Spring 2011 MCAS Tests:
Summary of State Results
September 2011
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
This document was prepared by the
Massachusetts Department of Elementary and Secondary Education
Mitchell D. Chester, Ed.D.
Commissioner
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© 2011 Massachusetts Department of Elementary and Secondary Education
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credit the “Massachusetts Department of Elementary and Secondary Education.”
This document printed on recycled paper
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
http://www.doe.mass.edu/
Table of Contents
Executive Summary .............................................................................................................1
I.
2011 MCAS at a Glance .............................................................................................10
II. Summary of the 2011 Statewide MCAS Results ........................................................15
III. 2011 Statewide MCAS Participation Results .............................................................31
IV. 2011 Statewide MCAS Results Disaggregated by Subgroup .....................................32
V. Statewide MCAS Trend Results .................................................................................41
VI. Statewide MCAS Trend Results Disaggregated by Subgroup ...................................48
Executive Summary
The fourteenth administration of the Massachusetts Comprehensive Assessment System (MCAS) tests
took place in spring 2011.
Participation
A total of 547,728 Massachusetts public school students in grades 3–10 participated in a total of 17
MCAS tests in English Language Arts, Mathematics, and Science and Technology/Engineering.1
Participation rates remained very high, ranging from 98 to 100 percent across the grades and subjects
tested.
In 2011, 9,325 students with disabilities participated in the MCAS Alternate Assessment (MCAS-Alt) by
submitting portfolios documenting their academic achievement in one or more subjects in grades 3–12.
Overall Achievement
Student achievement statewide improved on 9 of the 17 MCAS tests administered in 2011. Between 2010
and 2011, the percentage of students scoring Proficient or higher2 improved by one to six percentage
points on four of seven grade-level tests in English Language Arts (ELA), one to four points on four of
seven grade-level tests in Mathematics, and two points on one of three grade-level tests in Science and
Technology/Engineering (STE).
The percentage of students statewide scoring Proficient or higher ranged from
 53 percent at grade 4 to 84 percent at grade 10 in ELA;
 47 percent at grade 4 to 77 percent at grade 10 in Mathematics; and
 39 percent at grade 8 to 67 percent at the high school level in STE.
Trends in Achievement
The most notable improvements in student achievement in 2011 were made at grade 10 in ELA and at
grade 5 in ELA and Mathematics. Between 2010 and 2011, the percentage of students scoring Proficient
or higher rose by six percentage points in grade 10 ELA and by four points in grade 5 ELA and
Mathematics. The only notable decline in achievement was in grade 5 STE, where the percentage of
students scoring Proficient or higher dropped by three points.
Looking at five-year trends, student achievement improved by five or more percentage points in
Mathematics at all grade levels except grade 4, in ELA at grade 10, and in STE at grades 8 and 103.
Between 2007 and 2011, the percentage of students scoring Proficient or higher increased by 13 points in
grade 10 ELA, five to nine points in Mathematics, six points in grade 8 STE, and 10 points in grade 10
STE. In Mathematics, the largest gain was at grade 10 (nine points). On the downside, student
achievement declined at grade 4 in both ELA (three points) and Mathematics (one point).
1
The four subject-specific high school Science and Technology/Engineering tests in Biology, Chemistry,
Introductory Physics, and Technology/Engineering given in grades 9 and 10 are counted here as one operational test.
2
In this report, Proficient or higher refers to the cumulative percentage of students scoring at the Proficient and
Advanced levels.
3
High school STE tests were first administered in 2008; the grade 10 STE trend is therefore a four-year trend.
Spring 2011 MCAS Tests: Summary of State Results
1
Since the inception of the MCAS program in 1998, student achievement in ELA and Mathematics has
risen markedly at most grade levels. At grade 10, where high stakes have been attached to tests in both
subjects since 2001 (for the class of 2003), the percentage of students scoring Proficient or higher has
increased from 38 percent in 1998 to 84 percent in 2011 in ELA and from 24 percent in 1998 to 77
percent in 2011 in Mathematics. Figure E-1 below shows the improvement in the percentage of students
scoring Proficient or higher in grade 10 ELA and Mathematics for the duration of the MCAS program.
Table E-1 provides ELA, Mathematics, and STE results at all grade levels for 1998–2011; the individual
grade-level tests were first administered beginning in different years.
