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Massachusetts School and District Profiles

Loker School

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This report card contains information required by the federal No Child Left Behind Act (NCLB) for our school and district including: teacher qualifications; student achievement on the Massachusetts Comprehensive Assessment System (MCAS); and school/district accountability.

Enrollment and Educator Data (as of October 1, 2009)

A highly qualified teacher is defined as a teacher holding a Massachusetts teaching license at the Provisional, Initial, or Professional level and demonstrating subject matter competency in the areas they teach. Core academic areas include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. (Notes: Self-contained classroom courses have been weighted to reflect the core academic courses within them.) For more information, please visit:
High Poverty Schools are schools in the top quartile of poverty in the State. Low Poverty Schools are in the bottom quartile of poverty in the State.
Waivers are granted to unlicensed or inappropriately licensed personnel upon district request if the district was unable, after making a good faith effort, to find a capable, appropriately licensed candidate for a teaching position. Waivers are valid for only one school year. For more information on waivers, please see the section entitled About the Data at the end of this document.
184 2,738 957,053
African American or Black 2.2 4.5 8.2
Asian 16.3 11.9 5.3
Hispanic or Latino 1.1 3.7 14.8
Multi-race, Non-Hispanic 3.3 3.1 2.2
Native American 0.0 0.0 0.3
Native Hawaiian or Pacific Islander 0.0 0.0 0.1
White 77.2 76.8 69.1
Male 51.1 50.9 51.3
Female 48.9 49.1 48.7
English Language Learner 2.7 0.5 6.2
Low-Income 0.5 5.1 32.9
Students w/Disabilities 19.0 19.4 17.0
First Language Not English 11.4 6.2 15.6

PK, K, 01, 02, 03, 04, 05

Total # of Teachers 7.4 195.6 69,908.9
Percentage of Teachers Licensed in Teaching Assignment 97.7 97.2 97.1
Total Number of Classes in Core Academic Areas 31 852 280,489
Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified 100.0 98.7 97.3
Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified 0.0 1.3 2.7
Student/Teacher Ratio 25.0 to 1 14.0 to 1 13.7 to 1
Percentage of Public Elementary and Secondary School Teachers Issued Waivers- 0.0 1.4

2009 Massachusetts and Nationwide NAEP Results by Student Group
Average Scaled Scores and Percentages of Students at Each Achievement Level

NAEP, or the National Assessment of Educational Progress, is often called the "Nation's Report Card." It is the only measure of student achievement in the United States that allows you to compare the performance of students in Massachusetts with the performance of students across the nation or in other states. Students take the NAEP in reading and mathematics every two years. When reviewing these results, it is important to keep in mind that the NAEP results are based on a small sample of students across Massachusetts, not the population of Massachusetts students. For more information, please visit
The following symbols are used to denote the NAEP achievement levels: A for Advanced, P+ for Proficient and above, B+ for Basic and above, BB for Below Basic. The symbol "#" means that the estimated number of students rounds to zero.

All Students 23413478020100 2207326634100
Stud. w/ Disab 211521544615 189212346610
LEP/FLEP 19811240606 188#629719
African American/Black 21632362387 204215475316
Asian/Pacific Islander 241225685155 234174879215
Hispanic/Latino 211320564417 204216485221
White 2411756871369 2291041772354
Low-Income 215323613933 206217514947

All Students 2521257928100 2396388119100
Stud. w/ Disab 237432811915 220219594112
LEP/FLEP 22111562387 218112574310
African American/Black 23623084168 222115633716
Asian/Pacific Islander 26428709646 25518619195
Hispanic/Latino 232225782217 227121703022
White 258146797368 248850901054
Low-Income 237331831734 228122712948

All Students 2745438317100 2622307426100
Stud. w/ Disab 251118613915 229#8376310
LEP/FLEP 217#325752 219#325755
African American/Black 25111764368 245#13564416
Asian/Pacific Islander 281105089116 27364482185
Hispanic/Latino 250117623810 248116594120
White 279649871374 271339831757
Low-Income 254120663429 249116604043

All Students 29917528515100 2827337129100
Stud. w/ Disab 271421594114 24919366410
LEP/FLEP 2381822782 2431528726
African American/Black 27232362388 260112495116
Asian/Pacific Islander 314356690106 300205384165
Hispanic/Latino 271421623811 266217564421
White 305205991973 2921043821856
Low-Income 278529693129 266217574343

2009 Massachusetts NAEP Results
Participation Rates for Students with Disabilities and for English Language Learner Students

The NAEP program has always endeavored to assess all students selected for testing. In all NAEP schools, accommodations are provided as necessary for students with disabilities and/or English language learners. School staff who are familiar with these students are asked a series of questions to help them decide whether each student should participate in the assessment and whether the student needs accommodations.

