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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 (2010-11 School Year)

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.
174 2,686 955,563
African American or Black 2.3 4.8 8.2
Asian 15.5 12.5 5.5
Hispanic or Latino 2.3 3.6 15.4
Multi-race, Non-Hispanic 9.2 3.8 2.4
Native American 0.0 0.0 0.2
Native Hawaiian or Pacific Islander 0.0 0.1 0.1
White 70.7 75.3 68.0
Male 49.4 50.4 51.3
Female 50.6 49.6 48.7
English Language Learner 0.6 0.6 7.1
Low-Income 0.6 6.1 34.2
Students w/Disabilities 11.5 19.0 17.0
First Language Not English 10.9 6.6 16.3

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

Total # of Teachers 7.9 193.0 68,754.2
Percentage of Teachers Licensed in Teaching Assignment 97.9 98.0 97.5
Total Number of Classes in Core Academic Areas 29 995 335,925
Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified 100.0 99.5 97.7
Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified 0.0 0.5 2.3
Student/Teacher Ratio 21.9 to 1 13.9 to 1 13.9 to 1
Percentage of Public Elementary and Secondary School Teachers Issued Waivers- 0.0 1.3

2011 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 23716508317100 2207326634100
Stud. w/ Disab 213422564414 186211326811
LEP/FLEP 20411246547 18817307011
African American/Black 21632461399 205216495116
Asian/Pacific Islander 243255685156 234174979215
Hispanic/Latino 216423623814 205218505023
White 2431859891168 2301042772352
Low-Income 218425663433 207218524852

All Students 2531358937100 2406408218100
Stud. w/ Disab 233326762416 218217554512
LEP/FLEP 22822072287 219114584211
African American/Black 23532781199 224117663416
Asian/Pacific Islander 26730769826 25620629195
Hispanic/Latino 236432802015 229224722824
White 258156796468 24995291952
Low-Income 239436831734 229224732752

All Students 2756468416100 2643327525100
Stud. w/ Disab 249116594114 230#7366410
LEP/FLEP 211#117833 223#329715
African American/Black 25522068327 248114584216
Asian/Pacific Islander 288146190104 27584682185
Hispanic/Latino 248118594113 251118633722
White 28285391973 272441841654
Low-Income 257125703032 251118633748

All Students 29915518614100 2838347228100
Stud. w/ Disab 268316564416 24929356511
LEP/FLEP 2471833673 2441528726
African American/Black 27542665358 262113505016
Asian/Pacific Islander 32039729464 302225585156
Hispanic/Latino 273321643613 269320604023
White 304175891973 2931043831754
Low-Income 280529722833 269219594148

2011 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 5,0001476
Grade 4 Mathematics 5,0001673
Grade 8 Reading 3,6001436
Grade 8 Mathematics 3,8001634

2011 MCAS Results by Subgroup by Grade and Subject

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

Loker School - 2011 Accountability Data

Loker School (03150000)
Loker School (03150020)
Level 1
Non-Title I School (NT)
  NCLB Accountability Status Improvement Rating

To make AYP in 2011, a student group must meet (A) a student participation requirement, either (B) the State's 2011 performance target for that subject or (C) the group's own 2011 improvement target, and (D) an additional attendance or graduation requirement.

Adequate Yearly Progress History NCLB Accountability Status

Loker School:
AYP Data Detail



Adequate Yearly Progress History NCLB Accountability Status

About the Data

Enrollment and Educator Data

The waiver data included in this 2011 NCLB Report Card reflects only academic waivers issued during the 2010-2011 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 2010 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
  • alt performance level

Student Groups (2010-11 School Year)

MCAS Data (Spring 2011 Results)

MCAS Achievement Level (Scaled Score Range) MCAS-Alt Achievement Level Points Per Student
Proficient or Advanced
Progressing (Certain disability types)* 100
Needs Improvement High
Progressing or Emerging 75
Needs Improvement Low
Awareness 50
Warning / Failing High
Portfolio Incomplete 25
Warning / Failing Low
Portfolio not Submitted 0

* Intellectual, Sensory/Deaf and Blind, Multiple Disabilities, Autism, and Developmental Delay

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 (2011)

State Accountability and Assistance Levels

Federal NCLB Accountability Status Labels

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