Percent of students scoring Proficient or higher
Figure E-1: 1998-2011 Statewide Grade 10 MCAS Results
100
90
80
70
60
50
40
30
20
10
0
1998
1999 2000
2001
2002 2003
2004
2005
2006 2007
2008
2009 2010
2011
Mathematics
English Language Arts
Table E-1: 1998–2011 Statewide MCAS Test Results
Percentage of Students Scoring Proficient or Higher
Grade
Year
English Language Arts
Mathematics
Grade 3
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
61
63
57
56
59
58
62
63
63
67
62
66
65
60
61
60
52
–
–
–
–
–
Spring 2011 MCAS Tests: Summary of State Results
Science and
Technology/Engineering
–
–
–
–
–
–
–
–
–
–
–
2
Table E-1: 1998–2011 Statewide MCAS Test Results
Percentage of Students Scoring Proficient or Higher
Grade
Year
English Language Arts
Mathematics
Grade 4
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
2011
2010
2009
2008
2007
2006
2005
2004
2003
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
53
54
54
49
56
50
50
56
56
54
51
–
–
–
67
63
63
61
63
59
–
–
–
68
69
66
67
67
64
–
–
–
–
–
73
72
70
69
69
65
66
68
66
64
55
47
48
48
49
48
40
40
42
40
39
34
40
36
34
59
55
54
52
51
43
–
–
–
58
59
57
56
52
46
46
43
42
41
36
51
53
49
47
46
40
–
–
–
–
–
Grade 5
Grade 6
Grade 7
Spring 2011 MCAS Tests: Summary of State Results
Science and
Technology/Engineering
–
–
–
–
–
–
–
–
–
–
–
–
–
–
50
53
49
50
51
50
51
55
52
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
3
Table E-1: 1998–2011 Statewide MCAS Test Results
Percentage of Students Scoring Proficient or Higher
Grade
Year
English Language Arts
Mathematics
Grade 8
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
79
78
78
75
75
74
–
–
–
–
–
–
–
–
84
78
79
75
71
70
64
62
61
59
51
36
34
38
52
51
48
49
45
40
39
39
37
34
34
34
28
31
77
75
75
72
68
67
61
57
51
44
45
33
24
24
Grade 10a
Science and
Technology/Engineering
39
40
39
39
33
32
33
33
32
–
–
–
–
–
67
65
61
57
–
–
–
–
–
–
–
–
–
–
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10;
only students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10
are included.
a
Achievement by Subgroup
All student subgroups had gains in achievement in each subject at some grade levels between 2010 and
2011. The between-group gap in the percentage of students scoring Proficient or higher narrowed in many
cases but also widened or remained the same in others.
Race/Ethnicity
English Language Arts
Between 2010 and 2011, the percentage of African American, Asian, Hispanic/Latino, and white students
scoring Proficient or higher in ELA improved by four to six percentage points at grade 5 and by five to
nine percentage points at grade 10, mirroring the statewide results for all students. African American
students made strong gains at grades 5 and 8 (six points), grade 7 (three points), and grade 10 (nine
points); Asian students at grade 5 (four points) and grade 10 (six points); Hispanic/Latino students at
grade 5 (four points), grade 8 (three points), and grade 10 (seven points); and white students at grade 5
(four points) and grade 10 (five points). Notable declines in ELA achievement were experienced by
Spring 2011 MCAS Tests: Summary of State Results
4
African American students at grade 3 (five points) and African American and Hispanic/Latino students at
grade 6 (three points each).
From 2010 to 2011, the between-group gap in the percentage of students scoring Proficient or higher for
white students and African American students narrowed by two to six percentage points at grades 4, 5, 7,
8, and 10, while the gap widened by four points at grade 3 and by three points at grade 6. The betweengroup gap in ELA for white students and Hispanic/Latino students narrowed by one to three percentage
points at grades 4, 7, 8, and 10; widened by one point at grade 3 and three points at grade 6; and remained
the same at grade 5.
Mathematics
Between 2010 and 2011, achievement of each of the four major racial/ethnic subgroups in the state
improved in Mathematics at grade 5 by three to five percentage points, with the largest gain made by
Hispanic/Latino students, and at grade 10 by one to three points. The other notable gain in the percentage
of students scoring Proficient or higher in Mathematics was made by Asian students at grade 4 (three
points). The only notable drops in achievement were made by Asian students at grade 6 and white
students at grade 7 (three points each).
The between-group gap in the percentage of students scoring Proficient or higher for white students and
African American students narrowed between 2010 and 2011 by one percentage point at grades 7 and 10;
widened by one point at grades 4 and 8; and stayed the same at grades 3, 5, and 6. The between-group gap
for white students and Hispanic/Latino students narrowed by one or two points at grades 3, 5, 7, 8, and
10, and widened by one point at grades 4 and 6.
Science and Technology/Engineering
Between 2010 and 2011, student achievement at grade 5 declined by three to four percentage points for
all four major racial/ethnic subgroups in the state, while STE achievement improved by one to four points
for all four subgroups at grade 10. At grade 8, the percentage of students scoring Proficient or higher
increased by one percentage point for African American students, declined by three points for Asian
students and one point for white students, and was flat for Hispanic/Latino students.
The between-group gap in the percentage of students scoring Proficient or higher for white students and
African American students narrowed by two percentage points at grades 8 and 10 and widened by one
point at grade 5. The between-group gap for white students and Hispanic/Latino students narrowed by one
point at grade 8 and two points at grade 10, and remained the same at grade 5.
High-Needs Students
High needs, a new reporting category introduced in 2011, includes students with disabilities, English
language learner (ELL) and former English language learner students, and low-income students.4
In 2011, less than 50 percent of high-needs students scored Proficient or higher at grades 3, 4, 5, and 6 in
ELA; at all grade levels tested in Mathematics with the exception of grade 10; and at all grades tested in
STE. The percentage of high-needs students scoring Proficient or higher ranged from
 31 percent at grade 4 to 66 percent at grade 10 in ELA;
 27 percent at grade 7 to 56 percent at grade 10 in Mathematics; and
 17 percent at grade 8 to 42 percent at grade 10 in STE.
4
Since high needs is a new reporting category in 2011, data for prior years are not provided in this report.
Spring 2011 MCAS Tests: Summary of State Results
5
Students with Disabilities
In 2011, less than 25 percent of students with disabilities scored Proficient or higher at grades 3 and 4 in
ELA; at grades 4, 6, 7, and 8 in Mathematics; and at grades 5 and 8 in STE. The percentage of students
with disabilities scoring Proficient or higher ranged from
 15 percent at grade 4 to 49 percent at grade 10 in ELA;
 14 percent at grades 7 and 8 to 39 percent at grade 10 in Mathematics; and
 12 percent at grade 8 to 30 percent at grade 10 in STE.
Students with disabilities made notable gains in achievement in ELA between 2010 and 2011 at grades 5
and 8 (four points) and grade 10 (11 points); in Mathematics at grade 5 (four points) and grade 10 (three
points); and in STE at grade 10 (three points). The only drops in achievement were in ELA at grades 3
and 4 (one point) and in Mathematics at grade 7 (one point).
The between-group gap in the percentage of students scoring Proficient or higher for students with
disabilities and all students narrowed or remained the same in all subjects and grades. The between-group
gap in ELA narrowed by one point at grades 3 and 6, four points at grade 8, and five points at grade 10. In
Mathematics, the between-group gap narrowed by one point at grades 4, 6, 7, and 10. In STE, the gap
narrowed by three points at grade 5 and 8 and one point at grade 10.
English Language Learner Students
In 2011, less than 25 percent of English language learner students scored Proficient or higher at all grade
levels tested in ELA except grades 8 and 10; at grades 4, 6, 7, and 8 in Mathematics; and at all three
grades tested in STE. The percentage of ELL students scoring Proficient or higher ranged from
 18 percent at grade 4 to 27 percent at grade 10 in ELA;
 14 percent at grades 7 and 8 to 37 percent at grade 3 in Mathematics; and
 3 percent at grade 8 to 16 percent at grade 10 in STE.
ELL students made relatively large gains in achievement in ELA between 2010 and 2011 at grade 10
(eight points), in Mathematics at grade 5 (four points) and grade 10 (five points), and in STE at grade 10
(four points). Achievement of ELL students declined notably in ELA at grade 3 (three points) and grade 6
(four points) and in Mathematics at grade 6 (three points).
