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Gr Lowell Regional Vocational Technical (08280605)
Michael Barton, Principal Mailing Address: 250 Pawtucket Blvd Tyngsborough, MA 01879-2199
Phone: (978) 441-4807 FAX: (978) 441-5353 Website: http://www.gltech.org Organization Description: The Greater Lowell Regional Vocational Technical School districts mission is to provide its students with a dynamic academic and technical education preparing them to be lifelong learners who will be competent, respectful and responsible citizens capable of adapting to an ever-changing and increasingly technological society.
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Overview: | 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: http://www.doe.mass.edu/nclb/hq/. | 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. |
Enrollment - 2009-10 | | School |
District |
State |
Total Count | 2,014 | 2,014 | 957,053 | Race/Ethnicity (%) | African American or Black | 2.9 | 2.9 | 8.2 | Asian | 17.9 | 17.9 | 5.3 | Hispanic or Latino | 22.1 | 22.1 | 14.8 | Multi-race, Non-Hispanic | 2.1 | 2.1 | 2.2 | Native American | 0.1 | 0.1 | 0.3 | Native Hawaiian or Pacific Islander | 0.0 | 0.0 | 0.1 | White | 54.9 | 54.9 | 69.1 | Gender (%) | Male | 55.0 | 55.0 | 51.3 | Female | 45.0 | 45.0 | 48.7 | Selected Populations (%) | English Language Learner | 2.3 | 2.3 | 6.2 | Low-Income | 57.4 | 57.4 | 32.9 | Students w/Disabilities | 20.7 | 20.7 | 17.0 | First Language Not English | 17.0 | 17.0 | 15.6 |
Grades Offered: | 09, 10, 11, 12 |
| Educator Data - 2009-10 | | School | District | State | Total # of Teachers | 181.6 | 181.6 | 69,908.9 | Percentage of Teachers Licensed in Teaching Assignment | 98.4 | 98.4 | 97.1 | Total Number of Classes in Core Academic Areas | 641 | 641 | 280,489 | Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified | 100.0 | 100.0 | 97.3 | Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified | 0.0 | 0.0 | 2.7 | Student/Teacher Ratio | 11.1 to 1 | 11.1 to 1 | 13.7 to 1 | Percentage of Public Elementary and Secondary School Teachers Issued Waivers | - | 1.1 | 1.4 |
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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 http://www.doe.mass.edu/mcas/naep/faq.html. | | 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. |
GRADE LEVEL 4 - READING |
Student Group |
Massachusetts |
National Public |
Avg. Scaled Score |
% at Each Level |
Avg. Scaled Score |
% at Each Level |
A |
P+ |
B+ |
BB |
% Assessed |
A |
P+ |
B+ |
BB |
% Assessed |
All Students |
234 | 13 | 47 | 80 | 20 | 100 |
220 | 7 | 32 | 66 | 34 | 100 |
Stud. w/ Disab |
211 | 5 | 21 | 54 | 46 | 15 |
189 | 2 | 12 | 34 | 66 | 10 |
LEP/FLEP |
198 | 1 | 12 | 40 | 60 | 6 |
188 | # | 6 | 29 | 71 | 9 |
African American/Black |
216 | 3 | 23 | 62 | 38 | 7 |
204 | 2 | 15 | 47 | 53 | 16 |
Asian/Pacific Islander |
241 | 22 | 56 | 85 | 15 | 5 |
234 | 17 | 48 | 79 | 21 | 5 |
Hispanic/Latino |
211 | 3 | 20 | 56 | 44 | 17 |
204 | 2 | 16 | 48 | 52 | 21 |
White |
241 | 17 | 56 | 87 | 13 | 69 |
229 | 10 | 41 | 77 | 23 | 54 |
Low-Income |
215 | 3 | 23 | 61 | 39 | 33 |
206 | 2 | 17 | 51 | 49 | 47 |
GRADE LEVEL 4 - MATHEMATICS |
Student Group |
Massachusetts |
National Public |
Avg. Scaled Score |
% at Each Level |
Avg. Scaled Score |
% at Each Level |
A |
P+ |
B+ |
BB |
% Assessed |
A |
P+ |
B+ |
BB |
% Assessed |
All Students |
252 | 12 | 57 | 92 | 8 | 100 |
239 | 6 | 38 | 81 | 19 | 100 |
Stud. w/ Disab |
237 | 4 | 32 | 81 | 19 | 15 |
220 | 2 | 19 | 59 | 41 | 12 |
LEP/FLEP |
221 | 1 | 15 | 62 | 38 | 7 |
218 | 1 | 12 | 57 | 43 | 10 |
African American/Black |
236 | 2 | 30 | 84 | 16 | 8 |
222 | 1 | 15 | 63 | 37 | 16 |
Asian/Pacific Islander |
264 | 28 | 70 | 96 | 4 | 6 |
255 | 18 | 61 | 91 | 9 | 5 |
Hispanic/Latino |
232 | 2 | 25 | 78 | 22 | 17 |
227 | 1 | 21 | 70 | 30 | 22 |
White |
258 | 14 | 67 | 97 | 3 | 68 |
248 | 8 | 50 | 90 | 10 | 54 |
Low-Income |
237 | 3 | 31 | 83 | 17 | 34 |
228 | 1 | 22 | 71 | 29 | 48 |
GRADE LEVEL 8 - READING |
Student Group |
Massachusetts |
National Public |
Avg. Scaled Score |
% at Each Level |
Avg. Scaled Score |
% at Each Level |
A |
P+ |
B+ |
BB |
% Assessed |
A |
P+ |
B+ |
BB |
% Assessed |
All Students |
274 | 5 | 43 | 83 | 17 | 100 |
262 | 2 | 30 | 74 | 26 | 100 |
Stud. w/ Disab |
251 | 1 | 18 | 61 | 39 | 15 |
229 | # | 8 | 37 | 63 | 10 |
LEP/FLEP |
217 | # | 3 | 25 | 75 | 2 |
219 | # | 3 | 25 | 75 | 5 |
African American/Black |
251 | 1 | 17 | 64 | 36 | 8 |
245 | # | 13 | 56 | 44 | 16 |
Asian/Pacific Islander |
281 | 10 | 50 | 89 | 11 | 6 |
