2004-05 District Report Card - Tyngsborough

Tyngsborough (03010000)

David J Hawkins, Superintendent
Mailing Address: 50 Norris Rd
Tyngsborough, MA 01879
Phone: (978) 649-7488
FAX: (978) 649-7199

Overview:
This report card contains information required by the federal No Child Left Behind act for our school and district including: teacher qualifications; student achievement on the Massachusetts Comprehensive Assessment System (MCAS); and school/district accountability.

Enrollment - 2004-05
  District State
Total Count 2,282 975,911
Race/Ethnicity (%)
African American 0.3 8.9
Asian 3.9 4.8
Hispanic 1.7 11.8
Native American 0.1 0.3
White 94.0 74.2
Gender (%)
Male 51.1 51.4
Female 48.9 48.6
Selected Populations (%)
Limited English Proficiency 0.2 5.1
Low-income 4.4 27.7
Special Education 10.8 15.9
First Language Not English 3.2 14.0
Migrant 0.0 0.1

Grades Offered: PK, K, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12
Teacher Data (2004-05)
  District State
Total # of Teachers 163 73,394
% of Teachers Licensed in Teaching Assignment 83.1 93.9
Total # of Teachers in Core Academic Areas 118 57,522
% of Core Academic Teachers Identified as Highly Qualified 87.9 93.0
Student/Teacher Ratio 14.0 to 1 13.3 to 1

Educator Quality Data
All Schools
High Poverty Schools
Low Poverty Schools
Percentage of teachers licensed in area in which teaching: 83.1 - 83.1
Percentage of teachers in core academic subjects who are Highly Qualified 87.9 - 87.9

Web Resources
Massachusetts Department of Education:
http://www.doe.mass.edu/
School and District Profiles:
http://profiles.doe.mass.edu/?orgcode=03010000
Adequate Yearly Progress (AYP) Information:
http://www.doe.mass.edu/sda/ayp/cycleIII/
Massachusetts No Child Left Behind website:
http://www.doe.mass.edu/nclb/