Between 2010 and 2011 in ELA, the between-group gap in the percentage of students scoring Proficient
or higher for ELL students and all students narrowed by one point at grade 7 and two points at grade 10
but widened by one point at grade 3 and three points at grades 5 and 6. In Mathematics, the betweengroup gap narrowed by one point at grade 7 and three points at grade 10 but widened by one point at
grades 3 and 8 and two points at grade 6. In STE, the gap narrowed by one point at grades 5 and 8 and
two points at grade 10.
Low-Income Students
In 2011, less than 50 percent of low-income students scored Proficient or higher at grades 3, 4, 5, and 6 in
ELA; at all grades tested in Mathematics with the exception of grade 10; and at all grades tested in STE.
The percentage of low-income students scoring Proficient or higher ranged from
 32 percent at grade 4 to 69 percent at grade 10 in ELA;
 28 percent at grade 4 to 58 percent at grade 10 in Mathematics; and
 17 percent at grade 8 to 44 percent at grade 10 in STE.
Spring 2011 MCAS Tests: Summary of State Results
6
Between 2010 and 2011, low-income students made notable gains in achievement in ELA at grade 5 (five
points), grade 8 (three points), and grade 10 (10 points); in Mathematics at grade 5 (four points); and in
STE at grade 10 (four points). Achievement dropped notably in ELA at grade 3 (three points), in
Mathematics at grade 7 (three points), and in STE at grade 5 (three points).
In ELA, the between-group gap in the percentage of students scoring Proficient or higher for low-income
students and all students narrowed between 2010 and 2011 by two points at grades 4 and 8, one point at
grade 5, and four points at grade 10 but widened by one point at grade 3. The between-group gap in
Mathematics narrowed by one point at grades 4 and 6 but widened by one point at grades 7, 8, and 10. In
STE, the gap narrowed by two points at grade 10.
Attainment of Competency Determination Required for High School Graduation
All Massachusetts students who are seeking to earn a high school diploma must meet the
Commonwealth’s Competency Determination (CD) standard in addition to all local graduation
requirements. The CD requirement was established as part of the Massachusetts Education Reform Act of
1993 to ensure that students graduating from school have the knowledge and skills they need to succeed
in college and today’s workplace. In order to earn a CD, students must either earn a scaled score of 240
(Proficient) or higher on the grade 10 MCAS ELA and Mathematics tests or retests or earn a score of
220–238 on the grade 10 MCAS ELA and Mathematics tests or retests and fulfill the requirements of an
Educational Proficiency Plan (EPP). Students also must earn a score of 220 or higher on one of four
subject-specific high school MCAS tests in Science and Technology/Engineering (Biology, Chemistry,
Introductory Physics, or Technology/Engineering) to earn a CD.
To date, 70 percent of students in the class of 2013 (grade 10 students in 2011) have already fully met the
CD standard by performing at the Proficient level or higher in both ELA and Mathematics and by
performing at the Needs Improvement level or higher in STE. For the individual components of the CD
requirement, 81 percent of students performed at the Proficient level or higher in ELA, 74 percent of
students performed at the Proficient level or higher in Mathematics, and 91 percent of students performed
at the Needs Improvement level or higher in STE.5
Eighty-seven percent of students in the class of 2013 have already met or partially met the MCAS
requirements for earning a CD by performing at the Needs Improvement level or higher in ELA,
Mathematics, and STE on their first attempt (see Figure E-2 on the following page). This compares to 86
percent for the class of 2012 and 83 percent for the class of 2011. Ninety-five percent of students in the
class of 2013 performed at the Needs Improvement level or higher in ELA, 91 percent performed at this
level in Mathematics, and 91 percent did so in STE.
The percentage of students in the class of 2013 scoring Needs Improvement or higher in ELA,
Mathematics, and STE varied widely by subgroup.

Of the major racial/ethnic subgroups in the state, the percentage of students scoring Needs
Improvement or higher in all three subjects was highest for white students at 92 percent, followed
by Asian students at 90 percent, African American students at 73 percent, and Hispanic/Latino
students at 68 percent.
5
The figures cited here for students in the class of 2013 are lower than the corresponding figures for grade 10
students cited elsewhere in this report because the figures for students in the class of 2013 include retesters
(primarily students retained in grade) while those for grade 10 students include first-time testers only.