273 | 6 | 44 | 82 | 18 | 5 |
Hispanic/Latino |
250 | 1 | 17 | 62 | 38 | 10 |
248 | 1 | 16 | 59 | 41 | 20 |
White |
279 | 6 | 49 | 87 | 13 | 74 |
271 | 3 | 39 | 83 | 17 | 57 |
Low-Income |
254 | 1 | 20 | 66 | 34 | 29 |
249 | 1 | 16 | 60 | 40 | 43 |
GRADE LEVEL 8 - MATHEMATICS |
Student Group |
Massachusetts |
National Public |
Avg. Scaled Score |
% at Each Level |
Avg. Scaled Score |
% at Each Level |
A |
P+ |
B+ |
BB |
% Assessed |
A |
P+ |
B+ |
BB |
% Assessed |
All Students |
299 | 17 | 52 | 85 | 15 | 100 |
282 | 7 | 33 | 71 | 29 | 100 |
Stud. w/ Disab |
271 | 4 | 21 | 59 | 41 | 14 |
249 | 1 | 9 | 36 | 64 | 10 |
LEP/FLEP |
238 | 1 | 8 | 22 | 78 | 2 |
243 | 1 | 5 | 28 | 72 | 6 |
African American/Black |
272 | 3 | 23 | 62 | 38 | 8 |
260 | 1 | 12 | 49 | 51 | 16 |
Asian/Pacific Islander |
314 | 35 | 66 | 90 | 10 | 6 |
300 | 20 | 53 | 84 | 16 | 5 |
Hispanic/Latino |
271 | 4 | 21 | 62 | 38 | 11 |
266 | 2 | 17 | 56 | 44 | 21 |
White |
305 | 20 | 59 | 91 | 9 | 73 |
292 | 10 | 43 | 82 | 18 | 56 |
Low-Income |
278 | 5 | 29 | 69 | 31 | 29 |
266 | 2 | 17 | 57 | 43 | 43 |
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 |
3,900 | 14 | 6 | 5 |
Grade 4 Mathematics |
3,700 | 14 | 6 | 5 |
Grade 8 Reading |
3,600 | 15 | 1 | 5 |
Grade 8 Mathematics |
3,600 | 14 | 2 | 6 |
2010 MCAS Results by Student Group by Grade and SubjectNOTE: *First-year ELL students are not included in achievement level or CPI results, but are counted as participants in AYP. See http://www.doe.mass.edu/mcas/participation/lep.doc for details. More about the data
Data Last Updated on September 14, 2010
GRADE LEVEL 10 - ENGLISH LANGUAGE ARTS |
Student Group |
School |
District |
State |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
# |
% |
A |
P |
NI |
F |
# |
% |
A |
P |
NI |
F |
# |
% |
A |
P |
NI |
F |
AYP Subgroups |
Stud. w/ Disab | 112 | 97 | 0 |
21 |
54 |
24 |
65.4 | 35.0 |
99 |
112 | 97 | 0 |
21 |
54 |
24 |
65.4 | 35.0 |
99 |
11,467 | 94 | 2 |
36 |
44 |
17 |
75.7 | 39.0 |
9,062 |
EL/Former EL | 109 | 100 | 0 |
25 |
62 |
13 |
70.2 | 38.0 |
103 |
109 | 100 | 0 |
25 |
62 |
13 |
70.2 | 38.0 |
103 |
3,376 | 93 | 2 |
26 |
51 |
22 |
65.9 | 55.0 |
1,725 |
Low-Income | 279 | 99 | 2 |
39 |
49 |
10 |
77.2 | 39.0 |
257 |
279 | 99 | 2 |
39 |
49 |
10 |
77.2 | 39.0 |
257 |
21,360 | 96 | 9 |
50 |
32 |
8 |
84.1 | 46.0 |
16,809 |
African American/Black | 18 | 95 | 6 |
50 |
39 |
6 |
81.9 | N/A |
15 |
18 | 95 | 6 |
50 |
39 |
6 |
81.9 | N/A |
15 |
5,814 | 95 | 9 |
51 |
32 |
7 |
84.3 | 46.0 |
4,372 |
Asian | 87 | 100 | 2 |
39 |
48 |
10 |
78.4 | 39.0 |
83 |
87 | 100 | 2 |
39 |
48 |
10 |
78.4 | 39.0 |
83 |
3,485 | 98 | 37 |
44 |
15 |
4 |
92.5 | 57.0 |
2,922 |
Hispanic/Latino | 108 | 100 | 2 |
39 |
52 |
7 |
76.4 | 42.0 |
103 |
108 | 100 | 2 |
39 |
52 |
7 |
76.4 | 42.0 |
103 |
8,909 | 95 | 8 |
48 |
35 |
9 |
81.6 | 47.0 |
6,612 |
Native American | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 188 | 96 | 19 |
52 |
22 |
7 |
88.8 | 43.0 |
150 |
White | 266 | 98 | 5 |
53 |
36 |
6 |
85.0 | 32.5 |
226 |
266 | 98 | 5 |
53 |
36 |
6 |
85.0 | 32.5 |
226 |
50,669 | 98 | 30 |
54 |
13 |
2 |
94.6 | 50.0 |
45,523 |
|
Other Student Groups |
Male | 279 | 99 | 1 |
44 |
45 |
10 |
78.9 | 36.0 |
243 |
279 | 99 | 1 |
44 |
45 |
10 |
78.9 | 36.0 |
243 |
35,754 | 97 | 20 |
54 |
21 |
5 |
90.3 | 48.0 |
30,489 |
Female | 208 | 99 | 7 |
51 |
39 |
3 |
85.3 | 39.5 |
192 |
208 | 99 | 7 |
51 |
39 |
3 |
85.3 | 39.5 |
192 |
34,598 | 98 | 32 |
51 |
15 |
3 |
93.6 | 51.0 |
30,137 |
Title I | 127 | 99 | 0 |
23 |
67 |
10 |
67.9 | 40.0 |
117 |
127 | 99 | 0 |
23 |
67 |
10 |
67.9 | 40.0 |
117 |
12,570 | 96 | 7 |
51 |
35 |
8 |
83.1 | 43.0 |
9,711 |
Non-Title I | 360 | 99 | 5 |
56 |
34 |
6 |
86.5 | 35.5 |
318 |
360 | 99 | 5 |
56 |
34 |
6 |
86.5 | 35.5 |
318 |
57,799 | 98 | 30 |
53 |
14 |
3 |
93.9 | 51.0 |
50,915 |
Non-Low Income | 208 | 98 | 6 |
58 |
34 |
3 |
87.7 | 35.0 |
178 |
208 | 98 | 6 |
58 |
34 |
3 |
87.7 | 35.0 |
178 |
49,009 | 98 | 33 |
53 |
11 |
2 |
95.3 | 52.0 |
43,817 |
EL | 14 | 100 | 0 |
7 |
79 |
14 |
55.4 | N/A |
13 |
14 | 100 | 0 |
7 |
79 |
14 |
55.4 | N/A |
13 |
2,319 | 91 | 1 |
18 |
53 |
27 |
59.9 | 53.0 |
900 |
Former EL | 95 | 100 | 0 |
27 |
60 |
13 |
72.4 | 38.0 |
90 |
95 | 100 | 0 |
27 |
60 |
13 |
72.4 | 38.0 |
90 |
1,057 | 98 | 4 |
42 |
45 |
9 |
78.9 | 58.0 |
825 |
1st Yr EL* | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 641 | 87 | - |
- |
- |
- |
- | N/A |
N/A |
Migrant | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Native Hawaiian/ Pacific Islander | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 68 | 99 | 24 |
44 |
25 |
7 |
87.1 | 42.0 |
