District Analysis and Review Tool (DART) for Success After

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DART

DART Webpage

Melrose - Melrose High

Select comparable school

School Overview

2013-14 Enrollment

2012 2013

School

Grade

span

MA Level

2014 WIB Region

Total

#

High

Needs

%

Low

Income

%

SWD

%

ELL

% ELA Math Science ELA Math

5-year 4-year

-1 Ashburnham-Westminster - Oakmont Regional High*09 - 12 Level 2 North Central 689 32.2 21.6 15.2 0.7 94% 82% 81% 53.0 46.0 73.1 0.8 96.3 95.1 82.7 85.6 36.0

-2 Beverly - Beverly High* 09 - 12 Level 2 North Shore 1,334 29.4 18.1 14.8 1.0 95% 80% 84% 43.0 38.5 100.0 1.9 86.9 91.4 76.5 87.2 35.6

-3 Danvers - Danvers High* 09 - 12 Level 2 North Shore 1,043 29.8 19.0 18.0 0.4 93% 82% 80% 51.0 52.0 100.0 1.3 91.8 92.5 83.3 92.3 33.3

-4 Dighton-Rehoboth Reg'l High* PK, 09 - 12Level 2 Bristol 943 26.4 16.0 15.0 0.2 94% 83% 76% 75.0 46.0 100.0 0.5 95.9 96.3 80.4 89.4 23.5

-5 East Longmeadow - East Longmeadow High* 09 - 12 Level 1 Hampden County 863 31.4 16.1 18.2 0.2 98% 85% 88% 47.0 41.0 86.9 0.3 93.4 98.6 89.4 87.6 36.5

-6 Foxborough - Foxborough High* 09 - 12 Level 1 Metro South/West 855 26.9 14.9 16.6 0.2 96% 88% 81% 52.5 49.0 6.3 0.7 99.5 97.2 75.1 89.8 27.3

-7 Ludlow - Ludlow Senior High* 09 - 12 Level 1 Hampden County 932 33.5 24.5 16.4 0.9 95% 90% 80% 49.0 55.0 9.8 2.0 91.5 88.0 79.0 83.3 53.0

-8 Melrose - Melrose High* 09 - 12 Level 2 Metro North 933 29.7 17.9 16.2 0.6 98% 86% 84% 53.0 44.0 100.0 0.5 96.3 94.5 85.1 87.8 15.4

-9 North Middlesex - North Middlesex Reg'l* 09 - 12 Level 2 North Central 956 25.2 15.5 14.2 0.2 95% 86% 77% 46.0 51.5 100.0 0.9 92.9 93.7 77.7 87.8 20.5

-10 Northampton - Northampton High* 09 - 12 Level 2 Franklin/Hampshire 904 34.2 23.2 17.1 1.4 93% 84% 83% 55.0 66.0 0.0 1.1 91.2 92.7 88.0 86.8 34.9

-11 Silver Lake - Silver Lake Reg'l High* PK, 09 - 12Level 1 South Shore 1,274 29.6 17.7 15.9 0.2 96% 88% 69% 51.0 46.0 67.6 0.0 98.1 97.4 78.7 82.9 34.1

High School OutcomesPostsecondary Education

Outcomes

Class of 2011

College

enrollment

rate

Persistence

rate of

college

students

Remediation

rate of Mass

public college

students

*Schools most similar to your school in terms of grade span, total enrollment, and special populations.

Orange-shaded row: Your school Blue-shaded row: Highest performing of the other 10 schools.

2014 Grade 10 MCASCohort graduation

rate

2013

Dropout

rate

2013

MassCore

completion

rate% Proficient of higher Growth median SGP

District Analysis and Review Tool (DART) for

Success After High SchoolLast updated: October 2014

Select your school. If desired, select a "comparable" school,

no school or any other school. To compare to a district,

scroll to the end of the comparable list. High School Context

High School Student Indicators

High School Performance

High School Program of Study

Resources

Trend Analysis

User Guide in Word

User Guide in Excel

Acronyms and Resources

DART for Districts

DART for Schools

DART Detail: English Language Learners

DART Detail: Staffing and FinancePostsecondary Education Outcomes

Career Development

http://www.doe.mass.edu/apa/dart/ Page 1 of 38

http://www.doe.mass.edu/apa/dart/








http://www.doe.mass.edu/apa/dart/UserGuideDARTSAHS.docx


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http://www.doe.mass.edu/apa/dart/schools.xlsx







http://www.doe.mass.edu/apa/dart/districts.xlsx


DART for Success After High School

School Context

Your School: Melrose - Melrose High 01780505

Comparable School: None #N/A

Select Subgroup

Total enrollment and % of enrollment

2010 2011 2012 2013 2014

All Students 951 984 1,026 942 933

All Students # 951 984 1,026 942 933

All Students

All Students #

All Students 290,502 289,161 287,055 287,506 287,478

All Students # 290,502 289,161 287,055 287,506 287,478

2010 2011 2012 2013 2014

All Students 951 984 1,026 942 933

All Students % 100% 100% 100% 100% 100%

All Students

All Students % #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

All Students 290,502 289,161 287,055 287,506 287,478

All Students % 100% 100% 100% 100% 100%

Stability rate (enrolled all year)

2009 2010 2011 2012 2013

Students Included 927 969 992 1,036 943

# Stable 903 916 954 929 913

% Stable 97% 95% 96% 90% 97%

Students Included

# Stable

% Stable #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

*District high school's stability rate is not available

All Students

All

Stu

den

ts E

nro

llme

nt

Melrose High

None

State

Gr. 9 - 12

All

Stu

den

ts %

Melrose High

None

State

Gr. 9 - 12

None

More about this data


Melrose High

290,502289,161

287,055 287,506 287,478

0

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2010 2011 2012 2013 2014

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2009 2010 2011 2012 2013



School Context


Comparable School: None #N/A

Select Subgroup All StudentsAll students to school counselor ratio

2010 2011 2012 2013 2014

School Counselors 4.0 4.0 3.6 4.0 4.0

All Students # 951 984 1,026 942 933

Ratio 237.8 246.0 285.0 235.5 233.3

School Counselors

All Students #

Ratio #VALUE! #VALUE! #VALUE! #VALUE! #VALUE!

School Counselors 2,152.4 2,111.7 2,131.2 2,165.8 2,219.6

All Student # 290,502 289,161 287,055 287,506 287,478

Ratio 135.0 136.9 134.7 132.8 129.5

All students to student support staff ratio

2010 2011 2012 2013 2014Student Support

Staff2.0 1.4 2.0 1.0 2.0

All Students # 951 984 1,026 942 933

Ratio 475.5 702.9 513.0 942.0 466.5

Student Support

Staff

All Students #

Ratio #N/A #N/A #N/A #N/A #N/A

Student Support

Staff2,306.8 2,352.3 2,375.4 2,485.4 2,524.3

All Student # 290,502 289,161 287,055 287,506 287,478

Ratio 125.9 122.9 120.8 115.7 113.9

State

Gr. 9-12



None

Melrose High

State

Gr. 9-12

Melrose High

None

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Comparable School: None 03470505

SELECT SUBGROUP

Student attendance

2010 2011 2012 2013 2014

Students Included 20 53 52 44 26

# Absent <10 13 33 31 20 10

% Absent <10 65% 62% 60% 45% 38%

Attendance Rate 93.1 92.4 94.0 90.2 90.1

Students Included

# Absent <10

% Absent <10 #N/A #N/A #N/A #N/A #N/A

Attendance Rate

Students Included 42,756 43,498 42,949 44,742 46,912

# Absent <10 17,945 18,268 19,491 20,767 22,308

% Absent <10 42% 42% 45% 46% 48%

Attendance Rate 88.7 88.5 89.3 89.7 89.9


Hispanic/Latino



State

Gr. 9 -12

Melrose High

None

0%

10%

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100%

2010 2011 2012 2013 2014

% of students absent fewer than 10 days

50

55

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65

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75

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85

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95

100

2010 2011 2012 2013 2014

Attendance Rate




SELECT SUBGROUP Hispanic/Latino



Percentage of students suspended out-of-school at least once

2008 2009 2010 2011 2012


# Suspended 5 5 1 11 0

% Suspended 22.7% 25.0% 5.3% 47.8% 0.0%

Students Included

# Suspended

% Suspended #N/A #N/A #N/A #N/A #N/A


# Suspended 7,965 7,339 7,541 7,403 6,808

% Suspended 20.9% 18.9% 19.1% 18.3% 16.5%

Number of incidents resulting in out-of-school suspensions

2008 2009 2010 2011 2012


# of Incidents 7 7 3 33 0

Per 100 Students 31.8 35.0 15.8 143.5 0.0

Students Included

# of Incidents

Per 100 Students #N/A #N/A #N/A #N/A #N/A


# of Incidents 20,360 18,480 20,002 17,937 16,823

Per 100 Students 53.3 47.6 50.6 44.3 40.9

Number of criminal, drug- or tobacco-related, and violent incidents resulting in out-of-school suspensions

