2007-2008 NCLB Report Card - Acton-Boxborough Reg High

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 http://www.doe.mass.edu/nclb/hq/hq_memo.html. 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 http://www.doe.mass.edu/sda/ayp/2007 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 2014. AYP determinations are issued yearly based on the performance of all students and for student subgroups to monitor the interim progress toward attainment of those performance goals. For more information on AYP, please see http://www.doe.mass.edu/sda/ayp/.

Accountability Status Labels

No Status - No Accountability Status
II1-S - Identified for Improvement Year 1 - Subgroups
II1-A - Identified for Improvement Year 1
II2-S - Identified for Improvement Year 2 - Subgroups
II2-A - Identified for Improvement Year 2
CA-S - Identified for Corrective Action - Subgroups
CA-A - Identified for Corrective Action
RST1-S - Identified for Restructuring Year 1 - Subgroups
RST1-A - Identified for Restructuring Year 1
RST2-A - Identified for Restructuring Year 2
UR - Status Under Review

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