50 |
Multi-race - Non-Hispanic/Latino | 8 | - | - | - | - | - | - | - | - | 8 | - | - | - | - | - | - | - | - | 1,162 | 96 | 25 |
53 |
19 |
4 |
91.3 | 49.0 |
982 |
|
All Students |
2010 | 487 | 99 | 4 |
47 |
42 |
7 |
81.7 | 38.0 |
435 |
487 | 99 | 4 |
47 |
42 |
7 |
81.7 | 38.0 |
435 |
70,369 | 98 | 26 |
52 |
18 |
4 |
91.9 | 50.0 |
60,626 |
2009 | 494 | 100 | 6 |
59 |
31 |
5 |
87.3 | 44.0 |
429 |
494 | 100 | 6 |
59 |
31 |
5 |
87.3 | 44.0 |
429 |
70,383 | 98 | 29 |
52 |
15 |
4 |
92.2 | 50.0 |
60,902 |
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GRADE LEVEL 10 - MATHEMATICS |
Student Group |
School |
District |
State |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
# |
% |
A |
P |
NI |
F |
# |
% |
A |
P |
NI |
F |
# |
% |
A |
P |
NI |
F |
AYP Subgroups |
Stud. w/ Disab | 113 | 97 | 7 |
16 |
49 |
28 |
65.0 | 44.5 |
98 |
113 | 97 | 7 |
16 |
49 |
28 |
65.0 | 44.5 |
98 |
11,497 | 94 | 12 |
24 |
36 |
27 |
69.4 | 47.0 |
9,054 |
EL/Former EL | 108 | 99 | 8 |
29 |
37 |
26 |
68.5 | 48.0 |
101 |
108 | 99 | 8 |
29 |
37 |
26 |
68.5 | 48.0 |
101 |
3,421 | 95 | 16 |
20 |
34 |
30 |
64.5 | 55.0 |
1,745 |
Low-Income | 281 | 100 | 17 |
32 |
34 |
16 |
76.0 | 46.0 |
258 |
281 | 100 | 17 |
32 |
34 |
16 |
76.0 | 46.0 |
258 |
21,366 | 96 | 28 |
29 |
29 |
14 |
78.9 | 47.0 |
16,858 |
African American/Black | 18 | 95 | 0 |
44 |
22 |
33 |
68.1 | N/A |
15 |
18 | 95 | 0 |
44 |
22 |
33 |
68.1 | N/A |
15 |
5,805 | 96 | 25 |
28 |
31 |
16 |
76.9 | 48.0 |
4,384 |
Asian | 87 | 100 | 22 |
37 |
24 |
17 |
79.3 | 45.0 |
83 |
87 | 100 | 22 |
37 |
24 |
17 |
79.3 | 45.0 |
83 |
3,492 | 99 | 70 |
17 |
9 |
4 |
94.0 | 61.5 |
2,930 |
Hispanic/Latino | 107 | 99 | 17 |
32 |
36 |
16 |
76.4 | 53.0 |
101 |
107 | 99 | 17 |
32 |
36 |
16 |
76.4 | 53.0 |
101 |
8,935 | 95 | 23 |
26 |
32 |
19 |
74.4 | 46.0 |
6,645 |
Native American | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 184 | 95 | 43 |
22 |
24 |
10 |
84.0 | 45.5 |
150 |
White | 269 | 99 | 23 |
34 |
36 |
7 |
82.4 | 43.0 |
228 |
269 | 99 | 23 |
34 |
36 |
7 |
82.4 | 43.0 |
228 |
50,673 | 98 | 56 |
25 |
14 |
4 |
92.4 | 50.0 |
45,513 |
|
Other Student Groups |
Male | 280 | 99 | 22 |
35 |
32 |
12 |
81.3 | 48.0 |
243 |
280 | 99 | 22 |
35 |
32 |
12 |
81.3 | 48.0 |
243 |
35,778 | 97 | 51 |
24 |
17 |
8 |
88.4 | 52.0 |
30,513 |
Female | 209 | 100 | 19 |
33 |
36 |
11 |
78.1 | 42.0 |
192 |
209 | 100 | 19 |
33 |
36 |
11 |
78.1 | 42.0 |
192 |
34,604 | 98 | 49 |
27 |
18 |
6 |
89.1 | 48.0 |
30,161 |
Title I | 128 | 100 | 1 |
17 |
58 |
24 |
58.2 | 47.0 |
117 |
128 | 100 | 1 |
17 |
58 |
24 |
58.2 | 47.0 |
117 |
12,574 | 96 | 26 |
28 |
30 |
15 |
77.5 | 48.5 |
9,730 |
Non-Title I | 361 | 99 | 28 |
40 |
25 |
7 |
87.6 | 44.0 |
318 |
361 | 99 | 28 |
40 |
25 |
7 |
87.6 | 44.0 |
318 |
57,827 | 98 | 55 |
25 |
15 |
5 |
91.2 | 51.0 |
50,944 |
Non-Low Income | 208 | 98 | 25 |
37 |
33 |
5 |
85.2 | 44.0 |
177 |
208 | 98 | 25 |
37 |
33 |
5 |
85.2 | 44.0 |
177 |
49,035 | 98 | 60 |
24 |
12 |
4 |
93.1 | 52.0 |
43,816 |
EL | 14 | 100 | 0 |
14 |
36 |
50 |
46.4 | N/A |
13 |
14 | 100 | 0 |
14 |
36 |
50 |
46.4 | N/A |
13 |
2,374 | 94 | 13 |
17 |
35 |
35 |
59.6 | 56.0 |
927 |
Former EL | 94 | 99 | 10 |
31 |
37 |
22 |
71.8 | 48.5 |
88 |
94 | 99 | 10 |
31 |
37 |
22 |
71.8 | 48.5 |
88 |
1,047 | 97 | 23 |
28 |
32 |
17 |
75.7 | 55.0 |
818 |
1st Yr EL* | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 685 | 97 | - |
- |
- |
- |
- | N/A |
N/A |
Migrant | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Native Hawaiian/ Pacific Islander | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 68 | 99 | 40 |
26 |
22 |
12 |
84.6 | 46.0 |
51 |
Multi-race - Non-Hispanic/Latino | 8 | - | - | - | - | - | - | - | - | 8 | - | - | - | - | - | - | - | - | 1,166 | 97 | 47 |
25 |
20 |
8 |
86.5 | 45.0 |
989 |
|
All Students |
2010 | 489 | 99 | 21 |
34 |
34 |
12 |
79.9 | 45.0 |
435 |
489 | 99 | 21 |
34 |
34 |
12 |
79.9 | 45.0 |
435 |
70,401 | 98 | 50 |
25 |
17 |
7 |
88.8 | 50.0 |
60,674 |
2009 | 494 | 100 | 21 |
39 |
33 |
7 |
83.9 | 47.0 |
428 |
494 | 100 | 21 |
39 |
33 |
7 |
83.9 | 47.0 |
428 |
70,194 | 98 | 47 |
28 |
18 |
8 |
88.1 | 50.0 |
60,782 |
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GRADE LEVEL 10 - SCIENCE AND TECHNOLOGY/ENGINEERING |
Student Group |
School |
District |
State |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
# |
% |
A |
P |
NI |
F |
# |
% |
A |
P |
NI |
F |
# |
% |
A |
P |
NI |
F |
AYP Subgroups |
Stud. w/ Disab | 104 | 96 | 2 |
23 |
42 |
33 |
64.4 | N/A |
N/A |
104 | 96 | 2 |
23 |
42 |
33 |
64.4 | N/A |
N/A |
11,310 | 96 | 2 |
25 |
46 |
27 |
65.2 | N/A |
N/A |
