2018 District Report Card
Families and communities are critical partners to a district's success. Just as a student's report card shows how they are performing, the district report card shows how a district is performing in multiple areas. It shows the district's strengths and the challenges that need to be addressed to ensure the district is meeting the needs of all students.Hawlemont
Amber Tulloch
24 Ashfield Rd, Shelburne Falls, MA 01370
PK,K,01,02,03,04,05,06
413-625-0192
Students
Student Enrollment
The total number of students enrolled, including pre-kindergarten (PK), kindergarten (K), and students who attend beyond grade 12.
Our District
Massachusetts
Student Demographics
The percentage of students enrolled, by race/ethnicity and by selected population. Selected populations include students with disabilities, current and former English learners, students who are economically disadvantaged, and high needs students (students who belong to one or more of the other selected population groups).
Our District
Massachusetts
Teachers
Teacher Workforce
The number of teachers in a school or district is reported by full-time equivalency. This number represents the number of full-time positions filled by teachers.
Our District : 11.6
Massachusetts : 73,419.7
Teacher Qualifications
The percentage of teachers who are licensed and the percentage of teachers who are considered experienced, meaning they have been teaching in a Massachusetts public school for at least 3 years.
Our District
Massachusetts
Licensed Teachers
Experienced Teachers
Access to Broad and Challenging Coursework
Access to the Arts
The percentage of students who participate in an arts course. Arts courses include visual art, music, theater, dance, and general arts.
Our District
Massachusetts
Advanced Coursework Completion
The percentage of 11th and 12th grade students completing at least one advanced course. Advanced courses include: Advanced Placement, International Baccalaureate, Project Lead the Way, dual enrollment for credit, approved vocational/technical cooperative programs, and other rigorous courses.
Our District
Massachusetts
Grade 9 Course-Passing
The percentage of students who pass all of their courses in grade 9. In Massachusetts, a student is four times more likely to finish high school if they pass all of their classes in 9th grade.
Our District
Massachusetts
MassCore Completion
The percentage of high school graduates completing MassCore. The MassCore program of studies 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 world language, one year of an arts program and five additional "core" courses.
Our District
Massachusetts
Student Attendance and Discipline
Attendance
ATTENDANCE RATE
The percentage of days that students are in attendance. To be in attendance, students must be taught for at least half the school day.
Our District
Massachusetts
CHRONIC ABSENTEEISM RATE
The percentage of students who miss more than 10 percent of the school year. In a typical 180-day school year, this represents the percentage of students who miss 18 or more days of school.
Our District
Massachusetts
Average Number of Days Absent
The average number of days of school that a student misses in a school year.
Our District
Massachusetts
Student Discipline
Reported Incidents
The percentage of students who are suspended (in and out of school), expelled, or removed from regular classroom activities due to violence. Incidences of violence include harassment, bullying, and other behavior.
Our District
Massachusetts
In-School Suspensions
Out-of-School Suspensions
Expulsions
Incidences of Violence
High School Outcomes
High School Completion
Graduation Rates
The graduation rate is the percentage of students who graduate from high school within 4 or 5 years. Data displays for 2020 and 2021 include data for the economically disadvantaged student group.
Our District
Massachusetts
4-Year Graduation Rate
5-Year Graduation Rate
Annual Dropout Rate
The annual dropout rate is the percentage of students in grades 9 through 12 who leave school in a given year without graduating or transferring to another school.
Our District
Massachusetts
Post-Secondary Enrollment
College-Going Rates
The college-going rate is the percentage of high school graduates who enroll in postsecondary education by March 1 of the year after high school graduation. Postsecondary education includes community colleges, colleges, and universities; public and private institutions; 2-year and 4-year institutions; and institutions both in and outside of Massachusetts.
Our District
Massachusetts
Any Post-Secondary Institution
4-Year Institution
2-Year Institution
Student Performance on MCAS
Student Achievement
The percentage of students scoring at each achievement level on the English language arts, mathematics, and science MCAS tests.
Our District
Massachusetts
Advanced
Proficient
Needs Improvement
Failing
ENGLISH LANGUAGE ARTS (GRADES 03-08)
Our District
Massachusetts
Exceeding Expectations
Meeting Expectations
Partially Meeting Expectations
Not Meeting Expectations
MATHEMATICS (GRADES 03-08)
Our District
Massachusetts
Exceeding Expectations
Meeting Expectations
Partially Meeting Expectations
Not Meeting Expectations
ENGLISH LANGUAGE ARTS (GRADES 10)
Our District
Massachusetts
Advanced
Proficient
Needs Improvement
Failing
MATHEMATICS (GRADES 10)
Our District
Massachusetts
Advanced
Proficient
Needs Improvement
Failing
SCIENCE
Our District
Massachusetts
Advanced
Proficient
Needs Improvement
Failing
Student Progress
Student growth measures the amount of academic progress a student made over the year, based on MCAS. It compares a student’s MCAS performance to other students with similar past MCAS scores. Growth is reported on a scale from 1 to 99, with lower numbers representing lower progress and higher numbers representing higher progress. An average growth score between 40 and 60 means that the district or school is making typical progress.
ENGLISH LANGUAGE ARTS (GRADES 03-08)
Our District
Massachusetts
MATHEMATICS (GRADES 03-08)
Our District
Massachusetts
ENGLISH LANGUAGE ARTS (GRADES 10)
Our District
Massachusetts
MATHEMATICS (GRADES 10)
Our District
Massachusetts
Finance
Dollars Spent per Student
The total dollars spent per student, broken down by the source of funds. Funding comes from federal, state, and local sources. The amount of money spent per student depends on many factors, including student enrollment, staffing, special programs, and whether the school receives state or federal grant funds.
Our District
Massachusetts
State & Local Funds
Federal Funds
Accountability
An accountability system brings together a set of measures in order to provide clear, actionable information about district and school performance. In Massachusetts, accountability results are calculated using information related to student performance on state tests, chronic absenteeism, high school completion, and advanced coursework completion.
Progress Toward Improvement Targets
Massachusetts sets annual improvement targets for every district and school. Targets are set for achievement, growth, English learner progress, chronic absenteeism, high school completion, and advanced coursework completion. Districts and schools with a target percentage of 75% or higher are considered to be meeting or exceeding targets.
[If 75% or higher] Our school is meeting or exceeding targets for most accountability measures.
Overall Classification
Massachusetts uses information related to progress toward improvement targets, accountability percentiles, graduation rates, and MCAS participation rates to determine each district and school's overall classification. Most districts and schools are placed into two categories: those that require assistance or intervention from the state, and those that do not require assistance or intervention. Districts and schools that are new or very small are classified as having "insufficient data."
Other Information
Federal education law requires states to identify schools as needing support and improvement if they meet certain criteria. Schools that are low performing overall or have low graduation rates are identified as needing Comprehensive Support and Improvement. Schools with low performing student groups are identified as needing Targeted Support and Improvement or Additional Targeted Support and Improvement. These schools may receive additional support from the district and the state in order to improve student performance.
In our district, the following school(s) were identified as needing support and improvement:
