2005-06 District Report Card - Haverhill

Haverhill (01280000)

Raleigh C Buchanan, Superintendent
Mailing Address: 4 Summer Street
Haverhill, MA 01830-5877
Phone: (978) 374-3405
FAX: (978) 373-1535
Website: http://www.haverhill-ps.org/

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

Mission Statement:
The mission of the Haverhill Public Schools is to produce self-directed learners who contribue productively and ethically to local, national, and global communities through an active and experiential education fostered by community.

Enrollment - 2005-06
  District State
Total Count 7,590 972,371
Race/Ethnicity (%)
African American 3.5 8.3
Asian 1.5 4.6
Hispanic 20.4 12.9
Native American 0.1 0.3
White 74.3 72.4
Native Hawaiian, Pacific Islander 0.1 0.1
Multi-Race, Non-Hispanic 0.1 1.4
Gender (%)
Male 52.3 51.4
Female 47.7 48.6
Selected Populations (%)
Limited English Proficiency 5.6 5.3
Low-income 32.7 28.2
Special Education 17.9 16.5
First Language Not English 13.1 14.3
Migrant 0.1 0.1

Grades Offered: PK, K, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12
Teacher Data (2005-06)
  District State
Total # of Teachers 545 73,593
% of Teachers Licensed in Teaching Assignment 89.5 94.4
Total # of Teachers in Core Academic Areas 486 62,301
% of Core Academic Teachers Identified as Highly Qualified 90.5 93.7
Student/Teacher Ratio 13.9 to 1 13.2 to 1

Educator Quality Data
All Schools
High Poverty Schools
Low Poverty Schools
Percentage of teachers licensed in area in which teaching: 89.5 93.0 -
Percentage of teachers in core academic subjects who are Highly Qualified 90.5 92.9 -

Additional Teacher Information
Teachers in our district are dedicated to the education of ALL students. A percentage of teachers who are not licensed are in areas of content where staff is difficult to find-e.g. mathematics, science and special education. Others are licensed in other states and waiting for their Massachusetts licensure. "Highly" qualified teachers is a goal of our district.

We are working with local colleges to accelerate the licensure process.














Web Resources
Massachusetts Department of Education:
http://www.doe.mass.edu/
School and District Profiles:
http://profiles.doe.mass.edu/?orgcode=01280000
Adequate Yearly Progress (AYP) Information:
http://www.doe.mass.edu/sda/ayp/cycleIVmid/
Massachusetts No Child Left Behind website:
http://www.doe.mass.edu/nclb/