EL/Former EL | 103 | 99 | 1 |
17 |
53 |
29 |
58.5 | N/A |
N/A |
103 | 99 | 1 |
17 |
53 |
29 |
58.5 | N/A |
N/A |
2,861 | 95 | 2 |
18 |
46 |
35 |
55.8 | N/A |
N/A |
Low-Income | 266 | 100 | 3 |
35 |
44 |
19 |
70.5 | N/A |
N/A |
266 | 100 | 3 |
35 |
44 |
19 |
70.5 | N/A |
N/A |
20,647 | 97 | 5 |
35 |
43 |
16 |
71.8 | N/A |
N/A |
African American/Black | 17 | 94 | 0 |
35 |
47 |
18 |
70.6 | N/A |
N/A |
17 | 94 | 0 |
35 |
47 |
18 |
70.6 | N/A |
N/A |
5,545 | 97 | 4 |
33 |
45 |
18 |
69.8 | N/A |
N/A |
Asian | 82 | 99 | 2 |
32 |
43 |
23 |
68.0 | N/A |
N/A |
82 | 99 | 2 |
32 |
43 |
23 |
68.0 | N/A |
N/A |
3,303 | 99 | 32 |
40 |
21 |
7 |
87.8 | N/A |
N/A |
Hispanic/Latino | 99 | 99 | 2 |
33 |
45 |
19 |
68.7 | N/A |
N/A |
99 | 99 | 2 |
33 |
45 |
19 |
68.7 | N/A |
N/A |
8,508 | 97 | 4 |
29 |
46 |
21 |
66.8 | N/A |
N/A |
Native American | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 178 | 97 | 12 |
43 |
32 |
13 |
79.8 | N/A |
N/A |
White | 251 | 99 | 3 |
55 |
35 |
8 |
83.1 | N/A |
N/A |
251 | 99 | 3 |
55 |
35 |
8 |
83.1 | N/A |
N/A |
49,502 | 99 | 21 |
52 |
23 |
4 |
89.2 | N/A |
N/A |
|
Other Student Groups |
Male | 254 | 99 | 2 |
46 |
37 |
15 |
76.7 | N/A |
N/A |
254 | 99 | 2 |
46 |
37 |
15 |
76.7 | N/A |
N/A |
34,742 | 98 | 18 |
47 |
27 |
8 |
84.7 | N/A |
N/A |
Female | 203 | 99 | 3 |
44 |
42 |
10 |
76.8 | N/A |
N/A |
203 | 99 | 3 |
44 |
42 |
10 |
76.8 | N/A |
N/A |
33,498 | 99 | 17 |
47 |
28 |
7 |
84.5 | N/A |
N/A |
Title I | 126 | 100 | 0 |
17 |
61 |
22 |
57.5 | N/A |
N/A |
126 | 100 | 0 |
17 |
61 |
22 |
57.5 | N/A |
N/A |
12,220 | 97 | 3 |
32 |
46 |
18 |
69.0 | N/A |
N/A |
Non-Title I | 331 | 99 | 4 |
56 |
31 |
10 |
84.1 | N/A |
N/A |
331 | 99 | 4 |
56 |
31 |
10 |
84.1 | N/A |
N/A |
56,020 | 99 | 21 |
50 |
24 |
5 |
88.1 | N/A |
N/A |
Non-Low Income | 191 | 98 | 3 |
60 |
32 |
5 |
85.5 | N/A |
N/A |
191 | 98 | 3 |
60 |
32 |
5 |
85.5 | N/A |
N/A |
47,593 | 99 | 23 |
52 |
21 |
4 |
90.2 | N/A |
N/A |
EL | 14 | 100 | 0 |
0 |
29 |
71 |
32.1 | N/A |
N/A |
14 | 100 | 0 |
0 |
29 |
71 |
32.1 | N/A |
N/A |
1,849 | 94 | 1 |
11 |
47 |
41 |
49.7 | N/A |
N/A |
Former EL | 89 | 99 | 1 |
19 |
57 |
22 |
62.6 | N/A |
N/A |
89 | 99 | 1 |
19 |
57 |
22 |
62.6 | N/A |
N/A |
1,012 | 98 | 4 |
30 |
43 |
22 |
67.0 | N/A |
N/A |
1st Yr EL* | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Migrant | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Native Hawaiian/ Pacific Islander | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 66 | 97 | 23 |
30 |
36 |
11 |
80.3 | N/A |
N/A |
Multi-race - Non-Hispanic/Latino | 8 | - | - | - | - | - | - | - | - | 8 | - | - | - | - | - | - | - | - | 1,138 | 98 | 19 |
44 |
29 |
8 |
83.0 | N/A |
N/A |
|
All Students |
2010 | 457 | 99 | 3 |
45 |
39 |
13 |
76.8 | N/A |
N/A |
457 | 99 | 3 |
45 |
39 |
13 |
76.8 | N/A |
N/A |
68,240 | 98 | 18 |
47 |
28 |
8 |
84.6 | N/A |
N/A |
2009 | 461 | 100 | 3 |
47 |
32 |
18 |
75.7 | N/A |
N/A |
461 | 100 | 3 |
47 |
32 |
18 |
75.7 | N/A |
N/A |
68,034 | 98 | 16 |
45 |
29 |
9 |
83.1 | N/A |
N/A |
|
* Note: Grade 10 Science and Technology/Engineering results represent the highest achievement level attained by students by the end of grade 10. In addition, only students enrolled for two full years in the state/district/school are included in state/district/school achievement level results. |
ALL GRADES - ENGLISH LANGUAGE ARTS |
Student Group |
School |
District |
State |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
# |
% |
A |
P |
NI |
W |
# |
% |
A |
P |
NI |
W |
# |
% |
A |
P |
NI |
W |
AYP Subgroups |
Stud. w/ Disab | 112 | 97 | 0 |
21 |
54 |
24 |
65.4 | 35.0 |
99 |
112 | 97 | 0 |
21 |
54 |
24 |
65.4 | 35.0 |
99 |
89,969 | 98 | 2 |
26 |
42 |
30 |
67.3 | 41.0 |
65,554 |
EL/Former EL | 109 | 100 | 0 |
25 |
62 |
13 |
70.2 | 38.0 |
103 |
109 | 100 | 0 |
25 |
62 |
13 |
70.2 | 38.0 |
103 |
39,253 | 98 | 3 |
29 |
43 |
26 |
66.1 | 51.0 |
25,279 |
Low-Income | 279 | 99 | 2 |
39 |
49 |
10 |
77.2 | 39.0 |
257 |
279 | 99 | 2 |
39 |
49 |
10 |
77.2 | 39.0 |
257 |
169,152 | 99 | 5 |
42 |
37 |
16 |
76.5 | 46.0 |
127,715 |
African American/Black | 18 | 95 | 6 |
50 |
39 |
6 |
81.9 | N/A |
15 |
18 | 95 | 6 |
50 |
39 |
6 |
81.9 | N/A |
15 |
39,877 | 99 | 5 |
42 |
37 |
16 |
76.6 | 46.0 |
29,830 |
Asian | 87 | 100 | 2 |
39 |
48 |
10 |
78.4 | 39.0 |
83 |
87 | 100 | 2 |
39 |
48 |
10 |
78.4 | 39.0 |
83 |
25,580 | 99 | 26 |
49 |
19 |
6 |
89.8 | 59.0 |
19,755 |
Hispanic/Latino | 108 | 100 | 2 |
39 |
52 |
7 |
76.4 | 42.0 |
103 |
108 | 100 | 2 |
39 |
52 |
7 |
76.4 | 42.0 |
103 |
70,278 | 99 | 5 |
38 |
38 |
19 |
73.6 | 47.0 |
51,676 |