Spring 2011 MCAS Tests: Summary of State Results
7

Seventy-five percent of low-income students performed at the Needs Improvement level or higher
in all three subjects, while 74 percent of high-needs students, 61 percent of students with
disabilities, and 43 percent of ELL students did so.
Figure E-2: 2011 Statewide MCAS Results: Class of 2013
Percentage of Students Scoring Needs Improvement or Higher in English Language Arts,
Mathematics, and Science and Technology/Engineering through Spring 2011
Needs Improvement or
higher on all
three tests
87.1%
Failed two or three tests
6.7%
Failed ELA only
0.8%
Failed M ath only
2.8%
Failed STE only
2.7%
The class of 2003 was the first graduating class in Massachusetts that was required to earn a CD to be
eligible to graduate from high school. In order to earn a CD, students in the classes of 2003–2009 were
required to earn a scaled score of 220 (Needs Improvement) or higher on the grade 10 MCAS tests or
retests in ELA and Mathematics. Figure E-3 on the following page shows the percentage of students in
the classes of 2003–2009 who earned a CD on their first attempt as grade 10 students as well as the
percentage who earned a CD after one or more retests through the end of grade 12. The percentage of
students who earned a CD on their first attempt increased from 68 percent of the class of 2003 to 87
percent of the class of 2009, while the percentage who earned a CD by the end of grade 12 rose from 95
percent of the class of 2003 to 96 percent of the class of 2009. Figure E-3 also shows the corresponding
percentages of students in the classes of 2010 and 2011 who met the MCAS requirements for earning a
CD by scoring at the Needs Improvement level or higher in ELA, Mathematics, and STE. The addition of
the STE requirement had an adverse impact on the percentage of students who met the MCAS
requirements for earning a CD on their first attempt (80 percent of the class of 2010 and 83 percent of the
class of 2011), but it has had no impact on the percentage of students who met the MCAS requirements
for earning a CD by the end of grade 12 (96 percent of both classes).
Spring 2011 MCAS Tests: Summary of State Results
8
Figure E-3: Percentage of Students Scoring Needs
Improvement or Higher: Classes of 2003-2011
ELA, Math
& STE
ELA and Mathematics
100
90
Percent of students
80
70
60
50
40
30
20
10
0
2003
2004
2005
2006
2007
2008
2009
2010
2011
Graduating Class
Grade 10
Grade 12
Note: Students in the classes of 2003–2009 were required to score at the Needs Improvement level or higher in
ELA and Mathematics to be eligible to graduate from high school. Beginning with the class of 2010, students are
required to score at the Needs Improvement level or higher in ELA, Mathematics, and STE to be eligible to
graduate from high school.
Spring 2011 MCAS Tests: Summary of State Results
9
I. 2011 MCAS at a Glance
What is MCAS?
The Massachusetts Comprehensive Assessment System (MCAS) is the Commonwealth’s standards-based
student assessment program.
MCAS has three primary purposes: (1) to inform and improve curriculum and instruction; (2) to evaluate
student, school, and district performance according to the Massachusetts curriculum framework content
standards and MCAS performance standards; and (3) to determine whether a student has met the state
requirements for the Competency Determination (i.e., whether a student is eligible for a high school
diploma).
Who participates in MCAS?
All students who are enrolled in the tested grades and who are educated with Massachusetts public funds
are required by state and federal law to participate in MCAS testing.
All students with disabilities and English language learner (ELL) students must participate in MCAS
testing. Students with disabilities may receive testing accommodations that are specified in their
Individualized Education Programs (IEPs) or 504 plans and are routinely used during classroom
instruction and testing. Federal guidelines allow schools the option of excusing first-year ELL students
from the English Language Arts tests.
Students with significant cognitive disabilities who are unable to take the standard MCAS tests, even with
accommodations, are required to participate in the MCAS Alternate Assessment (MCAS-Alt). The
MCAS-Alt enables these students to submit portfolios of their work that demonstrate their performance
on the curriculum framework learning standards.
Which MCAS tests were administered in 2011?
In 2011, a total of 17 operational MCAS tests in English Language Arts, Mathematics, and Science and
Technology/Engineering were administered to students across eight grade levels.
Table 1 below shows the MCAS tests administered at each grade level in 2011.
