NCLB Report Card - Whitman-Hanson
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1 NCLB Report Card - Whitman-Hanson Whitman-Hanson ( ) John F McEwan, Superintendent Mailing Address: 610 Franklin Street Whitman, MA Phone: (781) FAX: (781) Website: Overview: This report card contains information required by the federal No Child Left Behind Act (NCLB) for our district and its schools including: teacher qualifications; student achievement on the Massachusetts Comprehensive Assessment System (MCAS); and school/district accountability. Mission ment: The Whitman-Hanson Regional School is committed to providing all students with a high quality education that promotes creativity, critical thinking, effective communication, and life-long learning. Enrollment Total Count 4, ,766 Race/Ethnicity (%) African American or Black Asian Hispanic or Latino Multi-race, Non-Hispanic Native American Native Hawaiian or Pacific Islander Educator Data Total # of Teachers 267 Percentage of Teachers Licensed in Teaching Assignment 94.0 Total Number of Classes in Core Academic Areas 1,616 Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified 99.7 Student/Teacher Ratio 16.4 to White Gender (%) Male Female Selected Populations (%) Limited English Proficiency Low-Income Special Education First Language Not English Percentage of Teachers Licensed in Area in Which Teaching Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified All Schools High Poverty Schools Low Poverty Schools Grades Offered: PK, K, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12 Total Schools Schools with NLCB Accountability Status (#) (#) (%)
2 NCLB Report Card - Whitman-Hanson Educator Quality Data for High-Poverty and Low-Poverty Whitman-Hanson Public Schools School Highly Qualified % Not Highly Qualified % Licensed % Low Poverty Maquan Elementary
3 Whitman-Hanson: 2007 Adequate Yearly Progress (AYP) Data NCLB Accountability Status Performance Rating Improvement Rating ENGLISH LANGUAGE ARTS No Status Very High No Change MATHEMATICS No Status High On A district will be newly identified for improvement if it fails to make AYP in the same subject area and all grade-spans, for students in the aggregate or any subgroup, for two consecutive years. A district will have no accountability status if it makes AYP in the same subject area for at least one grade-span for two consecutive years. ENGLISH LANGUAGE ARTS Grade Spans Subgroups Not Making AYP Grades 3-5 Grades 6-8 Grades 9-12 Aggregate Yes Yes All Subgroups Yes No Aggregate Yes Yes All Subgroups No No Aggregate Yes Yes All Subgroups No Yes Special Education -Low Income - Special Education - MATHEMATICS Grade Spans Subgroups Not Making AYP Grades 3-5 Aggregate Yes Yes All Subgroups Yes No Special Education - Grades 6-8 Aggregate Yes Yes All Subgroups No No Special Education -Low Income - Grades 9-12 Aggregate Yes Yes All Subgroups No Yes ELA MATH Adequate Yearly Progress History Aggregate - - Yes Yes Yes Yes Yes Yes Yes All Subgroups Yes No Yes Yes Yes Aggregate - - Yes Yes Yes Yes Yes Yes Yes All Subgroups No No Yes Yes Yes NCLB Accountability Status No Status No Status
4 Whitman-Hanson: 2007 AYP Data - English Language Arts By Grade Span To make adequate yearly progress in 2007, a student group must meet (A) a student participation requirement, either (B) the 's 2007 performance target for that subject or (C) the group's own 2007 improvement target, and (D) an additional attendance or graduation requirement. Student Group Grades 3-5 ENGLISH LANGUAGE ARTS (A) Participation (B) Performance (C) Improvement (D) Attendance/Grad Rate Enrolled Assessed % (95%) N 2007 (85.4) 2006 (Baseline) Gain On Range % Change Aggregate