Grade/Subject # in Sample % of Sample – Students with Disabilities % of Sample – English Language Learners % of Students Excluded from Original Sample
Grade 4 Reading 3,9001465
Grade 4 Mathematics 3,7001465
Grade 8 Reading 3,6001515
Grade 8 Mathematics 3,6001426

2010 MCAS Results by Subgroup by Grade and Subject

More about the data Data Under Review or Fewer than 10 students were tested.

Loker School:
2010 Adequate Yearly Progress (AYP) Data

No AYP Data Available

Loker School:
AYP Data Detail

No AYP Data Available

About the Data

Enrollment and Educator Data

The waiver data included in this 2010 NCLB Report Card reflects only academic waivers issued during the 2009-2010 school year; it does NOT include critical shortage waivers. The schools included in the data are those in school districts and Horace Mann charter schools, all of whose teachers are required to hold an appropriate license per M.G.L. c.71, §38G. Important information about waivers:

  • Waivers are valid for only one school year
  • The data does not indicate whether a teacher taught under a waiver for the full year; many teachers receive the appropriate license during the school year
  • The district may apply for subsequent waivers, should a teacher not obtain licensure while working under a first year waiver, but must demonstrate that the educator is making significant progress toward obtaining the required license
  • The waiver percentage is based on the total number of individual for whom ESE issued academic waivers, divided by the total number of teachers in the district, as reported in the October 2009 EPIMS data collection
  • A single teacher on a waiver in a smaller district would have a greater impact than on a larger district and the waiver percentages, therefore, are not comparable between districts
  • Teachers in Commonwealth charter schools are required either to be licensed or to pass the teacher test, (M.G.L. c.71, §89 (ii) and 603 CMR 1.07), and are therefore not included in the data
  • Horace Mann Charter School teachers are required to hold an appropriate license (M.G.L. c.71, §38G) and are therefore included in the data

Student Groups (as of October 1, 2009)

MCAS Data (Spring 2010 Results)

Standard MCAS
Performance Level
Scaled Score CPI Points
Advanced / Above Proficient 260-280 100
Proficient 240-258 100
Needs Improvement 230-238 75
Needs Improvement 220-228 50
Warning / Failing 210-218 25
Warning / Failing 200-208 0

Alternate Assessment
Performance Level
Corresponding MCAS Performance Level CPI Points
Advanced / Above Proficient Advanced / Above Proficient 100
Proficient Proficient 100
Needs Improvement Needs Improvement 100
Progressing Warning / Failing 75 or 100 *
Emerging Warning / Failing 75
Awareness Warning / Failing 50
Incomplete Portfolio Warning / Failing 25

* See for more information.

SGP: Each student who participated in the MCAS ELA or Mathematics tests in grades 4-8 or 10 and who also took the last MCAS test in that subject receives a Student Growth Percentile (SGP) score. The SGP compares a student's MCAS score with the scores of all students in the state at that grade level who received similar MCAS scores in prior years. SGPs range from 1 to 99, with 50 being average; higher numbers represent higher growth and lower numbers represent lower growth. An SGP of 75, for example, means the student's progress is higher than 75 percent and lower than 25 percent of the students in the state with similar prior test scores. This method works independently of MCAS achievement levels. Therefore, all students, no matter the scores they earned on past MCAS tests, have an equal chance to demonstrate growth at any of the 99 percentiles. School and district growth percentiles represent the growth of the median, or middle, student in the school or district. Most school and district median SGPs tend to range between 40 and 60. Schools outside of that range are showing less or more growth than the typical school in Massachusetts. For more information, go to

Accountability Data (2010)

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