Native American | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 1,265 | 99 | 10 |
49 |
30 |
11 |
82.5 | 45.0 |
993 |
White | 266 | 98 | 5 |
53 |
36 |
6 |
85.0 | 32.5 |
226 |
266 | 98 | 5 |
53 |
36 |
6 |
85.0 | 32.5 |
226 |
350,089 | 99 | 19 |
57 |
20 |
5 |
90.5 | 50.0 |
285,376 |
|
Other Student Groups |
Male | 279 | 99 | 1 |
44 |
45 |
10 |
78.9 | 36.0 |
243 |
279 | 99 | 1 |
44 |
45 |
10 |
78.9 | 36.0 |
243 |
255,816 | 99 | 12 |
52 |
27 |
10 |
84.6 | 47.0 |
201,587 |
Female | 208 | 99 | 7 |
51 |
39 |
3 |
85.3 | 39.5 |
192 |
208 | 99 | 7 |
51 |
39 |
3 |
85.3 | 39.5 |
192 |
242,687 | 99 | 20 |
53 |
21 |
6 |
89.3 | 53.0 |
194,491 |
Title I | 127 | 99 | 0 |
23 |
67 |
10 |
67.9 | 40.0 |
117 |
127 | 99 | 0 |
23 |
67 |
10 |
67.9 | 40.0 |
117 |
144,544 | 99 | 5 |
42 |
38 |
15 |
76.4 | 46.0 |
107,227 |
Non-Title I | 360 | 99 | 5 |
56 |
34 |
6 |
86.5 | 35.5 |
318 |
360 | 99 | 5 |
56 |
34 |
6 |
86.5 | 35.5 |
318 |
354,124 | 99 | 20 |
57 |
18 |
5 |
91.1 | 51.0 |
288,851 |
Non-Low Income | 208 | 98 | 6 |
58 |
34 |
3 |
87.7 | 35.0 |
178 |
208 | 98 | 6 |
58 |
34 |
3 |
87.7 | 35.0 |
178 |
329,516 | 99 | 21 |
58 |
17 |
4 |
92.2 | 52.0 |
268,363 |
EL | 14 | 100 | 0 |
7 |
79 |
14 |
55.4 | N/A |
13 |
14 | 100 | 0 |
7 |
79 |
14 |
55.4 | N/A |
13 |
27,116 | 98 | 1 |
21 |
46 |
32 |
59.8 | 50.0 |
16,011 |
Former EL | 95 | 100 | 0 |
27 |
60 |
13 |
72.4 | 38.0 |
90 |
95 | 100 | 0 |
27 |
60 |
13 |
72.4 | 38.0 |
90 |
12,137 | 99 | 7 |
46 |
36 |
11 |
80.1 | 55.0 |
9,268 |
1st Yr EL* | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Migrant | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Native Hawaiian/ Pacific Islander | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 559 | 99 | 14 |
50 |
25 |
11 |
85.5 | 50.0 |
391 |
Multi-race - Non-Hispanic/Latino | 8 | - | - | - | - | - | - | - | - | 8 | - | - | - | - | - | - | - | - | 10,686 | 99 | 16 |
51 |
25 |
8 |
86.3 | 49.0 |
7,993 |
|
All Students |
2010 | 487 | 99 | 4 |
47 |
42 |
7 |
81.7 | 38.0 |
435 |
487 | 99 | 4 |
47 |
42 |
7 |
81.7 | 38.0 |
435 |
498,668 | 99 | 16 |
52 |
24 |
8 |
86.9 | 50.0 |
396,078 |
2009 | 494 | 100 | 6 |
59 |
31 |
5 |
87.3 | 44.0 |
429 |
494 | 100 | 6 |
59 |
31 |
5 |
87.3 | 44.0 |
429 |
499,025 | 99 | 16 |
51 |
25 |
8 |
86.5 | 50.0 |
396,371 |
|
ALL GRADES - MATHEMATICS |
Student Group |
School |
District |
State |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
# |
% |
A |
P |
NI |
W |
# |
% |
A |
P |
NI |
W |
# |
% |
A |
P |
NI |
W |
AYP Subgroups |
Stud. w/ Disab | 113 | 97 | 7 |
16 |
49 |
28 |
65.0 | 44.5 |
98 |
113 | 97 | 7 |
16 |
49 |
28 |
65.0 | 44.5 |
98 |
89,944 | 98 | 5 |
16 |
34 |
45 |
57.5 | 43.0 |
65,471 |
EL/Former EL | 108 | 99 | 8 |
29 |
37 |
26 |
68.5 | 48.0 |
101 |
108 | 99 | 8 |
29 |
37 |
26 |
68.5 | 48.0 |
101 |
39,255 | 99 | 9 |
22 |
34 |
34 |
61.5 | 54.0 |
25,514 |
Low-Income | 281 | 100 | 17 |
32 |
34 |
16 |
76.0 | 46.0 |
258 |
281 | 100 | 17 |
32 |
34 |
16 |
76.0 | 46.0 |
258 |
168,960 | 99 | 11 |
26 |
36 |
27 |
67.1 | 47.0 |
128,065 |
African American/Black | 18 | 95 | 0 |
44 |
22 |
33 |
68.1 | N/A |
15 |
18 | 95 | 0 |
44 |
22 |
33 |
68.1 | N/A |
15 |
39,864 | 99 | 10 |
25 |
36 |
29 |
65.1 | 48.0 |
29,896 |
Asian | 87 | 100 | 22 |
37 |
24 |
17 |
79.3 | 45.0 |
83 |
87 | 100 | 22 |
37 |
24 |
17 |
79.3 | 45.0 |
83 |
25,597 | 100 | 45 |
30 |
17 |
7 |
89.0 | 62.0 |
19,819 |
Hispanic/Latino | 107 | 99 | 17 |
32 |
36 |
16 |
76.4 | 53.0 |
101 |
107 | 99 | 17 |
32 |
36 |
16 |
76.4 | 53.0 |
101 |
70,161 | 99 | 10 |
24 |
36 |
31 |
63.9 | 47.0 |
51,940 |
Native American | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 1,259 | 99 | 17 |
29 |
34 |
21 |
72.3 | 46.0 |
1,000 |
White | 269 | 99 | 23 |
34 |
36 |
7 |
82.4 | 43.0 |
228 |
269 | 99 | 23 |
34 |
36 |
7 |
82.4 | 43.0 |
228 |
350,165 | 99 | 29 |
35 |
25 |
10 |
84.1 | 50.0 |
285,544 |
|
Other Student Groups |
Male | 280 | 99 | 22 |
35 |
32 |
12 |
81.3 | 48.0 |
243 |
280 | 99 | 22 |
35 |
32 |
12 |
81.3 | 48.0 |
243 |
255,808 | 99 | 26 |
32 |
27 |
16 |
79.5 | 50.0 |
201,997 |
Female | 209 | 100 | 19 |
33 |
36 |
11 |
78.1 | 42.0 |
192 |
209 | 100 | 19 |
33 |
36 |
11 |
78.1 | 42.0 |
192 |
242,686 | 99 | 25 |
33 |
28 |
14 |
80.2 | 50.0 |
194,665 |
Title I | 128 | 100 | 1 |
17 |
58 |
24 |
58.2 | 47.0 |
117 |
128 | 100 | 1 |
17 |
58 |
24 |
58.2 | 47.0 |
117 |
144,388 | 99 | 11 |
27 |
36 |
26 |
67.8 | 48.0 |
107,509 |
Non-Title I | 361 | 99 | 28 |
40 |
25 |
7 |
87.6 | 44.0 |
318 |
361 | 99 | 28 |
40 |
25 |
7 |
87.6 | 44.0 |
318 |
354,244 | 99 | 31 |
35 |
23 |
10 |
84.8 | 51.0 |
289,153 |
Non-Low Income | 208 | 98 | 25 |
37 |
33 |
5 |
85.2 | 44.0 |
177 |
208 | 98 | 25 |
37 |
33 |