2008 2009 2010 2011 2012


# of Incidents 0 1 0 4 0

Per 100 Students 0.0 5.0 0.0 17.4 0.0

Students Included

# of Incidents

Per 100 Students #N/A #N/A #N/A #N/A #N/A


# of Incidents 2,116 1,867 2,155 2,403 2,261

Per 100 Students 5.5 4.8 5.4 5.9 5.5




Melrose High

None

State

Gr. 9 - 12

Melrose High

Melrose High

None

State

Gr. 9 - 12

State

Gr. 9 -12

None

0

50

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2008 2009 2010 2011 2012







9th to 10th grade promotion rate (first-time 9th graders only)

2008 2009 2010 2011 2012


# Promoted -- 8 -- 8 --

% Promoted #N/A 100% #N/A 100% #N/A

Students Included

# Promoted

% Promoted #N/A #N/A #N/A #N/A #N/A


# Promoted 7,678 7,867 8,207 8,441 9,125

% Promoted 75% 75% 77% 80% 81%

Annual dropout rate (grades 9-12)

2009 2010 2011 2012 2013

# Dropouts -- -- 1 1 --

% Dropouts #N/A #N/A 4.3% 1.9% #N/A

# Dropouts

% Dropouts #N/A #N/A #N/A #N/A #N/A

# Dropouts 2,900 2,929 2,840 2,492 2,235

% Dropouts 7.5% 7.4% 7.0% 6.1% 5.4%

Number of dropouts re-engaged in school (all students only)

2010 2011 2012 2013

# Re-engaged 1 0 0 0

# Re-engaged

# Re-engaged 504 431 437 509

*Number of dropouts re-engaged in school is not available at the district level




None

State

None

State

Melrose High

None

State

Melrose High

Melrose High

0%

10%

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100%

2008 2009 2010 2011 2012

0%1%2%3%4%5%6%7%8%9%

10%11%12%13%14%15%16%17%18%19%20%

2009 2010 2011 2012 2013

0

0

0

1

1

1

1

2010 2011 2012 2013

504431 437

509







4-year cohort graduation rate

2009 2010 2011 2012 2013

Students Included 11 -- 9 15 17

% Graduated (4 Yrs) 81.8% #N/A 77.8% 100.0% 88.2%

Students Included

% Graduated (4 Yrs) #N/A #N/A #N/A #N/A #N/A


% Graduated (4 Yrs) 59.7% 61.2% 61.9% 65.5% 66.8%


2009 2010 2011 2012

Students Included 11 -- 9 15

% Graduated (5 Yrs) 81.8% #N/A 77.8% 100.0%

Students Included

% Graduated (5 Yrs) #N/A #N/A #N/A #N/A

Students Included 10,336 10,471 10,364 10,206

% Graduated (5 Yrs) 64.6% 65.9% 67.9% 70.9%



State

None

Melrose High

None

State

Melrose High

0%

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100%

2009 2010 2011 2012 2013

0%

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2009 2010 2011 2012




Select Subgroup:

Percentage of high school graduates who completed MassCore

2009 2010 2011 2012 2013

Total Graduates 224 222 221 264 226

# Completed 137 194 204 256 226

% Completed 61% 87% 92% 97% 100%

Total Graduates

# Completed

% Completed #N/A #N/A #N/A #N/A #N/A

Total Graduates 65,897 65,058 64,725 65,159 66,359

# Completed 47,679 45,386 44,752 44,571 46,601

% Completed 72% 70% 69% 68% 70%

Percentage of grade 9 students completing and passing all courses

2011 2012 2013

# 9th Graders 248 224 238

# Passed 216 210 219

% Passed #N/A #N/A 87% 94% 92%

# 9th Graders

# Passed

% Passed #N/A #N/A #N/A #N/A #N/A

# 9th Graders #N/A #N/A 73,757 73,727 75,123

# Passed #N/A #N/A 55,478 56,791 58,687

% Passed #N/A #N/A 75% 77% 78%

Percentage of grade 12 students passing a full year of mathematics coursework

2011 2012 2013

# of 12th Graders 230 259 231

# Passed 214 247 220

% Passed #N/A #N/A 93% 95% 95%

# of 12th Graders

# Passed


# of 12th Graders #N/A #N/A 61,001 64,452 62,726

# Passed #N/A #N/A 43,441 46,615 46,395

% Passed #N/A 71% 72% 74%

Percentage of grade 12 students passing a full year of science and technology/engineering (STE) coursework

2011 2012 2013

# of 12th Graders 230 259 231

# Passed 191 228 190

% Passed #N/A #N/A 83% 88% 82%

# of 12th Graders

# Passed


# of 12th Graders #N/A #N/A 61,532 64,449 63,154

# Passed #N/A #N/A 37,658 40,448 39,775

% Passed #N/A 61% 63% 63%

State



None

State

Melrose High

None


Program of Study

All Students

Melrose High


State

Melrose High

None

State

Melrose High

None


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2011 2012 2013


Your School: Melrose - Melrose High

Comparable School: None

Massachusetts Comprehensive Assessment System (MCAS)Percentage of grade 10 students scoring proficient or higher

2010 2011 2012 2013 2014

N 252 225 234 227 223 N 254 224 232 225 226 N 228 211 226 216 219

# 225 199 221 215 219 # 209 177 191 198 195 # 161 127 146 140 184

% 89% 88% 94% 95% 98% % 82% 79% 82% 88% 86% % 71% 60% 65% 65% 84%

N N N

# # #

% #N/A #N/A #N/A #N/A #N/A % #N/A #N/A #N/A #N/A #N/A % #N/A #N/A #N/A #N/A #N/A

N 70,369 69,532 69,059 68,697 70,465 N 70,401 69,342 69,015 68,821 70,607 N 68,240 68,471 67,556 66,693 68,495

# 55,122 58,545 61,043 62,628 63,214 # 53,052 53,394 54,116 54,895 55,436 # 44,236 45,635 46,709 47,349 48,613

% 78% 84% 88% 91% 90% % 75% 77% 78% 80% 79% % 65% 67% 69% 71% 71%

Median Student Growth Percentile (SGP) for grade 10 students

N 225 204 222 216 213 N 228 204 221 215 216

SGP 62.0 45.5 47.0 61.0 53.0 SGP 56.5 51.5 52.0 48.0 44.0

N N

SGP SGP

N 60,626 60,697 59,870 59,914 61,694 N 60,674 60,599 59,816 60,270 61,969

SGP 50.0 50.0 50.0 57.0 50.0 SGP 50.0 50.0 50.0 51.0 50.0




English language arts Mathematics Science and Technology/Engineering

Melrose High

Select Subgroup: All Students


State

None

State

English language arts Mathematics

None

Melrose High

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Advanced coursework for 11th and 12th grade students

2011 2012 2013 2014

N 505 493 471 465 N 166 211 165 165 N 151 155 148 159

# enrolled 166 211 165 165 # test taker 151 155 148 159 # 3 or abv 112 105 95 101

% enrolled 33% 43% 35% 35% % test taker 91% 73% 90% 96% % 3 or abv 74% 68% 64% 64%

N N N

# enrolled # test taker # 3 or abv

% enrolled #N/A #N/A #N/A #N/A % test taker #N/A #N/A #N/A #N/A % 3 or abv #N/A #N/A #N/A #N/A

N 139,070 140,759 140,464 140,913 N 35,479 38,108 40,807 43,718 N 30,248 32,970 35,639 38,459

# enrolled 36,240 39,030 42,120 45,197 # test taker 30,248 32,970 35,639 38,459 # 3 or abv 21,096 23,369 24,851 26,606

% enrolled 26% 28% 30% 32% % test taker 85% 87% 87% 88% % 3 or abv 70% 71% 70% 69%


State

Percentage of Jr / Sr enrolled in one or more AP / IB

courses

Percentage of Jr / Sr who took AP courses and participated

in one or more AP tests

Percentage of Jr / Sr AP test takers scoring 3 or above

Melrose

High

None

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2011 2012 2013 20140%

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2011 2012 2013 2014







Advanced Placement (AP) performance

Percentage of test takers scoring 3 or above on the Advanced Placement (AP) by category

N 77 65 53 46 74 N 75 92 93 116 88 N 43 76 60 69 68

# 3 or abv 65 59 47 40 54 # 3 or abv 45 68 65 66 56 # 3 or abv 26 36 33 32 46

% 3 or abv 84% 91% 89% 87% 73% % 3 or abv 60% 74% 70% 57% 64% % 3 or abv 60% 47% 55% 46% 68%

N N N

# 3 or abv # 3 or abv # 3 or abv

% 3 or abv #N/A #N/A #N/A #N/A #N/A % 3 or abv #N/A #N/A #N/A #N/A #N/A % 3 or abv #N/A #N/A #N/A #N/A #N/A

N 11,281 12,436 13,496 15,888 17,142 N 10,626 11,829 12,817 14,434 15,421 N 11,673 13,026 14,885 16,202 17,585

# 3 or abv 7,796 8,669 9,359 10,449 11,066 # 3 or abv 7,073 7,924 8,976 9,588 10,520 # 3 or abv 7,316 8,213 9,471 10,977 11,583