Table 1: 2011 MCAS Tests Administered by Grade Level
Content Area
English Language Arts
Mathematics
Science and Technology/Engineering
3


4


5



Grade Level
6
7




8



9
a
10


a
a
Students may take one of four high school STE tests offered in Biology, Chemistry, Introductory Physics, and
Technology/Engineering in grade 9 or grade 10.
In February 2009, due to fiscal considerations, the Board of Elementary and Secondary Education
approved a two-year suspension of operational MCAS History and Social Science testing and waived the
Competency Determination requirement in this subject area for the classes of 2012 and 2013. As a result,
no History and Social Science tests were administered in grade 5, grade 7, or high school in spring 2011.
Spring 2011 MCAS Tests: Summary of State Results
10
What are the administration guidelines for the tests?
MCAS test sessions are designed to be completed in 45–60 minutes. However, all MCAS test
administrations are untimed, and schools must allocate the necessary resources, including staff and
classrooms, to ensure that all students have sufficient time to complete each individual session.
Except in grade 3 (for which a combined test/answer booklet is used), students at each grade level receive
separate test and answer booklets. The test booklets contain all item-specific information, including the
actual test questions, any reading passages and corresponding illustrations, writing prompts, and answer
options for multiple-choice items. Students must record their answers to each test item in the
corresponding answer booklet.
The standard MCAS tests are composed of a variety of question types at each grade level and for each
subject. Table 2 below shows the point values of test items by types of test items used on the 2011 MCAS
tests.
Table 2: Total Raw Score Points by Item Type: 2011 MCAS Tests
Subject-Area Test
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Tech/Eng
Grade 6
English Language Arts
Mathematics
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Tech/Eng
Grade 10/High School
English Language Arts
Mathematics
Science and Tech/Eng
MultipleChoice
Raw Score Point Values by Item Type
OpenShortShortWriting
Response
Answer
Response
Prompt
36
26
4
8
6
8
36
32
16
16
6
36
32
38
16
16
16
36
32
16
16
36
32
16
16
36
32
38
16
16
16
36
32
40
16
24
20
48
40
20
72
54
52
54
54
6
52
54
6
20
6
72
54
52
54
54
6
20
4
Total Number
of Raw Score
Points
72
60
60
Each MCAS test booklet contains both common and matrix-sampled questions. Common questions—
which comprise roughly 80 percent of a student’s test booklet—are those items that are identical in each
student’s booklet and from which all student, school, and district results are derived. Prior to 2009, the
Spring 2011 MCAS Tests: Summary of State Results
11
Department of Elementary and Secondary Education released 100 percent of the MCAS common items to
the public after each test administration for use as a tool to improve curriculum and instruction. Beginning
in 2009, in order to reduce testing time and test development costs, the Department began releasing
approximately 50 percent of the common items for grades 3–8 while continuing to release 100 percent of
the common items at the high school level (with the exception of the Chemistry and
Technology/Engineering tests in 2009, for which no common items were released). Matrix-sampled
questions are used to equate MCAS tests from year to year and to field test new items for future tests.
When are MCAS tests administered?
Each spring there are three MCAS test administration periods. In 2011, the first testing period was from
March 22–April 6 for tests in English Language Arts. The second testing period was from May 10–
May 26 for tests in Mathematics and May 11–May 26 for tests in grades 5 and 8 Science and
Technology/Engineering. The third testing period was from June 1–6 for the end-of-course high school
STE tests.
How are results on MCAS tests reported?
Results on the MCAS tests are reported by performance levels that describe a student’s knowledge and
skills as they relate to the MCAS performance standards and the content standards contained in the
Massachusetts curriculum frameworks. Students receive a separate score and attain a separate
performance level in each subject area. School and district results are reported according to the percentage
of students attaining each performance level in each grade-level subject area tested.
Table 3 below provides the general MCAS performance level descriptions.
Table 3: General MCAS Performance Level Definitions
Performance Level
Advanced 6
Description
Students at this level demonstrate a comprehensive and in-depth
understanding of rigorous subject matter and provide sophisticated
solutions to complex problems.
Proficient
Students at this level demonstrate a solid understanding of challenging
subject matter and solve a wide variety of problems.
Needs Improvement
Students at this level demonstrate a partial understanding of subject matter
and solve some simple problems.