5 |
85.2 | 44.0 |
177 |
329,672 | 100 | 33 |
36 |
23 |
8 |
86.4 | 52.0 |
268,597 |
EL | 14 | 100 | 0 |
14 |
36 |
50 |
46.4 | N/A |
13 |
14 | 100 | 0 |
14 |
36 |
50 |
46.4 | N/A |
13 |
27,121 | 99 | 6 |
18 |
35 |
40 |
56.2 | 53.0 |
16,199 |
Former EL | 94 | 99 | 10 |
31 |
37 |
22 |
71.8 | 48.5 |
88 |
94 | 99 | 10 |
31 |
37 |
22 |
71.8 | 48.5 |
88 |
12,134 | 99 | 17 |
30 |
32 |
21 |
73.3 | 55.0 |
9,315 |
1st Yr EL* | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Migrant | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Native Hawaiian/ Pacific Islander | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | 559 | 99 | 22 |
31 |
29 |
19 |
77.3 | 51.0 |
394 |
Multi-race - Non-Hispanic/Latino | 8 | - | - | - | - | - | - | - | - | 8 | - | - | - | - | - | - | - | - | 10,707 | 99 | 24 |
31 |
29 |
15 |
78.6 | 48.0 |
8,008 |
|
All Students |
2010 | 489 | 99 | 21 |
34 |
34 |
12 |
79.9 | 45.0 |
435 |
489 | 99 | 21 |
34 |
34 |
12 |
79.9 | 45.0 |
435 |
498,632 | 99 | 26 |
33 |
27 |
15 |
79.9 | 50.0 |
396,662 |
2009 | 494 | 100 | 21 |
39 |
33 |
7 |
83.9 | 47.0 |
428 |
494 | 100 | 21 |
39 |
33 |
7 |
83.9 | 47.0 |
428 |
499,717 | 99 | 23 |
32 |
28 |
16 |
78.5 | 50.0 |
397,572 |
|
ALL GRADES - SCIENCE AND TECHNOLOGY/ENGINEERING |
Student Group |
School |
District |
State |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
Stud. Incl |
AYP Part |
% at Each Level |
CPI |
SGP |
Incl. in SGP (#) |
# |
% |
A |
P |
NI |
W |
# |
% |
A |
P |
NI |
W |
# |
% |
A |
P |
NI |
W |
AYP Subgroups |
Stud. w/ Disab | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
EL/Former EL | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Low-Income | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
African American/Black | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Asian | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Hispanic/Latino | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Native American | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
White | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
|
Other Student Groups |
Male | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Female | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Title I | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Non-Title I | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Non-Low Income | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
EL | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Former EL | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
1st Yr EL* | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Migrant | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Native Hawaiian/ Pacific Islander | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
Multi-race - Non-Hispanic/Latino | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
|
All Students |
2010 | 457 | 100 | 3 |
45 |
39 |
13 |
76.8 | N/A |
N/A |
457 | 100 | 3 |
45 |
39 |
13 |
76.8 | N/A |
N/A |
211,135 | 100 | 12 |
40 |
35 |
13 |
78.3 | N/A |
N/A |
2009 | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - | | - | - | - | - | - | - | - | - |
|
Gr Lowell Regional Vocational Technical: 2010 Adequate Yearly Progress (AYP) Data
To make AYP in 2010, a student group must meet (A) a student participation requirement, either (B) the State's 2010 performance target for that subject or (C) the group's own 2010 improvement target, and (D) an additional attendance or graduation requirement. |
Student Group |
(A) Participation |
(B) Performance |
(C) Improvement |
(D) Grad Rate |
|
Did at least 95% of students participate in MCAS? |
Did student group meet or exceed state performance target? |
Did student group meet or exceed its own improvement target? |
Did student group meet attendance (G1-8) or graduation rate target (G9-12)? |
ENGLISH LANGUAGE ARTS |
Met Target |
Actual |
Met Target (90.2) |
Actual |
Met Target |
Change from 2009 |
Met Target |
Actual |
AYP 2010 |
All Students |
Yes |
99 |
No |
81.7 |
No |
-5.5 |
Yes |
92.9 |
No |
EL |
Yes |
100 |
No |
70.2 |
No |
-7.8 |
N<6 |
- |
No |
Students w/ disabilities |
Yes |
97 |
No |
65.4 |
No |
-3.2 |
Yes |
85.0 |
No |
Low income |
Yes |
99 |
No |
77.2 |
No |
-7.2 |
Yes |
91.6 |
No |
Afr. Amer./Black |
- |
- |
- |
- |
- |
- |
- |
- |
- |
Asian or Pacif. Isl. |
Yes |
100 |
No |
78.4 |
No |
-6.9 |
Yes |
89.2 |
No |
Hispanic |
Yes |
100 |
No |
76.4 |
No |
-5.8 |
Yes |
95.8 |
No |
Native American |
- |
- |
- |
- |
- |
- |
- |
- |
- |
White |
Yes |
98 |
No |
85.0 |
No |
-4.9 |
Yes |
94.0 |
No |
MATHEMATICS |
Met Target |
Actual |
Met Target (84.3) |
Actual |