2004-05 District Report Card - Tyngsborough
Grade 03 - Reading

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  146  100  NA  77  23  0
 Disabled  18  100  NA  22  50  28
GENDER  
 Female  89  100  NA  81  18  1
 Male  73  100  NA  60  36  4
RACE/ETHNICITY  
 Asian or Pacific Islander  9  100  NA      
 Hispanic  3  100  NA      
 White  150  100  NA  73  24  3
 LOW INCOME  10  100  NA  60  20  20
ALL STUDENTS  
 2004  164  100  NA  71  26  3
 2003  160  100  NA  71  26  4
STATE  
 2004  73332  99  NA  63  30  7
 2003  74114  100  NA  62  30  7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Tyngsborough
Grade 04 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  140  99  11  54  32  4
 Disabled  21  100  0  5  76  19
GENDER  
 Female  71  100  10  49  35  6
 Male  90  99  9  46  40  6
RACE/ETHNICITY  
 Asian or Pacific Islander  3  100        
 Hispanic  1  100        
 White  157  99  10  47  38  6
 LOW INCOME  13  93  15  15  62  8
ALL STUDENTS  
 2004  161  99  9  47  38  6
 2003  153  100  7  53  31  9
STATE  
 2004  73111  98  11  45  35  9
 2003  75024  99  10  45  34  10
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Tyngsborough
Grade 04 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  141  100  17  34  41  8
 Disabled  21  100  0  10  43  48
GENDER  
 Female  71  100  18  20  39  23
 Male  91  100  12  40  43  5
RACE/ETHNICITY  
 Asian or Pacific Islander  3  100        
 Hispanic  1  100        
 White  158  100  15  32  41  13
 LOW INCOME  14  100  7  14  57  21
ALL STUDENTS  
 2004  162  100  15  31  41  13
 2003  154  100  16  30  42  13
STATE  
 2004  73323  99  14  28  44  14
 2003  75339  100  12  28  43  16
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Tyngsborough
Grade 06 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  144  100  17  44  35  3
 Disabled  20  100  5  25  45  25
GENDER  
 Female  77  100  18  40  35  6
 Male  86  100  14  44  37  5
RACE/ETHNICITY  
 Asian or Pacific Islander  4  100        
 Hispanic  2  100        
 White  157  100  15  43  36  6
 LOW INCOME  5  100        
ALL STUDENTS  
 2004  164  100  16  42  36  6
 2003  163  98  23  31  33  13
STATE  
 2004  76661  99  17  25  32  25
 2003  78040  100  16  26  32  26
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Tyngsborough
Grade 07 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  140  100  13  76  11  0
 Disabled  33  100  3  55  30  12
 Limited English Proficient  1  100        
GENDER  
 Female  89  100  12  74  13  0
 Male  85  100  9  69  16  5
RACE/ETHNICITY  
 African American/Black  1  100        
 Asian or Pacific Islander  7  100        
 Hispanic  2  100        
 White  164  100  12  71  15  2
 LOW INCOME  9  100        
ALL STUDENTS  
 2004  174  100  11  72  15  2
 2003  196  100  9  80  9  2
STATE  
 2004  77386  98  9  59  25  7
 2003  79345  99  8  57  28  7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Tyngsborough
Grade 08 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  183  100  33  36  26  5
 Disabled  14  100  0  14  36  50
GENDER  
 Female  103  100  34  33  25  8
 Male  94  100  27  36  29  9
RACE/ETHNICITY  
 Asian or Pacific Islander  12  100  58  17  25  0
 Hispanic  1  100        
 White  184  100  29  35  27  9
 LOW INCOME  8  100        
ALL STUDENTS  
 2004  197  100  30  35  27  8
 2003  185  100  7  30  36  27
STATE  
 2004  78893  99  13  26  32  29
 2003  78589  99  12  25  30  33
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Tyngsborough
Grade 10 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  139  99  18  65  16  1
 Disabled  21  100  10  38  48  5
 Limited English Proficient  1  100        
GENDER  
 Female  89  99  21  56  21  1
 Male  72  99  11  68  19  1
RACE/ETHNICITY  
 Asian or Pacific Islander  4  100        
 Hispanic  5  100        
 White  152  99  18  61  20  1
 LOW INCOME  6  86        
ALL STUDENTS  
 2004  161  99  17  61  20  1
 2003  157  99  17  55  24  4
STATE  
 2004  69808  96  19  43  27  11
 2003  69607  99  20  40  28  12
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Tyngsborough
Grade 10 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  139  99  38  37  21  4
 Disabled  21  100  29  19  33  19
 Limited English Proficient  1  100        
GENDER  
 Female  89  99  29  38  27  6
 Male  72  99  46  32  17  6
RACE/ETHNICITY  
 Asian or Pacific Islander  4  100        
 Hispanic  5  100        
 White  152  99  37  36  22  6
 LOW INCOME  6  86        
ALL STUDENTS  
 2004  161  99  37  35  22  6
 2003  157  99  24  37  28  11
STATE  
 2004  70293  97  29  28  28  15
 2003  70263  100  24  27  28  21
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Tyngsborough
2004 Adequate Yearly Progress (AYP) Report

ENGLISH LANGUAGE ARTS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 661 659 100 Yes 1325 89.8 Yes 2.3 Yes 94.7 -0.1 Yes Yes
Lim. English Prof. 12 12 - - 23 70.7 - - - - - - -
Spec. Ed. 77 77 100 Yes 167 66.3 No -2.9 No 93.5 -0.4 Yes No
Low Income 39 37 - - 75 77.3 - 9.6 - 89.5 -1.3 - -
Afr. Amer./Black 1 - - - - - - - - - - - -
Asian or Pacif. Isl. 23 23 - - 50 89.0 - 5.5 - 95.9 -0.2 - -
Hispanic 11 11 - - 13 - - - - - - - -
Native American 0 - - - - - - - - - - - -
White 624 622 100 Yes 1256 89.8 Yes 2.1 Yes 94.7 -0.1 Yes Yes

MATHEMATICS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 684 682 100 Yes 1341 79.4 Yes 3.8 Yes 94.7 -0.1 Yes Yes
Lim. English Prof. 11 11 - - 16 - - - - - - - -
Spec. Ed. 63 63 100 Yes 172 52.0 No 5.2 No 93.5 -0.4 Yes No
Low Income 33 32 - - 78 60.9 - 2.6 - 89.5 -1.3 - -
Afr. Amer./Black 0 - - - - - - - - - - - -
Asian or Pacif. Isl. 23 23 - - 45 85.6 - 2.3 - 95.9 -0.2 - -
Hispanic 9 - - - - - - - - - - - -
Native American 0 - - - - - - - - - - - -
White 651 649 100 Yes 1270 79.2 Yes 3.6 Yes 94.7 -0.1 Yes Yes