2005-06 District Report Card - Haverhill
GRADE LEVEL 3 - READING

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 437 76 NA 71 26 3
    DISABLED 120 21 NA 30 51 19
    LIMITED ENGLISH PROFICIENT 21 4 NA 14 71 14
GENDER
    FEMALE 279 48 NA 63 31 6
    MALE 299 52 NA 58 34 8
RACE/ETHNICITY
    AFRICAN-AMERICAN 14 2 NA 57 29 14
    ASIAN OR PACIFIC ISLANDER 9 2 NA - - -
    HISPANIC 103 18 NA 38 53 9
    NATIVE AMERICAN 0 0 NA - - -
    WHITE 452 78 NA 66 28 6
LOW INCOME 228 39 NA 44 44 12
MIGRANT STUDENT 1 0 NA - - -
STATE
    2005 71463 100 NA 62 31 7
    2004 73332 100 NA 63 30 7
ALL STUDENT
    2005 578 100 NA 60 33 7
    2004 610 100 NA 60 32 7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 4 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 424 72 8 44 42 7
    DISABLED 133 23 1 10 43 47
    LIMITED ENGLISH PROFICIENT 31 5 0 3 58 39
GENDER
    FEMALE 274 47 8 41 39 12
    MALE 314 53 4 28 46 22
RACE/ETHNICITY
    AFRICAN-AMERICAN 18 3 6 22 56 17
    ASIAN OR PACIFIC ISLANDER 11 2 9 27 55 9
    HISPANIC 95 16 1 12 53 35
    NATIVE AMERICAN 0 0 - - - -
    WHITE 464 79 7 39 40 14
LOW INCOME 200 34 2 19 51 29
MIGRANT STUDENT 1 0 - - - -
STATE
    2005 72780 100 10 40 40 10
    2004 73111 100 11 45 35 9
ALL STUDENT
    2005 588 100 6 34 43 17
    2004 593 100 5 39 43 12
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 4 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 424 72 13 29 49 8
    DISABLED 133 23 0 5 41 55
    LIMITED ENGLISH PROFICIENT 31 5 0 10 58 32
GENDER
    FEMALE 274 47 12 20 52 16
    MALE 314 53 8 25 44 24
RACE/ETHNICITY
    AFRICAN-AMERICAN 18 3 0 11 56 33
    ASIAN OR PACIFIC ISLANDER 11 2 9 36 55 0
    HISPANIC 95 16 0 6 53 41
    NATIVE AMERICAN 0 0 - - - -
    WHITE 464 79 12 26 46 16
LOW INCOME 200 34 3 14 48 36
MIGRANT STUDENT 1 0 - - - -
STATE
    2005 72831 100 14 27 44 15
    2004 73323 100 14 28 44 14
ALL STUDENT
    2005 588 100 10 22 48 20
    2004 593 100 9 28 46 16
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 5 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 422 70 18 42 36 4
    DISABLED 148 25 5 16 43 36
    LIMITED ENGLISH PROFICIENT 31 5 3 6 58 32
GENDER
    FEMALE 287 48 13 33 43 11
    MALE 314 52 15 35 35 15
RACE/ETHNICITY
    AFRICAN-AMERICAN 18 3 11 28 44 17
    ASIAN OR PACIFIC ISLANDER 8 1 - - - -
    HISPANIC 104 17 6 17 43 34
    NATIVE AMERICAN 0 0 - - - -
    WHITE 471 78 15 38 38 9
LOW INCOME 209 35 7 20 52 22
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 73242 100 16 35 38 12
    2004 74853 100 20 35 33 13
ALL STUDENT
    2005 601 100 14 34 39 13
    2004 648 100 14 34 36 16
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 6 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 458 73 17 30 34 19
    DISABLED 141 22 1 5 30 65
    LIMITED ENGLISH PROFICIENT 29 5 3 7 24 66
GENDER
    FEMALE 321 51 13 26 28 33
    MALE 307 49 12 21 37 30
RACE/ETHNICITY
    AFRICAN-AMERICAN 22 4 14 9 27 50
    ASIAN OR PACIFIC ISLANDER 12 2 50 17 25 8
    HISPANIC 116 18 3 9 25 62
    NATIVE AMERICAN 1 0 - - - -
    WHITE 477 76 14 28 34 24
LOW INCOME 238 38 5 18 31 47
MIGRANT STUDENT 2 0 - - - -
STATE
    2005 74789 100 17 29 30 23
    2004 76661 100 17 25 32 25
ALL STUDENT
    2005 628 100 13 24 32 32
    2004 660 100 10 24 34 32