Yes Yes No Yes Yes Lim. English Prof Special Education Yes No No Yes No Low Income Yes No No Yes No Afr. Amer./Black Asian or Pacif. Isl Hispanic Native American White Yes Yes No Yes Yes Grades 6-8 Aggregate Yes Yes Yes Yes Yes Lim. English Prof Special Education Yes No No Yes No Low Income Yes Yes Yes Yes Yes Afr. Amer./Black Asian or Pacif. Isl Hispanic Native American White Yes Yes Yes Yes Yes Grades 9-12 Aggregate Yes Yes Yes Yes Yes Lim. English Prof Special Education Yes No Yes Yes Yes Low Income Yes Yes Yes Yes Yes Afr. Amer./Black Asian or Pacif. Isl Hispanic Native American White Yes Yes Yes Yes Yes AYP 2007
5 Whitman-Hanson: 2007 AYP Data - Mathematics By Grade Span To make adequate yearly progress in 2007, a student group must meet (A) a student participation requirement, either (B) the 's 2007 performance target for that subject or (C) the group's own 2007 improvement target, and (D) an additional attendance or graduation requirement. Student Group Grades 3-5 MATHEMATICS (A) Participation (B) Performance (C) Improvement (D) Attendance/Grad Rate Enrolled Assessed % (95%) N 2007 (76.5) 2006 (Baseline) Gain On Range % Change Aggregate Yes Yes Yes Yes Yes Lim. English Prof Special Education Yes No No Yes No Low Income Yes No Yes Yes Yes Afr. Amer./Black Asian or Pacif. Isl Hispanic Native American White Yes Yes Yes Yes Yes Grades 6-8 Aggregate Yes No Yes Yes Yes Lim. English Prof Special Education Yes No No Yes No Low Income Yes No No Yes No Afr. Amer./Black Asian or Pacif. Isl Hispanic Native American White Yes Yes Yes Yes Yes Grades 9-12 Aggregate Yes Yes Yes Yes Yes Lim. English Prof Special Education Yes No Yes Yes Yes Low Income Yes Yes No Yes Yes Afr. Amer./Black Asian or Pacif. Isl Hispanic Native American White Yes Yes Yes Yes Yes AYP 2007
6 Whitman-Hanson: 2007 AYP Data - All Grades Student Group ENGLISH LANGUAGE ARTS (A) Participation (B) Performance (C) Improvement (D) Attendance Enrolled Assessed % (95%) N 2007 (85.4) 2006 (Baseline) Gain On Range % Change Aggregate Yes Yes No Yes Yes Lim. English Prof Special Education Yes No No Yes No Low Income Yes No Yes Yes Yes Afr. Amer./Black Asian or Pacif. Isl Hispanic Native American White Yes Yes No Yes Yes AYP 2007 Student Group MATHEMATICS (A) Participation (B) Performance (C) Improvement (D) Attendance Enrolled Assessed % (95%) N 2007 (76.5) 2006 (Baseline) Gain On Range % Change Aggregate Yes Yes Yes Yes Yes Lim. English Prof Special Education Yes No No Yes No Low Income Yes No No Yes No Afr. Amer./Black Asian or Pacif. Isl Hispanic Native American White Yes Yes Yes Yes Yes AYP 2007
7 Whitman-Hanson: 2007 Schools Identified for Improvement English Language Arts Mathematics School Students Status Status Hanson Middle School Aggregate Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes II1-S All Subgroups N/A Yes Yes Yes Yes No N/A Yes Yes Yes No No
8 Whitman-Hanson: 2007 MCAS Data - By Grade, Subject and Subgroup Student Group Stud. Includ. GRADE LEVEL 3 - READING AYP Part.** % of Stud at Stud. Includ. AYP Part.** % of Stud. at # % P+ P NI W # % P+ P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
9 Stud. Includ. GRADE LEVEL 3 - MATHEMATICS AYP Part.** % of Stud at Stud. Includ. AYP Part.** % of Stud. at # % P+ P NI W # % P+ P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino * Note: The Above Proficient standard in grade 3 Mathematics was reset in 2007 to better discriminate student performance in the top reporting category. Therefore, comparisons should not be made between the percent Above Proficient in 2006 and However, comparisons may be drawn between the combined percent of students scoring Proficient and Above Proficient in 2006 and 2007.