Warning / Failing 7
Students at this level demonstrate a minimal understanding of subject
matter and do not solve simple problems.
Student-level MCAS results are reported as scaled scores, which range from 200 to 280 in each content
area. Scaled scores provide more precise feedback to schools, parents, and students by quantifying a
student’s achievement according to the continuum of scores within performance levels. At grade 3, 2010
was the first year in which student results were reported as scaled scores; prior to 2010, only raw score
points representing the total number of points a student earned were reported. Table 4 on the following
page provides the scaled score point ranges and their corresponding performance levels.
6
Prior to 2011, the highest performance level at grade 3 was Above Proficient. This was changed to Advanced in
2011 to provide consistency in reporting.
7
The Warning level is applicable to grades 3–8, and the Failing level is applicable to grades 9 and 10.
Spring 2011 MCAS Tests: Summary of State Results
12
Table 4: MCAS Scaled Score Ranges
Scaled Score Range
Performance Level
260–280
240–258
Advanced
Proficient
220–238
Needs Improvement
200–218
Warning / Failing
How does the Department collect and report race/ethnicity data?
Pursuant to Massachusetts General Laws, Chapter 69, Section 1I, the Department is authorized to collect
race/ethnicity data but cannot make such information public. The Department reports these data only in
the aggregate. Prior to the 2005–2006 school year, the Department collected data on students according to
the following five race/ethnicity categories:





African American
American Indian or Alaskan Native
Asian or Pacific Islander
Hispanic
White
Each student was identified by one and only one race/ethnicity category.
Beginning in 2006, the Department revised its data collection procedures to comply with the Office of
Management and Budget (OMB) revisions to the standards for classification of federal data on race and
ethnicity announced in the Federal Register Notice of October 30, 1997. The revised standards require
that agencies offer individuals the opportunity to select one or more races when reporting information on
race in federal data collections. In addition, race and Hispanic/Latino origin are considered two separate
and distinct concepts.
In accordance with these changes, the Department now reports aggregate MCAS results according to the
following seven race/ethnicity categories:







African American
Asian
Hispanic/Latino
Native American
White
Native Hawaiian/Pacific Islander
Multi-race (non-Hispanic/Latino)
MCAS results reported according to the former five race/ethnicity categories and the current seven
race/ethnicity categories are not directly comparable. To better inform comparisons made between MCAS
results by race/ethnicity across years, the Department published the 2005–2006 MCAS Race/Ethnicity
Comparison Report, available at
profiles.doe.mass.edu/mcas/racecomparison.aspx?linkid=29&orgcode=00000000&fycode=2006&orgtype
code=0&. This report provides a crosswalk between the current and former race/ethnicity categories,
giving both total numbers of students tested and percentages of students at each performance level. This
Spring 2011 MCAS Tests: Summary of State Results
13
information is also available at the school and district levels on the Department’s website through the
school and district profiles.
Where can I find more information about MCAS?
The Department’s website is a resource for educators, parents, and others who are seeking additional
information about MCAS results, released items, curriculum frameworks, and other test-related topics. To
access that information, visit www.doe.mass.edu/mcas/. If you have additional questions, you may
contact the Department’s Student Assessment Services Unit at 781-338-3625.
Spring 2011 MCAS Tests: Summary of State Results
14
II. Summary of the 2011 Statewide MCAS Results
In spring 2011, 547,728 Massachusetts public school students in grades 3–10 participated in the
fourteenth administration of the Massachusetts Comprehensive Assessment System (MCAS) tests. A total
of 17 MCAS tests in English Language Arts, Mathematics, and Science and Technology/Engineering
were administered to students across eight grade levels. State-level results for these tests are provided in
this report.
Performance Level Results by Subject
English Language Arts
Student achievement in English Language Arts (ELA)8 improved statewide between 2010 and 2011 at
four of seven grade levels tested. The percentage of students statewide scoring Proficient or higher in
2011 ranged from 53 percent at grade 4 to 84 percent at grade 10.
In 2011, achievement in ELA improved substantially for students in grades 5 and 10, as the percentage of
students scoring Proficient or higher increased by four and six percentage points respectively, since 2010.