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 7 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 489 76 5 62 30 3
    DISABLED 124 19 0 15 48 37
    LIMITED ENGLISH PROFICIENT 29 5 0 14 34 52
GENDER
    FEMALE 298 46 6 58 31 6
    MALE 340 53 3 45 36 16
RACE/ETHNICITY
    AFRICAN-AMERICAN 32 5 0 41 50 9
    ASIAN OR PACIFIC ISLANDER 12 2 8 75 17 0
    HISPANIC 122 19 0 23 46 31
    NATIVE AMERICAN 0 0 - - - -
    WHITE 475 74 5 58 30 7
LOW INCOME 242 38 1 32 45 22
MIGRANT STUDENT 2 0 - - - -
STATE
    2005 76717 100 10 56 27 7
    2004 77386 100 9 59 25 7
ALL STUDENT
    2005 642 100 4 50 33 12
    2004 737 100 5 54 32 8
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 8 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 560 78 8 24 36 32
    DISABLED 135 19 0 4 19 77
    LIMITED ENGLISH PROFICIENT 26 4 0 0 23 77
GENDER
    FEMALE 371 51 5 17 33 45
    MALE 350 49 8 21 32 39
RACE/ETHNICITY
    AFRICAN-AMERICAN 25 3 0 8 36 56
    ASIAN OR PACIFIC ISLANDER 8 1 - - - -
    HISPANIC 143 20 1 4 28 67
    NATIVE AMERICAN 0 0 - - - -
    WHITE 545 76 8 23 33 35
LOW INCOME 250 35 2 7 29 62
MIGRANT STUDENT 1 0 - - - -
STATE
    2005 77026 100 13 26 30 31
    2004 78893 100 13 26 32 29
ALL STUDENT
    2005 721 100 6 19 32 42
    2004 760 100 5 22 32 41
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 8 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 560 78 2 26 48 24
    DISABLED 135 19 0 2 27 71
    LIMITED ENGLISH PROFICIENT 26 4 0 0 19 81
GENDER
    FEMALE 371 51 1 17 43 39
    MALE 350 49 2 25 43 30
RACE/ETHNICITY
    AFRICAN-AMERICAN 25 3 0 4 40 56
    ASIAN OR PACIFIC ISLANDER 8 1 - - - -
    HISPANIC 143 20 0 5 39 56
    NATIVE AMERICAN 0 0 - - - -
    WHITE 545 76 2 25 44 29
LOW INCOME 250 35 0 9 38 53
MIGRANT STUDENT 1 0 - - - -
STATE
    2005 76891 100 4 29 41 26
    2004 78887 100 5 28 35 31
ALL STUDENT
    2005 721 100 2 21 43 35
    2004 760 100 3 21 39 37
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 10 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 379 81 18 49 26 7
    DISABLED 77 16 0 13 44 43
    LIMITED ENGLISH PROFICIENT 14 3 7 21 43 29
GENDER
    FEMALE 223 47 19 45 27 9
    MALE 235 50 10 40 31 18
RACE/ETHNICITY
    AFRICAN-AMERICAN 20 4 5 20 45 30
    ASIAN OR PACIFIC ISLANDER 9 2 - - - -
    HISPANIC 78 17 4 24 49 23
    NATIVE AMERICAN 0 0 - - - -
    WHITE 363 77 17 48 23 11
LOW INCOME 144 31 4 27 47 22
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 72036 100 23 42 25 10
    2004 69808 100 19 43 27 11
ALL STUDENT
    2005 470 100 14 43 29 14
    2004 420 100 15 47 26 12
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 District Report Card - Haverhill
GRADE LEVEL 10 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 385 81 27 21 33 19
    DISABLED 77 16 3 8 29 61
    LIMITED ENGLISH PROFICIENT 14 3 14 14 21 50
GENDER
    FEMALE 225 47 24 22 33 21
    MALE 238 50 22 16 31 32
RACE/ETHNICITY
    AFRICAN-AMERICAN 20 4 15 10 25 50
    ASIAN OR PACIFIC ISLANDER 9 2 - - - -
    HISPANIC 78 16 8 10 41 41
    NATIVE AMERICAN 0 0 - - - -
    WHITE 369 78 27 20 30 23
LOW INCOME 146 31 10 12 34 44
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 72141 100 35 27 24 15
    2004 70293 100 29 28 28 15
ALL STUDENT
    2005 476 100 23 18 32 27
    2004 424 100 21 29 31 19
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality





2005-06 District Report Card - Haverhill
2005 Adequate Yearly Progress (AYP) Report

ENGLISH LANGUAGE ARTS
Student Group 2005 Mid-Cycle IV (2005) Data 2005 AYP
2005
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 2289 2256 99 Yes 2256 79.9 No -1.2 No 93.3 0.2 Yes No
Lim. English Prof. 155 153 99 Yes 153 56.2 No 1.8 No 92.5 -0.5 Yes No
Spec. Ed. 403 390 97 Yes 390 58.7 No -2.6 No 91.8 0.9 Yes No
Low Income 818 804 98 Yes 804 69.0 No -1.2 No 91.4 0.2 No No
Afr. Amer./Black 84 82 - - 82 71.6 - - - 92.0 -0.6 - -
Asian or Pacif. Isl. 41 41 - - 41 82.9 - - - 96.2 1.4 - -
Hispanic 398 392 98 Yes 392 64.1 No 0.3 No 91.4 0.3 No No
Native American 0 - - - - - - - - - - - -
White 1765 1741 99 Yes 1741 83.7 Yes -1.1 No 93.7 0.3 Yes Yes

MATHEMATICS
Student Group 2005 Mid-Cycle IV (2005) Data 2005 AYP
2005
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 2422 2392 99 Yes 2392 63.7 No 1.2 No 93.3 0.2 Yes No
Lim. English Prof. 169 167 99 Yes 167 43.4 No -0.1 No 92.5 -0.5 Yes No
Spec. Ed. 433 422 97 Yes 422 41.2 No 1.7 No 91.8 0.9 Yes No
Low Income 837 825 99 Yes 825 50.8 No 1.3 No 91.4 0.2 No No
Afr. Amer./Black 85 83 - - 83 52.7 - - - 92.0 -0.6 - -
Asian or Pacif. Isl. 40 40 - - 40 81.9 - - - 96.2 1.4 - -
Hispanic 432 428 99 Yes 428 44.0 No -0.1 No 91.4 0.3 No No
Native American 1 - - - - - - - - - - - -
White 1864 1840 99 Yes 1840 68.4 No 1.7 No 93.7 0.3 Yes No

Adequate Yearly Progress History Accountability Status
  1999 2000 2001 2002 2003 2004 2005
ELA Aggregate N/A N/A Yes Yes Yes Yes No Identified for Improvement - Subgroups only
All subgroups N/A N/A N/A N/A No No No
MATH Aggregate N/A N/A Yes Yes Yes Yes No Identified for Improvement - Subgroups only
All subgroups N/A N/A N/A N/A No No No

 

Schools Identified for Improvement
Haverhill Public Schools
  English Language Arts Mathematics
School 1999 2000 2001 2002 2003 2004 2005 Status 1999 2000 2001 2002 2003 2004 2005 Status
Consentino Yes Yes Yes Yes Yes Yes Yes  II-S  Yes Yes Yes Yes Yes Yes No  II-S 
Golden Hill Yes Yes Yes Yes Yes Yes Yes  II-S  Yes Yes No No Yes Yes Yes   
Haverhill High Yes Yes Yes Yes Yes Yes Yes  II-S  Yes Yes Yes Yes Yes Yes Yes  II-S 
John G Whittier Yes Yes Yes Yes Yes Yes Yes    Yes Yes Yes Yes No Yes Yes  II-S 
Silver Hill Yes Yes Yes Yes Yes Yes No  II-S  Yes Yes Yes Yes No Yes Yes   

Teacher Quality Data
for High-Poverty and Low-Poverty
Haverhill Public Schools
School HQ% LIC%
High Poverty  
Burnham Elementary  98.9   99.0 
Haverhill Alternative School  83.3   83.3 

Data Definitions

Enrollment - This information reflects the public school enrollment on October 1, 2005.

Race/Ethnicity:
Asian. A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American. A person having origins in any of the black racial groups of Africa.
Hispanic or Latino. A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other Pacific Islander. A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
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.
White. A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Multi-racial. A person selecting more than one racial category and non-Hispanic.
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, 2005.

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- Spring 2005 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.

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/cycleIVmid/.

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