2010 2011 2012 2013 2014

N 67 46 79 54 108 N 27 22 42 42 35 N -- -- 1 -- --

# 3 or abv 34 30 48 43 82 # 3 or abv 8 13 23 16 13 # 3 or abv -- -- -- -- --

% 3 or abv 51% 65% 61% 80% 76% % 3 or abv 30% 59% 55% 38% 37% % 3 or abv #N/A #N/A #N/A #N/A #N/A

N N N

# 3 or abv # 3 or abv # 3 or abv

% 3 or abv #N/A #N/A #N/A #N/A #N/A % 3 or abv #N/A #N/A #N/A #N/A #N/A % 3 or abv #N/A #N/A #N/A #N/A #N/A

N 17,879 18,956 21,163 22,608 24,954 N 3,647 3,735 4,102 4,312 4,608 N 958 1,032 966 1,224 1,119

# 3 or abv 12,689 13,580 15,441 16,146 17,273 # 3 or abv 2,566 2,698 3,153 3,260 3,998 # 3 or abv 673 717 719 944 838



Melrose High

None

History and Social Science

Melrose High

None

State

State

English language arts Math and Computer Science Science / Technology

Foreign Languages Arts

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SATAVERAGE

N 154 181 200 238 205 N 154 181 200 238 205 N 154 181 200 238 205

Avg 510 514 528 512 507 Avg 520 521 536 515 503 Avg 517 511 528 512 509

N N N

Avg #N/A #N/A #N/A #N/A #N/A Avg #N/A #N/A #N/A #N/A #N/A Avg #N/A #N/A #N/A #N/A #N/A

N 43,503 45,164 49,279 48,611 49,183 N 43,503 45,164 49,279 48,611 49,183 N 43,503 45,164 49,279 48,611 49,183

Avg 509 509 506 506 507 Avg 522 524 521 524 522 Avg 504 505 500 500 501

DISTRIBUTION, 2013

None (N=)

200 - 390 400 - 440 450 - 490 500 - 540 550 - 590 600 - 800 200 - 400420 - 450 460 - 490 500 - 530 540 - 600 610-800 200 - 400 420 - 450 460 - 490 500 - 530 540 - 600

12% 15% 21% 19% 13% 21% 15% 15% 18% 20% 13% 20% 15% 15% 15% 20% 16%



Writing

State

Reading

Melrose High

(N=205)

Melrose

High

None

State

Math Writing

Math

Reading

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200 - 390 400 - 440 450 - 490 500 - 540 550 - 590 600 - 800

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Select Subgroup:

Students in

grad cohort

2011

Graduate

within 5

years

Enrolled in

college

(Immediate

Fall)

Persistently

enrolled in

college

# of students 236 226 174 151

% of cohort 100% 96% 74% 64%

# of students

% of cohort #N/A #N/A #N/A #N/A

# of students 74,307 64,139 43,492 37,029

% of cohort 100% 86% 59% 50%

Students in

grad cohort

2006

Graduate

within 5

years

Enrolled in

college

(Immediate

Fall)

Persistently

enrolled in

college

Obtain a

degree within

6 years

# of students 250 240 179 158 121

% of cohort 100% 96% 72% 63% 48%

# of students

% of cohort #N/A #N/A #N/A #N/A #N/A

# of students 74,380 61,528 39,617 33,685 24,579

% of cohort 100% 83% 53% 45% 33%

Students in

grad cohort

2006

Did not

attend

college

Attended

some college

Obtained any

degree by

2013

# of students 250 36 66 148

% of cohort 100% 14% 26% 59%

# of students

% of cohort

# Graduates 74,380 23,674 20,936 29,770

% of cohort 100% 32% 28% 40%




Students progression from high school through second year of postsecondary educationFirst time ninth graders in 2007-08 and/or students in graduation cohort 2011 (click 'more about this data' for more information)

Students progression from high school through postsecondary degree completionFirst time ninth graders in 2002-03 and/or students in graduation cohort 2006 (click 'more about this data' for more information)

Postsecondary enrollment and degree completion

First time ninth graders in 2002-03 and/or students in graduation cohort 2006 (click 'more about this data' for more information )

State

Melrose High

None

State

State


Postsecondary Education Outcomes

All Students

Melrose High

Melrose High

None

None

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students in gradcohort 2011

Graduate within 5years

Enrolled in college(Immediate Fall)

Persistently enrolledin college

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students in gradcohort 2006

Graduate within 5years

Enrolled in college(Immediate Fall)

Persistentlyenrolled in college

Obtain a degreewithin 6 years

26%

0%

28%

14%

0%

32%

59%

0%

40%

100%90%80%70%60%50%40%30%20%10%

0%10%20%30%40%50%60%70%80%90%

100%

Melrose High None State

Obtained any degree by 2013

Attendedsome college

Did not attend college




Select Subgroup:



All StudentsPercentage of graduates enrolled in postsecondary education within 16 months of high school graduation

2007 2008 2009 2010 2011

# of students 204 216 224 222 221

# enrolled 167 181 176 189 188

% enrolled 82% 84% 79% 85% 85%

# of students

# enrolled

% enrolled #N/A #N/A #N/A #N/A #N/A

# of students 64,057 65,740 65,785 64,986 64,628

# enrolled 45,653 47,824 48,025 48,355 48,152

% enrolled 71% 73% 73% 74% 75%

Percentage of high school graduates enrolled in 2 or 4-year postsecondary education

2007 2008 2009 2010 2011 2007 2008 2009 2010 2011 2007 2008 2009 2010 2011

# Graduates 204 216 224 222 221 64,057 65,740 65,785 64,986 64,628

Enrolled 167 181 176 189 188 45,653 47,824 48,025 48,355 48,152

% Enrolled 82% 84% 79% 85% 85% #N/A #N/A #N/A #N/A #N/A 71% 73% 73% 74% 75%

In 2-yr 30 18 24 32 24 12,516 13,229 13,950 13,180 13,298

% 15% 8% 11% 14% 11% #N/A #N/A #N/A #N/A #N/A 20% 20% 21% 20% 21%

In 4-yr 137 163 152 157 163 33,128 34,587 34,075 35,114 34,768

% 67% 75% 68% 71% 74% #N/A #N/A #N/A #N/A #N/A 52% 53% 52% 54% 54%



None

State

Melrose High

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2009 2010 2011

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2009 2010 2011

Melrose High

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2009 2010 2011

None

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2009 2010 2011

State




Select Subgroup:



All Students

Percentage of college students persistently enrolled in postsecondary education for the first two years

2007 2008 2009 2010 2011

167 181 176 189 188

148 166 155 163 165

89% 92% 88% 86% 88%

#N/A #N/A #N/A #N/A #N/A

45,653 47,824 48,025 48,355 48,152

38,376 40,562 40,419 40,831 40,876

84% 85% 84% 84% 85%

Percentage of students at Massachusetts public colleges enrolled in one or more developmental (remedial) courses

2007 2008 2009 2010 2011

87 54 78 88 91

29 25 26 19 14

33% 46% 33% 22% 15%

#N/A #N/A #N/A #N/A #N/A

22,242 22,240 24,358 23,483 23,213

7,780 8,268 9,025 8,523 8,442

35% 37% 37% 36% 36%


State

# Enrolled

# Persisted

% Persisted


% Persisted

# PersistedNone

# Enrolled

# Enrolled

# Persisted

% Persisted

Melrose High

State

# in Public College

# in Dev. Courses

% in Dev. Courses

Melrose High

# in Public College

# in Dev. Courses

% in Dev. Courses

None

# in Public College

# in Dev. Courses

% in Dev. Courses

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2009 2010 2011

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2009 2010 2011


District in Melrose High: MelroseWIBs Region: Metro North 03480503

Metro North

Career Development Education Activity

Student Internships

Job Shadowing Experience, 2013

Work-Based Learning Plan, 2012

#

The 16 Workforce Investment Board (WIB) of Massachusetts provide workforce development leadership in communities. These

business-led WIBs have the critical role of governance and oversight of the federal and state resources the support regional One-Stop

Career Centers and education and training investments in their regions.

Arlington, Belmont, Burlington, Cambridge, Chelsea, Community Charter School of Cambridge, Everett, Malden, Medford, Melrose,

Mystic Valley Regional Charter, North Reading, Northeast Metropolitan Regional Vocational Technical, Phoenix Charter Academy,

Pioneer Charter School of Science, Prospect Hill Academy Charter, Reading, Revere, Somerville, Stoneham, Wakefield, Watertown,

Wilmington, Winchester, Winthrop, Woburn

More about this dataStudent participation in career readiness activities

District WIB Region

Career Development Education (CDE) offers students a framework for gaining the knowledge, skills, and experiences necessary to

navigate the myriad of options available for post-secondary success. In an exemplary CDE model, students will participate in a well-

designed sequence of CDE activities that become progressively deeper and more intense as the students gain skills and maturity. CDE

encompasses three stages that help students movie from the cognitive to the experiential: career awareness, exploration, and

immersion. Current data collected through the Connecting Activities program.