Adequate Yearly Progress History 2004
Accountability Status		 Cycle III
Performance Rating		 Cycle III
Improvement Rating
  1999 2000 2001 2002 2003 2004
ELA Aggregate N/A N/A Yes Yes Yes Yes Identified for Improvement - Subgroups only
Yes
All subgroups N/A N/A N/A N/A No No Yes
MATH Aggregate N/A N/A Yes Yes Yes Yes Identified for Improvement - Subgroups only
Yes
All subgroups N/A N/A N/A N/A No No No

Teacher Quality Data
for High-Poverty and Low-Poverty
Tyngsborough Public Schools
School HQ% LIC%
Low Poverty  
Tyngsborough ECC  100.0   93.0 
Tyngsborough Elementary  95.6   90.8 
Tyngsborough High School  80.8   69.9 
Tyngsborough Middle  82.2   86.0 

Data Definitions

Enrollment - This information reflects the public school enrollment on October 1, 2004.

Race/Ethnicity:
African-American - A person having origins in any of the black racial groups in Africa.
Asian - A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent or the Pacific Islands. This area includes, for example, China, India, Japan, Korea, the Philippine Islands and Samoa.
Hispanic - A person of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race.
Native American - A person having origins in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community attachment.
White - A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
Selected Populations:
Limited English Proficient: A student whose first language is a language other than English who is unable to perform ordinary classroom work in English is identified as limited English proficient.
Low Income: An indication of whether a student meets ANY ONE of the following definitions of low income:
1. The student is eligible for free or reduced price lunch; or
2. The student receives Transitional Aid to Families benefits; or
3. The student is eligible for food stamps
Special Education: Students who have an Individualized Education Plan (IEP).
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.

Educator Quality - Educator information is as of October 1, 2004.

Percent of teachers licensed in the area in which 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 staff, measured in "full-time equivalency", teaching in core academic areas, that meet the NCLB definition of highly-qualified. To meet the definition, teachers must possess a valid Massachusetts teaching license at the Preliminary, Initial, or Professional level AND demonstrate subject matter competency in the areas they teach. The core academic areas are defined as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. NCLB subject matter competence requirements are applied differently to those who teach at different levels. For more information on the definition and requirements of highly-qualified, please see http://www.doe.mass.edu/nclb/hq/hq_memo.html.
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 Results

Performance Level Definitions
(A) Advanced - Students demonstrate a superior understanding of challenging subject matter, and solve a wide variety of problems.
(P) Proficient - Students demonstrate a solid understanding of challenging subject matter, and solve a wide variety of problems.
(NI) Needs Improvement - Students demonstrate partial understanding of subject matter, and solve some simple problems.
(W/F) Warning/Failing - Students demonstrate minimal understanding of subject matter, and do not solve simple problems.
Student Subgroup Definitions
Regular - Students who do not meet the definition for Students with Disabilities or for Limited English Proficient.
Students with Disabilities - Students who have an Individualized Education Plan (IEP) or a plan of instructional accommodations provided under Section 504 of the Rehabilitation Act of 1973.
Limited English Proficient, Race/Ethnicity, Low income, Migrant - See definitions under Enrollment.
*2003 MCAS results may differ slightly from earlier published figures because Alternately Assessed students whose portfolios were incomplete have now been included.

Adequate Yearly Progress - According to federal law, a measure of the extent to which students in a school, taken as a whole and certain groups within the school, demonstrate proficiency in English language arts and mathematics. All schools are rated, and AYP determinations are made, based on an analysis of the performance and improvement schools and districts demonstrate toward achieving this goal. Detailed information on AYP determinations can be found on the MA Department of Education website at http://www.doe.mass.edu/sda/ayp/cycleIII/.

Accountability Status Labels:
II-S Identified for Improvement - Subgroups only
II-A Identified for Improvement
CA-A Identified for Corrective Action
RST Identified for Restructuring
UR Status Under Review