and the community using various forms. -explore options for personalized learning and student ownership for their own learning through competency based education. -professional development that supports instructional practices and curriculum alignment.
What are our schools' accountability and assistance levels?