#

Metro North

9,339

8,684

Melrose State

193

158


Career Development

1 2,159

State

#

--

--

--




Career Development

CVTE Programs #

% of all

Programs #

% of all

Programs #

% of all

Programs

All Programs -- -- 2,420 100% 46,043 100%

Agriculture & Natural Resources -- -- 0 0% 1,718 4%

Arts and Communication Services -- -- 151 6% 2,551 6%

Business & Consumer Services -- -- 177 7% 3,959 9%

Construction -- -- 427 18% 6,795 15%

Education -- -- 55 2% 1,157 3%

Exploratory -- -- 687 28% 13,130 29%

Health Services -- -- 247 10% 3,654 8%

Hospitality & Tourism -- -- 158 7% 3,074 7%

Information Technology -- -- 81 3% 1,568 3%

Manufacturing, Engineering & Technological -- -- 217 9% 4,937 11%

Transportation -- -- 220 9% 3,500 8%

CVTE Programs #

% of all

Programs #

% of all

Programs #

% of all

Programs

All Programs -- -- 100% 10,458 100%

Agriculture & Natural Resources -- -- 0% 13 0%

Arts and Communication Services -- -- 0% 1,780 17%

Business & Consumer Services -- -- 0% 2,259 22%

Construction -- -- 0% 642 6%

Education -- -- 0% 1,316 13%

Exploratory -- -- 0% 787 8%

Health Services -- -- 0% 799 8%

Hospitality & Tourism -- -- 0% 883 8%

Information Technology -- -- 0% 541 5%

Manufacturing, Engineering & Technological -- -- 0% 1,206 12%

Transportation -- -- 0% 232 2%

Students in non-Chapter 74 programs, by CVTE occupational cluster

State

State

District WIB Region

District WIB Region

Metro NorthMelrose

Melrose



Students in Chapter 74 programs, by CVTE occupational cluster

Metro North

State

State

700

0

61

126

144

52

11

44

0

9

125

128




Career Development

Workforce development resources and helpful links

http://lmi2.detma.org/lmi/LMIfactsheet.asp

http://lmi2.detma.org/lmi/Townbox.asp


http://lmi2.detma.org/lmi/map_box.asp

Massachusetts occupational employment and wage data are derived from the Occupational Employment and Wage Statistics program, a

program operated in conjunction with the U.S. Department of Labor, Bureau of Labor Statistics. The data are collected statewide and for

seven Metropolitan New England City and Town Statistical Areas (NECTA's) and Divisions. In addition, the Department of Unemployment

Assistance produces occupational employment and wages for the Commonwealth's 16 Workforce Investment Areas (WIA's).

Monthly estimates of employment, by industry for the Commonwealth and for seven Metropolitan New England City and Town Statistical

Areas (NECTA). Statwide hours and earnings data are published for selected industries within the manufactoring super sector.

Job Vacancy Surveys

Municipal Employment Data

http://lmi2.detma.org/lmi/employers.asp

http://lmi2.detma.org/lmi/lmi_oes_a.asp

http://lmi2.detma.org/Lmi/lmi_ces_a.aspCurrent Employment Statistics

Employment Maps

http://lmi2.detma.org/Lmi/JVS_a.asp

http://lmi2.detma.org/Lmi/projections.asp

Occupational Enrollment and Wages

Labor force, employment and unemployment data grouped by MA Metropolitan New England City and Town Statistical Areas (NECTA), MA

Workforce Investment Area, county, and individual cities and towns.

Labor Market Projections by Region

During the Second Quarter of 2012, the Massachusetts Executive Office of Labor and Workforce

Development (EOLWD) conducted a survey of more than 14,500 private employers across the Commonwealth to determine the number of

job vacancies. Employers were asked a number of questions related to job vacancies at their establishments including the number and types

of positions open for immediate hire, the work experience required for those positions, the educational requirements for those positions,

and whether those positions are full-time, permanent or temporary.

Massachusetts Employer Locator

Monthly Regional Factsheets: Two-page reports published monthly that include the latest labor force, claimant, and

jobs data for the State, MA Metropolitan New England City and Town Statistical Areas (NECTA), and Workforce Areas.

Find the expected employment growth and annual openings for over 700 occupations in Massachusetts and 16 Workforce investment Areas.

These 10-year forecasts, which are updated every other year, are intended to help individuals make informed education and career decisions

and assist educators and training providers in planning for future needs. The projections currently cover the 2010-2020 period.

The employer locator will find businesses located in Massachusetts by city or town.

It does not provide job listings, but will give you contact information for individual employers.

Monthly Regional Factsheets

Labor force, employment and unemployment data grouped by individual cities and towns.


http://lmi2.detma.org/Lmi/lmi_ces_a.asp






























































































































































School from home page: SELECT A CATEGORY AND AN INDICATOR

Schools / Districts 1

%

User option (Select one or more schools or districts) :

SUBGROUP

Enrollment (percentage) (All Students)

2010 2011 2012 2013 2014

N 951 984 1,026 942 933

% 100.0 100.0 100.0 100.0 100.0

N 748 685 679 657 689

1 % 100.0 100.0 100.0 100.0 100.0

290,502 289,161 287,055 287,506 287,478

100.0 100.0 100.0 100.0 100.0

21 N 748 685 679 657 689

1 % 100.0 100.0 100.0 100.0 100.0

22 N 1,243 1,237 1,263 1,301 1,334

2 % 100.0 100.0 100.0 100.0 100.0

23 N 1,016 996 1,021 1,036 1,043

3 % 100.0 100.0 100.0 100.0 100.0

24 N 1,030 964 954 891 943

4 % 100.0 100.0 100.0 100.0 100.0

25 N 918 905 880 880 863

5 % 100.0 100.0 100.0 100.0 100.0

26 N 869 840 844 844 855

6 % 100.0 100.0 100.0 100.0 100.0

27 N 985 1,008 989 955 932

7 % 100.0 100.0 100.0 100.0 100.0

28 N 951 984 1,026 942 933

8 % 100.0 100.0 100.0 100.0 100.0

29 N 1,147 1,106 1,078 999 956

9 % 100.0 100.0 100.0 100.0 100.0

30 N 899 881 881 905 904

10 % 100.0 100.0 100.0 100.0 100.0

31 N 1,293 1,307 1,282 1,312 1,274

11 % 100.0 100.0 100.0 100.0 100.0

East Longmeadow - East Longmeadow High

CATEGORY

INDICATOR

Northampton - Northampton High

State


Trend Analysis

Select other schools or districts by using drop down list in the green-shaded cells.

Silver Lake - Silver Lake Reg'l High

The purpose of this worksheet is to provide another level of flexibility in analyzing college and career readiness data across both high schools and districts.

Schools / Districts

Show All Indicators

All Students

Dighton-Rehoboth Reg'l High

Ashburnham-Westminster - Oakmont Regional High

Enrollment (percentage)

Ashburnham-Westminster - Oakmont

Regional High

Beverly - Beverly High

Danvers - Danvers High


Foxborough - Foxborough High

Ludlow - Ludlow Senior High


North Middlesex - North Middlesex Reg'l

0

10

20

30

40

50

60

70

80

90

100

2010 2011 2012 2013 2014

Enrollment (percentage) (All Students)

Melrose -Melrose High

Ashburnham-Westminster -OakmontRegional High

State

Comparable schools Select other schools or districts


More about data

Percentage of high school graduates who completed MassCore

Percentage of 9th graders completing and passing all courses

Percent of 12th graders passing a full year of mathematics coursework

Percent of 12th graders passing a full year of science and technology/engineering coursework

Advanced coursework for 11th and 12th grade students

SAT average score (reading, mathematics, writing)

SAT distribution of scores (reading, mathematics, writing)

Students progression from high school through secondary year of postsecondary education

Students progression from high school through postsecondary degree completion

Postsecondary enrollment and degree completion

Percentage of students enrolled in postsecondary education within 16 months of high school graduation

Percentage of high school graduates enrolled in 2 or 4-year postsecondary education

Percentage of college students persistently enrolled in postsecondary education for the first two years

Percentage of students at Massachusetts public colleges enrolled in one or more developmental (remedial)

courses

Connecting Activities/Work-Based Learning Plans

Advanced Placement (AP) performance

Program of Study


Career Development Education

TABLE OF CONTENTS(Click on link below)

Note: The link may not bring you directly to the indicator selected. To see full description, you may have to scroll up or down.

Contents of DART Detail: Success after High School

High School Context

Enrollment (both total number and percentage)

Stability rate (enrolled all year)

Students to school counselor ratio

Students to student support staff ratio

High School Indicators

Student attendance

Number of criminal, drug- or tobacco-related, and violent incidents resulting in out-of-school suspensions

9th to 10th grade promotion rate (first-time 9th graders only)

Annual dropout rate

Number of dropouts re-engaged in school (All students only)




Percentage of grade 10 students scoring proficient or higher in ELA, mathematics, and science and

technology/engineering

Percentage of students suspended out-of-school at least once

Median student growth percentiles (SGP) – ELA and mathematics

Number of incidents resulting in out-of-school suspensions

www.doe.mass.edu/apa/dart Page 20 of 38


More about data

Career Vocational Technical Education (CVTE) participation by occupational cluster

Links to Workforce Development Resources



More about data

This tool contains data elements that cover a range of school, district, post-secondary and career readiness information including

demographics, high school indicators, high school performance, programs of study, post-secondary education outcomes, and career

development education.

