For immediate release
Tuesday, September 24, 2019
Contact: Jacqueline Reis 781-338-3115
State Releases 2019 Assessment and Accountability Results MCAS results increase in ELA and math, 71 percent of schools are improving
MALDEN — The state’s 2019 MCAS test results show modest improvement in grades 3-8 in both English language arts and mathematics. In terms of the percentage of students meeting expectations, both subjects saw an increase of 1 percentage point for grades 3-8. English language arts scores rose from 51 percent to 52 percent, and math scores increased from 48 percent to 49 percent. Of particular note was a significant increase in grade 3 English language arts scores after years of stagnation and strong gains in grade 6 math scores.
On the grade 3 English language arts MCAS, the percent of students who scored in the Meeting Expectations category rose from 52 percent to 56 percent in one year.
The percentage of students meeting expectations in grade 6 math increased from 47 percent to 51 percent. Grade 6 is the first group in grades 3–8 to surpass an average scaled score of 500 in math, with more than 50 percent of students meeting expectations.
This year is the first year of grade 10 results on the next-generation English language arts and math MCAS results. This revamped assessment is designed to give students a clearer signal of whether they are on track for college and career readiness, and the average scores in both English language arts (506) and math (505) were both in the Meeting Expectations category.
Also new in this year’s results is the first administration of the next-generation science assessments in grades 5 and 8, which showed 48 percent of fifth graders and 46 percent of eighth graders scoring Meeting Expectations on the new standards.
The state’s accountability data – which looks at additional factors beyond test results, including graduation rates, attendance and other measures – shows that 71 percent of schools met or made substantial progress toward meeting improvement targets in the last two years.
“I am pleased to see the statewide increases in ELA and math test scores this year,” Commissioner Jeffrey C. Riley said. “Even as much work remains, especially in increasing student access to deeper, engaging learning, this data shows many bright spots across our Commonwealth.”
Several districts and schools stand out for exceptionally high achievement or improvements in their accountability data.
For outstanding overall results, Commissioner Riley commended Savoy Elementary School, a one-school district in the northwest part of the state, and Mattapoisett Public Schools in Southeastern Massachusetts. In terms of a two-year average, these school districts met the highest percentage of their district improvement targets compared to other traditional school districts.
For significantly improved results, DESE commends Auburn Public Schools and Northern Regional Berkshire Vocational Technical School District. Among traditional public schools and vocational schools, these districts saw the greatest improvement in meeting their targets from 2018 to 2019.
Among the schools that have shown excellent progress towards their targets, 67 schools have been named Schools of Recognition for high achievement, high growth, and/or exceptional performance relative to their improvement targets.
Schools receiving commendations in all three areas include:
Daniel Butler Elementary School, Belmont Public Schools
Deerfield Elementary School, Westwood Public Schools
Gates Elementary School, Acton-Boxborough Regional School District
James B. Congdon Elementary School, New Bedford Public Schools
Josiah Haynes Elementary School, Sudbury Public Schools
Luther Burbank Middle School, Nashoba Regional School District
In addition, Commissioner Riley has released two schools – John J. Duggan Academy, a grades 6-12 school in the Springfield Empowerment Zone, part of the Springfield Public Schools, and Channing Elementary School in the Boston Public Schools – from underperforming school status based on substantial improvements made in accordance with their turnaround plans.
The commissioner congratulates the students, educators, families, administrators, and partners in each of these schools and districts for their outstanding work.
Alongside these bright spots, this year’s accountability results also highlight areas of persistent challenge. While individual school results vary, this year’s data again show that a high proportion of the Commonwealth’s lowest performing schools remain concentrated in a few districts, with a sizable percentage in the Boston Public Schools (BPS).
Of the 97 BPS schools included in the accountability system, 34 schools serving over 17,000 students are among the lowest performing 10 percent of schools in the state. Of those 34 schools, 20 are among the lowest performing 5 percent of schools in the state. The Department will be conducting a previously scheduled district review of BPS this fall, which will provide an opportunity to more deeply assess district-level systems and supports and engage in further dialogue with local officials.
While the commissioner typically names new underperforming and chronically underperforming schools in the fall, this year he will take time to gather more information about district-level factors influencing school performance and will not issue any such potential determinations until later in the school year.
Additional information on MCAS (the Massachusetts Comprehensive Assessment System):
This year’s results are the third year of next-generation English language arts and mathematics MCAS results for grades 3-8.
As noted above, this year is the first year of results on the next-generation English language arts and mathematics MCAS results for grade 10.
Next-generation MCAS scores fall into four categories on a scale that runs from 440 to 560 points - Exceeding Expectations, Meeting Expectations, Partially Meeting Expectations and Not Meeting Expectations. While the next-generation test has different categories than the legacy test, the minimum passing score that 10th graders need in order to meet the testing requirement for graduation is currently set at the equivalent of the minimum passing score on the legacy MCAS. On the next-generation MCAS, that equivalent falls within the “Not Meeting Expectations” category. Eighty-seven percent of 10th graders, the same as the previous year, met the minimum testing requirement for graduation in all three subjects.
That interim passing standard will remain in place for at least this year’s juniors and sophomores (the classes of 2021 and 2022). The Board of Elementary and Secondary Education will decide in the future whether to transition to a higher minimum score to better reflect students’ readiness for college and careers.
Parents should receive their child’s scores from their school district in October. When reviewing students’ scores, students, parents and educators should keep in mind that:
In general, the standards for Meeting Expectations are more rigorous than the standards for reaching the Proficient level on the legacy MCAS.
Next-generation MCAS scores should not be compared to legacy MCAS scores.
Additional information on Massachusetts accountability and assistance categories:
This year was the second year of the state’s new accountability system, which considers:
Student achievement,
Student growth,
High school completion,
Progress toward English proficiency,
Chronic absenteeism and
Advanced coursework.
The system helps identify where schools and districts are doing outstanding work and where they might need assistance to address persistently low and declining student achievement.
The state’s accountability system is designed to measure how a school or district is doing and what kind of support it may need. Under the accountability system, most of the state’s schools are designated as not requiring assistance or intervention. Schools that require assistance or intervention are considered “in need of focused/targeted support” or “in need of broad/comprehensive support”. Of those in need of broad/comprehensive support, some are underperforming, and some are chronically underperforming.
The accountability results released today will be among the information included on school and district report cards that will be available in late December. Those report cards will also include information on student discipline rates, students’ access to the arts, educator qualifications, students’ course passing rates, and per-pupil spending.
Superintendents, assistant superintendents, principals, and charter school leaders will receive the update automatically. For others wishing to receive this update, please subscribe