Met Target |
Change from 2009 |
Met Target |
Actual |
AYP 2010 |
All Students |
Yes |
99 |
No |
80.0 |
No |
-3.9 |
Yes |
92.9 |
No |
EL |
Yes |
99 |
No |
68.5 |
No |
-9.0 |
N<6 |
- |
No |
Students w/ disabilities |
Yes |
97 |
No |
65.5 |
No |
-5.2 |
Yes |
85.0 |
No |
Low income |
Yes |
100 |
No |
76.1 |
No |
-6.1 |
Yes |
91.6 |
No |
Afr. Amer./Black |
- |
- |
- |
- |
- |
- |
- |
- |
- |
Asian or Pacif. Isl. |
Yes |
100 |
No |
79.3 |
No |
-4.5 |
Yes |
89.2 |
No |
Hispanic |
Yes |
99 |
No |
76.4 |
No |
-3.0 |
Yes |
95.8 |
No |
Native American |
- |
- |
- |
- |
- |
- |
- |
- |
- |
White |
Yes |
99 |
No |
82.6 |
No |
-3.5 |
Yes |
94.0 |
No |
Adequate Yearly Progress History
| NCLB Accountability Status |
| 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 |
ELA |
Aggregate |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
No |
No Status |
All Subgroups |
Yes |
No |
Yes |
No |
Yes |
No |
Yes |
No |
MATH |
Aggregate |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
No |
No Status |
All Subgroups |
Yes |
No |
Yes |
No |
No |
Yes |
Yes |
No |
Gr Lowell Regional Vocational Technical: AYP Data Detail
ENGLISH LANGUAGE ARTS |
Student Group |
(A) Participation |
(B) Performance |
(C) Improvement |
(D) Grad Rate |
AYP 2010 |
Enrolled |
Assessed |
% |
Met Target (95%) |
N |
2010 CPI |
Met Target (90.2) |
2009 CPI (Baseline) |
Gain Target |
On Target Range |
Met Target |
2009 (4yr) |
Change (4yr) |
2008 (5yr) |
Met Target |
All Students |
493 |
487 |
99 |
Yes |
487 |
81.7 |
No |
87.2 |
2.6 |
87.3-92.3 |
No |
92.9 |
-0.2 |
93.5 |
Yes |
No |
EL |
109 |
109 |
100 |
Yes |
109 |
70.2 |
No |
78.0 |
4.4 |
79.9-84.9 |
No |
- |
- |
- |
N<6 |
No |
Students w/ disabilities |
116 |
112 |
97 |
Yes |
112 |
65.4 |
No |
68.6 |
6.3 |
72.4-77.4 |
No |
85.0 |
0.7 |
86.3 |
Yes |
No |
Low income |
281 |
279 |
99 |
Yes |
279 |
77.2 |
No |
84.4 |
3.1 |
85.0-90.0 |
No |
91.6 |
-0.6 |
92.2 |
Yes |
No |
Afr. Amer./Black |
19 |
18 |
- |
- |
18 |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
Asian or Pacif. Isl. |
87 |
87 |
100 |
Yes |
87 |
78.4 |
No |
85.3 |
2.9 |
85.3-92.7 |
No |
89.2 |
-1.1 |
90.3 |
Yes |
No |
Hispanic |
108 |
108 |
100 |
Yes |
108 |
76.4 |
No |
82.2 |
3.6 |
83.3-88.3 |
No |
95.8 |
-0.2 |
96.0 |
Yes |
No |
Native American |
|
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
White |
271 |
266 |
98 |
Yes |
266 |
85.0 |
No |
89.9 |
2.0 |
89.9-94.4 |
No |
94.0 |
0.4 |
94.3 |
Yes |
No |
MATHEMATICS |
Student Group |
(A) Participation |
(B) Performance |
(C) Improvement |
(D) Grad Rate |
AYP 2010 |
Enrolled |
Assessed |
% |
Met Target (95%) |
N |
2010 CPI |
Met Target (84.3) |
2009 CPI (Baseline) |
Gain Target |
On Target Range |
Met Target |
2009 (4yr) |
Change (4yr) |
2008 (5yr) |
Met Target |
All Students |
493 |
489 |
99 |
Yes |
489 |
80.0 |
No |
83.9 |
3.2 |
84.6-89.6 |
No |
92.9 |
-0.2 |
93.5 |
Yes |
No |
EL |
109 |
108 |
99 |
Yes |
108 |
68.5 |
No |
77.5 |
4.5 |
79.5-84.5 |
No |
- |
- |
- |
N<6 |
No |
Students w/ disabilities |
116 |
113 |
97 |
Yes |
113 |
65.5 |
No |
70.7 |
5.9 |
74.1-79.1 |
No |
85.0 |
0.7 |
86.3 |
Yes |
No |
Low income |
281 |
281 |
100 |
Yes |
281 |
76.1 |
No |
82.2 |
3.6 |
83.3-88.3 |
No |
91.6 |
-0.6 |
92.2 |
Yes |
No |
Afr. Amer./Black |
19 |
18 |
- |
- |
18 |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
Asian or Pacif. Isl. |
87 |
87 |
100 |
Yes |
87 |
79.3 |
No |
83.8 |
3.2 |
83.8-91.5 |
No |
89.2 |
-1.1 |
90.3 |
Yes |
No |
Hispanic |
108 |
107 |
99 |
Yes |
107 |
76.4 |
No |
79.4 |
4.1 |
81.0-86.0 |
No |
95.8 |
-0.2 |
96.0 |
Yes |
No |
Native American |
|
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
- |
White |
271 |
269 |
99 |
Yes |
269 |
82.6 |
No |
86.1 |
2.8 |
86.4-91.4 |
No |
94.0 |
0.4 |
94.3 |
Yes |
No |
Adequate Yearly Progress History
| NCLB Accountability Status |
| 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 |
ELA |
Aggregate |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
No |
No Status |
All Subgroups |
Yes |
No |
Yes |
No |
Yes |
No |
Yes |
No |
MATH |
Aggregate |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
No |
No Status |
All Subgroups |
Yes |
No |
Yes |
No |
No |
Yes |
Yes |
No |
About the Data
Enrollment and Educator Data Notes: The "Total # of Teachers" is displayed as the full-time equivalency count of teachers rounded to one place after the decimal.
"Social Studies" is not a core academic subject area as defined by NCLB. However, in Massachusetts it is understood that there are teachers licensed in social studies who may be teaching other core subject areas such as "geography, civics/government, or economics" under the social studies license. For this reason, districts are advised that teachers teaching under a social studies license must be highly qualified in the NCLB-defined core subject areas they are teaching.