DART Detail: Success After High School is available in a Microsoft Excel file. The tool displays an array of graphs and charts that

include mostly school level data, as well as some regional and state-level information. The Success After High School DART also

provides a method for including data from comparable schools in the displays.

The following section includes brief descriptions of each indicator as well as important considerations for examining the data. Note

that some descriptive information is summarized from the Massachusetts Department of Elementary and Secondary Education

website, and users should refer to the website links listed in the footnotes for further information.

Contents of the DART Detail: Success after High School

DART Detail: Success After High school is a tool that may be used to support the self-evaluation process for whole districts as well

as individual schools, as it contains a powerful set of data elements that, taken as a whole, provide an indication of the overall

condition of a district or school’s efforts to ensure all students are ready for their next steps as productive and contributing members

of society.



More about data

Enrollment (both total number and percentage) Back to the top

Source: Student Information Management System (SIMS) Back to report

Stability rate (enrolled all year) Back to the top

Source: SIMS Back to report

http://www.doe.mass.edu/infoservices/reports/mobility/

The enrollment indicator displays two line graphs. The first line graph and table provide information on the total number of students

enrolled in a school, while the second line graph and table provide information on the percentage of students enrolled in a selected

subgroup. Lines in the upward direction indicate a positive enrollment change; downward lines indicate a negative enrollment

change. The state enrollment numbers are provided in a small line graph above to put the school enrollment changes into context.

Note that due to the wide variations across the state in terms of enrollment, the scale of the graph will change depending on how large

or small the selected schools are. Sharp rises or drops in enrollment from year to year may suggest shifts in systemic district or school

practices and/or myriad other contextual factors (e.g., economic climate impact, immigration trends, etc.).

Mobility refers to the rates of students transferring into or out of a school or district. This DART displays the school's stability rate,

which answers the question “Of the students who started the year with us, how many stayed the entire school year?” To measure this,

we compare the student enrollment in a school from the October 1st SIMS data collection, to the student enrollment throughout the

full school year, as reported in the March and End of Year SIMS data collections. Specifically, the numerator includes each student

who was enrolled in any public school in all three SIMS data collections. Each student is counted only once. The denominator

includes each student reported as enrolled in a public school in the October 1st SIMS data collection. The final calculation also

excludes students who are reported as having less than the standard days in membership, according to their grade level. For more

information on mobility, see the mobility page on the ESE website.

Users may filter these graphs by the following groups: All Students, Low Income, Students with Disabilities, English Language

Learner, African American, Asian, Hispanic/Latino, Multi-Race/Non-Hispanic/Latino, Native American, Native Hawaiian, and

White.

High School Context

The stability rate is useful for general audiences because the measure is intuitive. Of the students who started the year, the stability

rate is simply the percentage of students who stayed for the whole year. The state's stability rate is not included because the rate

measures students' movement in and out of the state.


http://www.doe.mass.edu/infoservices/data/sims/


http://www.doe.mass.edu/infoservices/reports/mobility/


More about data

Students to school counselor ratio Back to the top

Source: EPIMS Back to report

Students to student support staff ratio Back to the top

Source: EPIMS Back to report

Student attendance Back to the top


One is a measure of absolute attendance, which is the number of days of student attendance divided by the total number of days that

school was in session.

Research has shown that, when controlling for other factors associated with student performance, students who have higher

attendance rates tend to perform better in school . This element may be an indication of the climate in a school or district and could

be related to the performance in that school or district.

High School Indicators

Sharp rises or drops in data from year to year may suggest shifts in systemic district or school practices and/or myriad other

contextual factors (e.g., economic climate impact, immigration trends, enrollment growth, staffing decisions, etc.). These ratios can

be subject to sharp dips or rises based on relatively small numbers of staff change.

Users may filter this section by the following groups: All Students, Low Income, Students with Disabilities, English Language

Learner, African American\Black, Asian, Hispanic/Latino, and White.

There are two separate measures of student attendance in this section. These calculations include both excused and unexcused

absences.

One is a measure of student attendance displayed in this line graph that is the percent of enrolled students that are absent fewer than

10 days per year (excused and unexcused absences).

This measure is a ratio of high school students to educational personnel designated as guidance counselors in the state Education

Personnel Information Management System (EPIMS). The Department of Elementary and Secondary Education has no specific

requirement of these ratios. As a point of comparison, The American School Counselor Association (ASCA, 2005) recommends a

ratio of 1 counselor to 250 students.

Sharp rises or drops in data from year to year may suggest shifts in systemic district or school practices and/or myriad other

contextual factors (e.g., economic climate impact, immigration trends, enrollment growth, staffing decisions, etc.). These ratios can

be subject to sharp dips or rises based on relatively small numbers of staff change.

This measure is a ratio of high school students to school district personnel employed as school psychologists, social workers and

school adjustment counselors. They support student learning and personal social development, and include personnel specifically

designated to support students with disabilities.

These figures measure those school district employees who are assigned to that particular school and will not reflect those that are

employed directly by district central offices, other town or district employees, some contracted employees or personnel employed by

community partners.


http://www.doe.mass.edu/infoservices/data/epims/

http://www.doe.mass.edu/infoservices/data/epims/



More about data

Percentage of students suspended out-of-school at least once Back to the top

Source: End of Year SIMS and Back to report

School Safety and Discipline Report (SSDR)

Number of incidents resulting in out-of-school suspensions Back to the top



The measure displayed in this line graph is the percentage of enrolled students who received one or more out-of-school suspensions.

Students reported with out-of-school suspensions in SSDR were also included in the calculation. Note that the DART’s calculation of

this measure is slightly different from the figures displayed on the ESE School and District Profiles site because in the rare instance

where there were a greater number of students reported as suspended in SSDR than in SIMS, we assumed that the larger of the two

numbers was the correct figure.

Discipline measures are indications of school climate and environment. However, one major limitation of this indicator lies in the

fact that it is focused on the number of incidents and not the number of students or how severe those incidents were. In other words,

22 incidents resulting in suspensions for 22 different students counts the same as one student who happened to be suspended 22

different times. The former is an indication of more of a widespread issue, while the latter is clearly isolated to one particular student.

This indicator is best used in conjunction with the previous discipline indicator, which does include the number of students, and the

following discipline indicator, which includes an indication of the severity of those incidents.

The measure displayed in this line graph is the number of incidents resulting in out-of-school suspensions per 100 students. Incidents

reported as having resulted in an out-of-school suspension in SSDR were also included in the calculation, and in the rare instance

where there were a greater number of incidents resulting in suspensions in SIMS than in SSDR, we assumed that the larger of the two

numbers was the correct figure. This indicator differs slightly from the Percentage of students suspended out-of-school at least once ,

in that its focus is on the number of incidents that resulted in out-of-school suspensions, rather than the number of students who

received at least one suspension.


fact that it is focused on the number of students and not the number of incidents or how severe those incidents were. All school

suspensions are counted equally, regardless of how severe the infraction. In other words a 9-day suspension and a 1-day suspension

are counted equally, because the focus is on the number of students suspended, not the duration of the suspension. Furthermore,

because the measure looks at the number of students suspended and not the number of times a student was suspended, students who

were suspended multiple times count equally to students who were suspended only once. This indicator is best used in conjunction

with the following two discipline indicators, which do include the number of incidents (rather than the number of students).



http://www.doe.mass.edu/infoservices/data/ssdr.html




More about data

Number of criminal, drug- or tobacco-related, and violent incidents resulting in out-of-school

suspensionsBack to the top



9th to 10th grade promotion rate (first-time 9th graders only) Back to the top


Annual dropout rate Back to the top


The measure displayed in this line graph is the number of criminal, drug- or tobacco-related, and violent incidents resulting in out-of-

school suspensions per 100 students. Serious incidents reported as having resulted in an out-of-school suspension in SSDR were

included in the calculation. This indicator is similar to the Number of incidents resulting in out-of-school suspensions , the only

difference being that this indicator includes only incidents of a criminal, drug- or tobacco-related, or violent nature. It differs slightly

from Percentage of students suspended out-of-school at least once , in that its focus is on the number of serious incidents that

resulted in out-of-school suspensions, rather than the number of students who received at least one suspension.


fact that it is focused on the number of severe incidents and not the number of students. In other words, 11 severe incidents resulting

in suspensions for 11 different students counts the same as one student who happened to be suspended 11 different times for serious

incidents. The former is an indication of more of a widespread issue, while the latter is clearly isolated to one particular student. This

indicator is best used in conjunction with the two previous discipline indicators, which do include the number of students and the

number of overall incidents that resulted in out-of-school suspensions.

The line graph shows the proportion of all first-time 9th grade students who progressed to the 10th grade from year to year. As an

example, if 90% were reported for a school in 2008, this indicates that 90% of all first-time grade 9 students in the 2007–2008 school

year were promoted to the 10th grade in the 2008-2009 school year.

Rates of 9th to 10th promotion may indicate a ninth graders’ readiness to complete upper level, college preparatory coursework and

graduate on time.

A dropout rate is the frequency that a dropout occurs within a defined population. ESE calculates the annual dropout rate as the

number of students who drop out of school over a one-year period, minus the number of returned dropouts, divided by the October

1st grade 9 through 12 enrollment, and multiplied by 100.