10 GRADE LEVEL 4 - ENGLISH LANGUAGE ARTS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
11 GRADE LEVEL 4 - MATHEMATICS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
12 GRADE LEVEL 5 - ENGLISH LANGUAGE ARTS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
13 GRADE LEVEL 5 - MATHEMATICS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
14 GRADE LEVEL 5 - SCIENCE AND TECHNOLOGY Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
15 GRADE LEVEL 6 - ENGLISH LANGUAGE ARTS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
16 GRADE LEVEL 6 - MATHEMATICS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
17 GRADE LEVEL 7 - ENGLISH LANGUAGE ARTS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
18 GRADE LEVEL 7 - MATHEMATICS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
19 GRADE LEVEL 8 - ENGLISH LANGUAGE ARTS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
20 GRADE LEVEL 8 - MATHEMATICS Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
21 GRADE LEVEL 8 - SCIENCE AND TECHNOLOGY Stud. Includ. AYP Part.** % of Stud. at # % A P NI W # % A P NI W Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
22 GRADE LEVEL 10 - ENGLISH LANGUAGE ARTS Stud. Includ. AYP Part.** % of Stud. at # % A P NI F # % A P NI F Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
23 GRADE LEVEL 10 - MATHEMATICS Stud. Includ. AYP Part.** % of Stud. at # % A P NI F # % A P NI F Stud. w/ Disab LEP/FLEP Low-Income African American/Black Asian Hispanic/Latino Native American White Male Female Title I Non-Title I Non-Low Income LEP FLEP st Yr LEP* Migrant Native Hawaiian/ Pacific Islander Multi-race - Non-Hispanic/Latino
24 About the Data Student Groups (as of October 1, 2007) 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. Hispanic or Latino A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. 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. Multi-race, Non-Hispanic A person selecting more than one racial category and non-hispanic. White A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. 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. Special Education A student with disabilities who has an Individualized Education Plan (IEP) as defined under the Individuals with Disabilities Education Act. First Language Not English A student whose first language learned or used by the parent/guardian with the child is not English. 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. Formerly Limited English Proficient A student who has transitioned out of LEP status during the current school year or within the past two school years. Title I Student receives Title I services. Educator Information (as of October 1, 2007) Percent of teachers licensed in the area in which they are teaching The percentage of teachers with Preliminary, Initial, or Professional licensure (all teaching staff, including long-term substitutes) in the area in which they are teaching. (Charter schools are not required to hire licensed teachers.) Percentage of core academic classes taught by highly-qualified teachers The percentage of core academic classes taught by highly-qualified teachers (defined as teachers holding a Massachusetts teaching license at the Preliminary, 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. For more information on the definition and requirements of highly-qualified teachers, please see Self-contained classroom courses have been weighted to reflect the core academic courses within them. High-Poverty Schools Schools in the bottom quartile statewide by low-income percentage. Low-Poverty Schools Schools in the top quartile statewide by low-income percentage. MCAS Data (Spring 2007 Results) Above Proficient (P+) (Grade 3) Students demonstrate mastery of challenging subject matter and construct solutions to challenging problems. Advanced (A) (Grades 4-8, 10) Students demonstrate a comprehensive and in-depth understanding of rigorous subject matter and provide sophisticated solutions to complex problems. Proficient (P) (Grades 3-8, 10) Students demonstrate a solid understanding of challenging subject matter and solve a wide variety of problems. Needs Improvement (NI) (Grades 3-8, 10) Students demonstrate a partial understanding of subject matter and solve some simple problems. Warning/Failing (W/F) (Grades 3-8, 10) Students demonstrate a minimal understanding of subject matter and do not solve simple problems. Notes: * The results of LEP students enrolled in U.S. schools for the first time are not included in MCAS results; however, they are included in school and district participation rates based on their participation in the Massachusetts English Proficiency Assessment (MEPA). ** AYP Participation rates show the number of students who participated in MCAS and MCAS-Alt tests divided by the number of students enrolled on the date the tests were administered. See the School Leaders' Guide to the 2007 Adequate Yearly Progress (AYP) Reports posted at for details. Accountability Data (2007) Adequate Yearly Progress 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/reading (ELA) and mathematics by the year 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 performance goals. For more information on AYP, please see Accountability Status Labels No Status - No Accountability Status
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