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) African American or Black: A person having origins in any of the black racial groups of Africa. Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent. First Language Not English: A student whose first language learned or used by the parent/guardian with the child is not English. Formerly Limited English Proficient (FLEP): A student who has transitioned out of LEP status during the current school year or within the past two school years. Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Limited English Proficient (LEP): A student whose first language is a language other than English who is unable to perform ordinary classroom work in English. Low Income: An indication of whether a student is eligible for free or reduced price lunch; or the student receives Transitional Aid to Families benefits; or the student is eligible for food stamps. Migrant: An indication of whether an individual or a parent/guardian accompanying an individual maintains primary employment in one or more agricultural or fishing activities on a seasonal or other temporary basis and establishes a temporary residence for the purposes of such employment. Multi-race, Non-Hispanic: A person selecting more than one racial category and non-Hispanic. Native American: A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. Special Education: A student with disabilities who has an Individualized Education Plan (IEP) as defined under the Individuals with Disabilities Education Act. Title I: Student receives Title I services. White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. MCAS Data (Spring 2010 Results) MCAS performance levels include Above Proficient (P+) in grade 3; Advanced (A) in grades 4-8 and 10; Proficient (P) in grades 3-8 and 10; Needs Improvement (NI) in grades 3-8 and 10; Warning (W) in grades 3-8; and Failing (F) in grade 10.
Above Proficient: Students demonstrate mastery of challenging subject matter and construct solutions to challenging problems. Advanced: Students demonstrate a comprehensive and in-depth understanding of rigorous subject matter and provide sophisticated solutions to complex problems. Proficient: Students demonstrate a solid understanding of challenging subject matter and solve a wide variety of problems. Needs Improvement: Students demonstrate a partial understanding of subject matter and solve some simple problems. Warning/Failing: Students demonstrate a minimal understanding of subject matter and do not solve simple problems.
CPI: The Composite Performance Index (CPI) is an aggregate measure of student achievement in a school or district. CPI points are awarded to each student who took the MCAS tests according to the tables below. School and district CPIs represent the average number of CPI points awarded to students tested in the school or district. 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 http://www.doe.mass.edu/news/news.aspx?id=5607 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 http://www.doe.mass.edu/mcas/growth/ Accountability Data (2010) As required by the federal No Child Left Behind Act (NCLB), all schools and districts are expected to meet or exceed specific student performance standards in English language arts and mathematics by the year 2014. AYP determinations are issued yearly based on the performance of all students and for student subgroups to monitor the interim progress toward attainment of those goals. For more information on AYP, please see http://www.doe.mass.edu/sda/ayp/ Accountability Status Labels II1/2-S: Identified for Improvement - Subgroups only (Year 1 or 2) II1/2-A: Identified for Improvement (Year 1 or 2) CA-S: Identified for Corrective Action - Subgroups only CA-A: Identified for Corrective Action RST1/2-S: Identified for Restructuring - Subgroups only (Year 1 or 2) RST1/2: Identified for Restructuring (Year 1 or 2) UR: Under Review For more information on the No Child Left Behind Act, please visit http://www.doe.mass.edu/nclb/parents.html. For a detailed profile of Massachusetts, please visit the http://profiles.doe.mass.edu/profiles/general.aspx?orgcode=00000000. For more information on any of the terms used in this report card, please visit http://profiles.doe.mass.edu/help/data.aspx. |
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