This element may be indicative of the culture within a school, and perhaps the school’s ability to intervene with at-risk students.







More about data

Number of dropouts re-engaged in school (All students only) Back to the top


4-year cohort graduation rate Back to the top


http://www.doe.mass.edu/edwin/analytics/ewis.html

5-year cohort graduation rate Back to the top


The 4-year cohort graduation rate displayed in the line graph reflects the percent of a cohort of students entering grade 9 in the same

year who graduated within a four-year (or shorter) span of time, starting from the year in which they entered grade 9. To compare the

annual dropout rate and cohort graduation rate calculations, see the ESE website.

This element may be indicative of the culture within a school or district, and perhaps the district’s or school’s ability to intervene

with at-risk students.

These data also represent an academic outcome of the Department’s Early Warning Indicator System (EWIS)

http://www.doe.mass.edu/edwin/analytics/ewis.html for grades 10 through 12.

This metric aims to highlight the positive results of efforts by the school, district, and partners to reach out, recover, re-engage, retain

and graduate students who have prematurely left school. This indicator captures only those students who were officially reported as a

dropout and may not fully indicate the strong efforts on the part of schools and districts to recover and re-engage other students who

have left school. The Department will continue to study the calculation of this metric to ensure the quality, accuracy and usefulness of

this measure.

Dropout re-engagement number is only available in the aggregate and not by subgroups.

The dropout re-engagement number is the count of high school dropouts that re-enroll in school for two consecutive SIMS collection

periods or graduate or obtain a certificate of high school completion. This new metric is a calculation of the official high school

dropouts from the previous four school years who returned to school in a given school year. The re-engaged student is credited to the

school that re-enrolls/graduates them regardless of which school the student originally dropped out from.

Students may count as re-engaged multiple times over the course of several years. For example, if a student dropped out in 2008 and

re-enrolled in school in 2009 for two SIMS collection periods, that student would count as a re-engaged student in 2009. If that

student dropped out again in 2010 and then re-enrolled in school in 2011, s/he would also count as a re-engaged student in 2011.

The five-year cohort graduation displayed in the line graph reflects the percent of a cohort of students entering grade 9 in the same

year who graduated within a five-year span of time, starting from the year in which they entered grade 9. This indicator adds an

additional dimension to the four-year cohort graduation rate by combining the number of a cohort of students graduating on time (in

four years or less) with the number of the same cohort of students who graduated one year later (i.e., within 5 years of beginning

grade 9).

http://www.doe.mass.edu/infoservices/reports/gradrates/dropoutvsgrad.html

This element may be indicative of the culture within a school or district, and perhaps the district’s or school’s ability to intervene

with at-risk students. This indicator reflects that some students, particularly those with disabilities and/or students who are limited

English proficient may need sufficient time to complete their high school requirements.









More about data

Percentage of high school graduates who completed MassCore Back to the top

Source: End of Year SIMS Back to report

Percentage of 9th graders completing and passing all courses Back to the top

Source: End of Year SCS Back to report


Percentage of 12th graders passing a full year of mathematics coursework Back to the top



Learner, African American\Black, Asian, Hispanic\Latino, and White.

The line graph and chart display the percentage of high school graduates (with a Competency Determination) who successfully

completed the Massachusetts Recommended Program of Study (MassCore). The recommended program of study includes: four years

of English, four years of Math, three years of a lab-based Science, three years of history, two years of the same foreign language, one

year of an arts program and five additional "core" courses. MassCore also includes additional learning opportunities including AP

classes, dual enrollment, a senior project, online courses for high school or college credit, and service or work-based learning.

This measure indicates the percentage of 12th grade students taking and passing a full year (or equivalent) of mathematics

coursework in their senior year. The length of the mathematics courses taken and passed were aggregated for each student to

determine if they took and passed a full year equivalent (e.g. a semester and two quarters of math equals a full year). Students were

considered passing a course if they received a letter mark of D- or higher; a categorical mark of passing, minimally acceptable,

acceptable, good or outstanding; a numeric mark of 59.5 or higher; or received full credit in a credit bearing course.

This measure indicates percentage of 9th grade students taking and passing all of their coursework in the ninth grade. Students were

considered passing a course if they received a letter mark of D- or higher; a categorical mark of passing, minimally acceptable,

acceptable, good or outstanding; a numeric mark of 59.5 or higher; or received full credit in a credit bearing course. Only courses

that a student completed and where a determination of passing/failing was possible were included (ungraded/non-credit bearing

courses were not included in the analysis).

High School Program of Study

This element is useful in determining whether high school graduates have completed a rigorous course-load so that they are prepared

to enroll in credit-bearing coursework in college or the academic demand of the workforce. These data are as reported in SIMS by

school districts.

Passing all ninth grade coursework is an important indicator of student being on–track to graduate on time and complete a rigorous

course of study such as MassCore during their high school career. These data also represent an academic outcome of the

Department’s Early Warning Indicator System (EWIS) http://www.doe.mass.edu/edwin/analytics/ewis.html for grades 7 through 9.

A small number of schools do not have results in this section due to some short-term data quality issues. Those results have been

suppressed.

Four years of mathematics is a requirement for admissions to Massachusetts four year public institutions beginning with the class of

2016 and a solid foundation of mathematics content and skills is necessary for college and career readiness.


suppressed.



http://www.doe.mass.edu/infoservices/data/scs/




More about data

Percentage of 12th graders passing a full year of science and technology/engineering coursework Back to the top


Percentage of grade 10 students scoring proficient or higher in ELA, mathematics, and science and

technology/engineeringBack to the top

Source: Massachusetts Comprehensive Assessment System (MCAS) Back to report

The line graph displays the trends in the percentage of students whose 10th grade MCAS scores reached proficient or above. The

element includes all students who took the MCAS or MCAS-Alt Reading test and received a corresponding proficiency level.

MCAS tests are tied to the Massachusetts curriculum frameworks, and thus they provide a good indicator of grade-level attainment in

literacy and numeracy. They may be good indicators of the effectiveness of the literacy or numeracy programming in a school or

district.


This measure indicates the percentage of 12th grade students taking and passing a full year (or equivalent) of science, technology and

engineering (STE) coursework in their senior year. The length of the science courses taken and passed were aggregated for each

student to determine if they took and passed a full year equivalent (e.g. a semester and two quarters of science equals a full year).

Students were considered passing a course if they received a letter mark of D- or higher; a categorical mark of passing, minimally

acceptable, acceptable, good or outstanding; a numeric mark of 59.5 or higher; or received full credit in a credit bearing course.

The four MCAS Achievement Levels for those taking the standard MCAS are Warning/Failing, Needs Improvement, Proficient, and

Above Proficient/Advanced.

Grade 10 Science and Technology/Engineering (STE) results are reported based on students’ best performance on any STE test taken

in grade 9 or grade 10; only students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of

grade 10 are included.

Science, technology and engineering coursework at the high school level can provide a solid for college and career readiness. STE

careers continue to be a growing field in the Massachusetts economy.


suppressed.


Learner, African American/Black, Asian, Hispanic/Latino, and White.



http://www.doe.mass.edu/mcas/


More about data

Median student growth percentiles (SGP) in ELA and mathematics Back to the top

Source: MCAS Back to report

For more information on the growth model, download the Interpretive Guide at http://www.doe.mass.edu/mcas/growth/InterpretiveGuide.pdf

http://www.doe.mass.edu/mcas/growth/StateReport.doc

Student growth percentiles describe how a school or district is changing, regardless of how well that school or district has been

achieving. Median SGPs of less than 40 are unusually low, and those 60 and above are unusually high; these should be examined

further. When examining year-to-year changes in median SGP, it is important to consider that differences in medians of less than 10

points are not likely to be educationally meaningful. Therefore, a difference of 10 or more median SGPs between years warrants

further investigation. Also, SGP information for high schools is only available beginning in 2009 and should be interpreted

differently given that it represents student growth from grade 8 to grade 10 (there is no grade 9 MCAS test in English language arts

or mathematics). Finally, SGPs are not available for grade 3, as this is the first year of MCAS test administration. For more

information on the growth model, download the Interpretive Guide on the ESE website.

A student growth percentile (SGP) is a measure of student progress that compares changes in a student’s MCAS scores to changes in

MCAS scores of other students with similar achievement histories. The model establishes cohorts of students with similar

performance profiles by identifying all students with the same (or very similar) MCAS scores in prior years. To report student growth

at the subgroup, grade, school, or district level, individual student growth percentiles are aggregated, and the median student growth

percentile is reported for that group. Student growth percentiles range from 1 to 99, where higher numbers represent relatively higher

growth and lower numbers represent relatively lower growth. Because student growth percentiles are normative (they describe how

each student changed relative to what was normal), the medians for all districts, schools, and subgroups are centered at 50. Therefore,

statewide, as many districts, schools, and subgroups will have median student growth percentiles above 50 as below, and this will be

true even if achievement levels rise.

The line graph displays the median SGP in ELA and mathematics for each year of available data starting from the first release in

2008. Also, the table lists the number of students included in this calculation; at least 20 students must be included for a median SGP

to be reported.


http://www.doe.mass.edu/mcas/growth/


http://www.doe.mass.edu/mcas/growth/InterpretiveGuide.pdf

http://www.doe.mass.edu/mcas/growth/InterpretiveGuide.pdf



More about data

Advanced coursework for 11th and 12th grade students Back to the top

Source: College Board Back to report

Source: End of Year SCS

http://www.ibo.org/

Advanced Placement (AP) performance Back to the top


http://apcentral.collegeboard.com/

The second indicator shows the percentage of 11th and 12th grade students who enrolled in AP coursework taking at least one AP

exam for the subject area they took an AP course. This data element measures the level of AP test participation and provides an

indication of the frequency with which students in a school are taking the AP exam after participating in AP coursework in that

particular subject.

This indicator has three parts: the percentage of students enrolled in advanced coursework, Advanced Placement (AP) and

International Baccalaureate (IB) courses, the percentage of students who took AP courses and participated in one or more AP

examinations, and the percentage of students who scored a 3 or better on AP examinations.

The first indicator measures percentage of students in grades 11 and 12 who enrolled in AP or IB courses in that particular school.

AP coursework and tests are offered in over 30 different subject areas with a variety of opportunities in different schools. This

element may indicate a district’s or school’s ability or commitment to provide AP or IB programming for their high school student

population. Note that most AP courses are offered in 11th and 12th grade as opposed to 9th and 10th grade, therefore, if this

indicator were to include grades 9 and 10, then percentages would be likely to drop. The drop would be artificial because the

offerings are relatively scarce in those grades.

This indicator displays the percentage of all students, not only 11th and 12th grade students, taking Advanced Placement (AP) tests

who score a 3 or better. AP examinations are offered in over 30 different subject areas that can be categorized into English Language

Arts, Math and Computer Science, Science/Technology, History and Social Science, Foreign Languages and the Arts. The tables

include the total number of students who took the AP examination in the school by category and the exact number of students who

scored 3 or higher. These data elements provides an indication of the frequency with which students in a school are taking the AP

exam and what proportion of those students are scoring at higher levels that may earn them college credit.

The third indicator shows the percentage of 11th and 12th grade students who took an AP course and test scoring a 3 or better on an

AP examination. Students may earn college credit for their AP examinations depending on their scores. The range for AP

examination scores is 1 to 5; requirements for college credit vary by higher education institution but is typically given for scores 3 or

higher. This data element provides an indication of the frequency with which students in a school or district are taking the AP exam

and what proportion of those students are scoring at higher levels that may earn them college credit.

Advanced Placement coursework and tests are offered in over 30 different subject areas with a variety of opportunities in different

schools. AP coursework is offered in the vast majority of Massachusetts public high schools. International Baccalaureate and

specifically The Diploma Programme is currently offered in only a few schools across the Commonwealth. The Diploma Programme

is designed for students aged 16 to 19 and is a two-year curriculum leading to final examinations and a qualification that is welcomed

by leading universities around the world.



http://www.ibo.org/

http://apcentral.collegeboard.com/


More about data

SAT average score (reading, mathematics, writing) Back to the top


SAT distribution of scores (reading, mathematics, writing) Back to the top


Students progression from high school through second year of postsecondary education Back to the top


These data represent the range and distribution of scores of high school students on the SAT. Distributions are given in all three

subject areas tested. The SAT includes three sections: the reading section includes reading passages and sentence completions, the

writing section includes a short essay and multiple-choice questions on identifying errors and improving grammar and usage, and the

mathematics section includes questions on arithmetic operations, algebra, geometry, statistics and probability. The SAT score bands

presented in the DART are 200-390, 400-440, 450-490, 500-540, and 600-800.

The SAT is used by many colleges and universities as one of the factors for admission. This measure indicates the percentage of

students scoring in a particular score band on the SAT at the high school level.


Edwin Analytics (National Clearinghouse Data)


Learner, African American\Black, Asian, Hispanic\Latino, and White.

This data element illustrates a cohort of high school students and their progression through high school graduation, college

enrollment and persistence in higher education to a second year. Instead of showing trends over time with different groups of

students, the line chart follows one group of students and tracks their progression through educational milestones.

These data indicate the average scores and participation of high school students on the SAT. Averages are given in all three subject

areas tested. The SAT includes three sections: the reading section includes reading passages and sentence completions, the writing

section includes a short essay and multiple-choice questions on identifying errors and improving grammar and usage, and the

mathematics section includes questions on arithmetic operations, algebra, geometry, statistics and probability.

The SAT is used by many colleges and universities as one of the factors for admission.

Graduation cohort

A graduation cohort is defined as a group of students that enter 9th grade for the first time in the same school year. Each graduation

cohort is identified by their expected graduation year (i.e., four years after they begin 9th grade for the first time). For example, the

graduation cohort of 2014 includes students that were first time 9th graders in the 2010-11 school year. Students that transfer out are

removed from the cohort and students that transfer into the school (from out of state or another Massachusetts school) are added to

the cohort. These students are assigned to the same cohort based on the grade/year they enter a Massachusetts public school.


http://sat.collegeboard.org/home



http://www.doe.mass.edu/edwin/analytics/



More about data

Students progression from high school through postsecondary degree completion Back to the top


Postsecondary enrollment and degree completion Back to the top

Percentage of students enrolled in postsecondary education within 16 months of high school

graduationBack to the top


Percentage of high school graduates enrolled in 2 or 4-year postsecondary education Back to the top


Percentage of college students persistently enrolled in postsecondary education for the first two years Back to the top


This indicator shows the percentage of high school graduates enrolling at public and private two year and four year institutions of

higher education within 16 months of graduating high school.

The chart displays the percentage of graduates enrolled in postsecondary education and the proportion of students enrolled in a two

or four year institutions of higher education.


The line chart starts at 100% and represent a cohort of first time 9th grade students in 2007-08 and/or were part of the 2011

graduation cohort (see graduation cohort )

The second data point is the percent of those students who graduated high school within 5 years. The third data point is the percent of

those students who graduated high school within 5 years and enrolled in a postsecondary institution (2-year or 4-year) the fall

following graduation. The final data point is the percent of those students who graduated high school within 5 years, and seamlessly

enrolled in a postsecondary institution and persisted to the second year of their postsecondary studies. The table includes the percent

and number for each data point.

The reported students include all public high school graduates who first enrolled in postsecondary public or private education within

16 months of graduating high school, regardless of when they graduated.




This data element is similar to the previous indicator, “students’ progression from high school through the second year of

postsecondary education". However, it follows an older group of students who first entered high school in 2002-03 and/or were part

of the graduation cohort of 2006 (see graduation cohort ) and includes an additional milestone.

This indicator tracks students who graduated high school within 5 years, seamlessly enrolled in a postsecondary institution the

following fall, persisted to the second year of postsecondary study, and finally, obtained any postsecondary degree within 6 years of

high school graduation.

This data element tracks the cohort of students who first entered high school in 2002-03 and/or were part of the 2006 graduation

cohort (see graduation cohort ), their enrollment in a postsecondary institution (2-year or 4-year) and whether they obtained any

postsecondary degree by the end of 2013-14. A student is considered to be attending any postsecondary institution if enrolled in at

least one postsecondary course. To be considered as obtaining a degree, a student must obtain a certification, associate, bachelor, or

any other postsecondary degree by end of 2013-14.















More about data

Percentage of students at Massachusetts public colleges enrolled in one or more developmental

(remedial) courses Back to the top

Source: Edwin Analytics (Massachusetts Higher Education Information Resource System (HEIRS) Back to report

This indicator measures percentage of students who enrolled in and continued (persisted) in higher education for the first two years

after high school graduation.

Persistence at any institution refers to students who enrolled (full-time or part-time) one year and returned the next year, whether at

the same institution or another public, private, or out-of-state institution. The reported students include all public high school

graduates who first enrolled in postsecondary public or private education within 16 months of graduating high school.

This indicator illustrates the number and percentage of students in a graduating class attending Massachusetts public colleges and

universities who enrolled in developmental subjects in reading, writing or mathematics in their first term. Developmental classes are

non-credited, “remedial” college coursework and courses are designed to prepare students for college level work. Developmental

course credits do not count toward a degree. Students generally enroll in these courses based on their performance on placement

exams. The percentage of students taking developmental coursework can be an indicator of the preparation at the high school level

for college level coursework including the rigor, number and sequence of high school coursework completed.

The reported students include all public high school graduates who first enrolled in Massachusetts public colleges and universities

within 16 months of graduating high school, regardless of when they graduated. This data is only available for students who enroll in

Massachusetts public colleges. If the proportion of graduates who enrolled in Massachusetts public colleges is low, this may not

accurately reflect the level of preparation for the students who went on to college as a whole.




More about data

http://www.massworkforce.com/

Connecting activities and Work-Based Learning Plans Back to the top

Source: Massachusetts Connecting Activities Database Back to report

Connecting Activities is a Department of Elementary and Secondary Education initiative designed to drive and sustain the statewide

school-to-career system. Working in partnership with the Executive Office of Labor and Workforce Development, it establishes

public-private partnerships through the 16 local workforce investment boards to connect schools and businesses to provide structured

work-based learning experiences for students that support both academic and employability skill attainment.

Career Development Education

These data report the number of career development activities as reported through the Connecting Activities and provide a baseline

for the number of career development education activities across the Commonwealth. This number does not encompass all students

participating in statewide career awareness, exploration and immersion activities, the only data currently available statewide is

through this mechanism.

Among these data reported are the number of work-based learning plans (WBLP) completed. The WBLP focuses on a set of basic

foundation skills that are common to all jobs and on additional workplace- and career-specific skills that are germane to the

participant's internship placement.

These data are reported by district and by workforce investment board region.

Local Workforce Investment Board (WIB) lead the workforce development system through regional policy and oversight

responsibilities for multiple funding streams and programs associated with all aspects of workforce development. These business-led

Boards are charged with creating a more cohesive demand driven workforce development system, reflective of their region’s specific

needs and resources, indicated by local market factors. WIB conduct labor market studies to identify trends and develop innovative

partnerships and strategies to address those trends, so that business and labor stay ahead of the curve to remain competitive. For

information concerning Massachusetts workforce investment boards please visit http://www.massworkforce.com/.

Career Development Education (CDE) offers students a framework for gaining the knowledge, skills, and experiences necessary to

navigate the myriad options available for postsecondary success. In an exemplary CDE model, students will participate in a well-

designed sequence of CDE activities that become progressively deeper and more intense as the students gain skills and maturity.

CDE encompasses three stages that help students move from the definitive to the experiential: career awareness, exploration, and

immersion. Current data collected in this area is limited, the Department is working to help define and collect these data in a more

holistic and complete fashion.

In this report, the data are reported by district of the selected school and by Workforce Investment Board (WIB) region.


http://www.massworkforce.com/


More about data

Career Vocational Technical Education (CVTE) participation by occupational cluster and by

Workforce Investment Boards (WIBs)Back to the top


Links to Career and Workforce Development Resources Back to the top

Back to report

We have provided a number of links to additional data and Internet resources that are not controlled by the

Department but that can provide significant planning information of schools, districts and community partners in the

design of career development education activities.

These data include information about student participation in chapter 74 and non-chapter 74 career vocational education

programming A Chapter 74–approved vocational technical education program is a career/vocational technical education program that

meets the approval criteria in Massachusetts General Law Chapter 74 and the Vocational Technical Education Regulations and has

been approved by the Department of Elementary and Secondary Education.

A non-Chapter 74 career and technical education program is a career/vocational technical education program that is not a Chapter

74–approved vocational technical education program, but that does meet the new Carl D. Perkins Career and Technical Education

Improvement Act of 2006 (Perkins IV) definition of career and technical education.

These data are broken down by specific occupational cluster to show CVTE enrollment in different vocational areas and by

workforce investment board to indicate vocational preparation by particular geographic region.



Additional Resources

Resources Web Link

21st Century

The purpose of the program is to establish or expand community learning

centers that operate during out-of-school hours and provide students with

academic enrichment opportunities along with other activities designed to

complement the students' regular academic program. Community learning

centers may also offer literacy and related educational development to these

students' families. A portion of the competitively awarded 21st CCLC

http://www.doe.mass.edu/21cclc/

Academic Support

Provides academic support and remediation services to secondary school (8th

grade and beyond) students scoring in warning/failing and needs

improvement on the mathematics, English language arts and

science/technology and engineering MCAS.

http://www.doe.mass.edu/as/

College Board (SAT)

The SAT and SAT Subject Tests are a suite of tools designed to assess your

academic readiness for college. These exams provide a path to opportunities,

financial support and scholarships, in a way that's fair to all students. The SAT

and SAT Subject Tests keep pace with what colleges are looking for today,

measuring the skills required for success in the 21st century.


Connecting Activities

Programming that supports both academic and employability skill

attainment, and provides participating schools with employer outreach

specialists, who work in close coordination with local chambers of commerce

and one stop career centers to provide workplace exposure and experiences,

mentoring, and/or training to high school students.

http://www.doe.mass.edu/connect/

Data Collection

Information for schools and districts on the non-fiscal data reports

collected by the Department, including the Student Information

Management System (SIMS), Education Personnel Information

Management System (EPIMS), the on-line data collection forms,

Directory Administration, and other data collection efforts.

www.doe.mass.edu/infoservices

EDWIN

A collaborative effort of the Massachusetts Department of

Elementary and Secondary Education and local school districts to

centralize K-12 educational performance data into one state

coordinated data repository hosted by the Department.

http://www.doe.mass.edu/edwin/

Integration of College and

Career Readiness (ICCR)

The Integrating College and Career Readiness Task Force was charged with

finding actionable, scalable steps that the Department of Elementary and

Secondary Education could take to better prepare our students for successful

careers. In conversations with the state’s leading educators, employers, and

academic and labor experts, the Task Force affirmed the need for the

Commonwealth to bring a renewed focus on career readiness education and

to fully understand both college and career readiness as essential

components of preparation for postsecondary success. The Task Force

identified strategic and targeted changes that the Department can implement

to improve the delivery of career readiness education in Massachusetts, all of

which build on and complement existing policy and program delivery

infrastructure. The recommendations focus on promoting what works, and

on partnering with integral stakeholders to produce a career ready workforce

that will drive Massachusetts’s economy for decades to come.

http://www.doe.mass.edu/news/news.aspx

?id=6919

Massachusetts

Comprehensive Assessment

System (MCAS)

The MCAS is designed to meet the requirements of the Education Reform

Law of 1993. This law specifies that the testing program must test all public

school students in Massachusetts, including students with disabilities and

English Language Learner students, measure performance based on the

Massachusetts Curriculum Framework learning standards, and report on the

performance of individual students, schools, and districts.



Acronyms and Additional Resources


http://www.doe.mass.edu/21cclc/

http://www.doe.mass.edu/as/


http://www.doe.mass.edu/connect/

http://www.doe.mass.edu/infoservices

http://www.doe.mass.edu/edwin/

http://www.doe.mass.edu/news/news.aspx?id=6919

http://www.doe.mass.edu/news/news.aspx?id=6919



Acronyms and Additional Resources

Massachusetts Early Warning

Indicator System (EWIS)

Systematically identifies grades 1–12 students that may need additional

attention in order to reach an upcoming academic goal (expected student

outcome). The Massachusetts EWIS predicts the likelihood a student will

reach an expected academic goal. The EWIS includes risk models connected

with four grade groupings: 1) early elementary, 2) late elementary, 3) middle

school, and 4) high school. The risk models are each linked to a relevant

academic goal that are important to the success of Massachusetts students. A

student that is "low risk" is predicted to be likely to meet the academic goal.

The middle school model (grades 7-9) indicates the probability that a student

will not pass all ninth grade coursework, the high school model is based on

high school graduation.


ewis.html

Massachusetts Model for

School Counseling

The Mass Model is a collaborative leadership model whereby guidance

departments are charged with spearheading systemic school change to help

raise student achievement in the academic/technical, workplace readiness

and personal/social domains. The Mass Model recommends a proactive

approach to school counseling, including a structured approach to career

development activities over four years of high school and the use of college

and career planning tools.

http://masca.org/

MassCore

Recommended program of high school studies, which includes four years of

English and mathematics (including Algebra II), three years of history and

social science, three years of lab sciences, two years of foreign language, a

year of the arts, and physical education.

http://www.doe.mass.edu/ccr/masscore/

MassGrad

MassGrad consists of a number of different initiatives. It includes a Dropout

Prevention & Recovery Work Group that is open to all districts and schools in

the state. The Work Group includes in-person professional development and

networking opportunities, topical webinars, and district open houses that

showcase promising practices. MassGrad also provides for a number of

competitive implementation grants for schools and also supports coalition

and Gateway to College programming.

http://www.doe.mass.edu/ccr/massgrad/

School/District Profiles

Fundamental information about Massachusetts' elementary and

secondary schools. Throughout this site you will find basic facts about

enrollment, school spending, demographics and test scores in the

Commonwealth's districts and public schools, including charter

schools, collaboratives, and approved special education schools.

http://profiles.doe.mass.edu/

YourPlanfortheFuture.org

YourPlanForTheFuture is a web portal for college and career planning that

was built by the Commonwealth of Massachusetts to make sure all of its

students have the opportunity to prepare for life after high school and

become the best-educated citizens and workforce in the nation.

https://www.yourplanforthefuture.org/

AcronymsAP Advanced Placement

CVTE Career/Vocational Technical Education

ELL English language learners

HS High School

IB International Baccalaureate

Jr Junior, i.e. Grade 11

MCAS Massachusetts Comprehensive Assessment System

PostSec Postsecondary

RVT Regional Vocational Technical

SGP Student Growth Percentile

Sr Senior, i.e. Grade 12

STE Science, Technology and Engineering

SWD Students with disabilities

WIB Workforce Investment Board




http://masca.org/

http://www.doe.mass.edu/ccr/masscore/

http://www.doe.mass.edu/ccr/massgrad/

http://profiles.doe.mass.edu/

https://www.yourplanforthefuture.org/

Documents

District Analysis and Review Tool (DART) for Success After