Achievement of students in grades 7 and 8 also improved by one percentage point each. The percentage
of students scoring Proficient or higher declined by two points for grade 3 students and by one point for
students in grades 4 and 6.
Table 5 below summarizes the percentage changes in ELA achievement by students statewide between
2010 and 2011.
Table 5: 2010–2011 Statewide MCAS English Language Arts Results
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
Percentage of Students Scoring
Proficient or Higher
2010
2011
63
61
54
53
63
67
69
68
72
73
78
79
78
84
Percentage Point
Change,
2010 to 2011
–2
–1
+4
–1
+1
+1
+6
Mathematics
Student achievement in Mathematics improved statewide between 2010 and 2011 at four of seven grade
levels tested. The percentage of students scoring Proficient or higher in 2011 ranged from 47 percent at
grade 4 to 77 percent at grade 10.
Grade 5 students experienced a large gain in Mathematics achievement in 2011, as the percentage of
students scoring Proficient or higher increased by four points since 2010. Student achievement at
8
The ELA tests at grades 3, 5, 6, and 8 assess reading comprehension, while the ELA tests at grades 4, 7, and 10
assess reading comprehension and writing.
Spring 2011 MCAS Tests: Summary of State Results
15
grade 10 improved by two percentage points and at grades 3 and 8 by one point. The percentage of
students scoring Proficient or higher declined by two points at grade 7 and by one point at grades 4 and 6.
Table 6 below summarizes the percentage changes in Mathematics achievement by students statewide
between 2010 and 2011.
Table 6: 2010–2011 Statewide MCAS Mathematics Results
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
Percentage of Students Scoring
Proficient or Higher
2010
2011
65
66
48
47
55
59
59
58
53
51
51
52
75
77
Percentage Point
Change,
2010 to 2011
+1
–1
+4
–1
–2
+1
+2
Science and Technology/Engineering
Student achievement in Science and Technology/Engineering (STE) improved statewide between 2010
and 2011 by two percentage points at grade 10 and declined by three points at grade 5 and one point at
grade 8. The percentage of students scoring Proficient or higher in 2011 ranged from 39 percent at
grade 8 to 67 percent at grade 10.
Table 7 below summarizes the percentage changes in STE achievement by students statewide between
2010 and 2011.
Table 7: 2010–2011 Statewide MCAS Science and Technology/Engineering Results
Grade
Grade 5
Grade 8
Grade 10a
Percentage of Students Scoring
Proficient or Higher
2010
2011
53
50
40
39
65
67
Percentage Point
Change,
2010 to 2011
–3
–1
+2
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9
or grade 10; only students continuously enrolled in Massachusetts public schools from fall of grade 9
through spring of grade 10 are included.
a
Performance Level Results by Race/Ethnicity
English Language Arts
Between 2010 and 2011 in English Language Arts, the percentage of African American, Asian,
Hispanic/Latino, and white students scoring Proficient or higher improved by four to six percentage
points at grade 5 and by five to nine percentage points at grade 10. The largest gain at grade 5 was made
by African American students (six points), and the largest gains at grade 10 were made by African
American students (nine points) and Hispanic/Latino students (seven points). All four of the major
racial/ethnic subgroups in the state also had gains in ELA achievement at grade 7, ranging from one to
three percentage points. In addition to the gains made by the four major racial/ethnic subgroups at
Spring 2011 MCAS Tests: Summary of State Results
16
grades 5 and 10, achievement of African American students improved by three points at grade 7 and six
points at grade 8, and achievement of Hispanic/Latino students improved by three points at grade 8. The
largest drop in ELA achievement, five percentage points, was experienced by African American students
at grade 3. At grade 6, achievement of African American and Hispanic/Latino students declined by three
points each, and achievement of Asian students dropped by two points.
Table 8 below summarizes the changes in the percentage of students scoring Proficient or higher in ELA
for the major racial/ethnic subgroups in the state.
Table 8: 2010–2011 Statewide MCAS English Language Arts Results by Race/Ethnicity
Race/Ethnicity
African American
Asian
Hispanic/Latino
White
Grade
3
–5
+2
–2
–1
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade
Grade
Grade
Grade
Grade
4
5
6
7
8
+1
+6
–3
+3
+6
+1
+4
–2
+2
0
+1
+4
–3
+2
+3
–2
+4
0
+1
0
Grade
10
+9
+6
+7
+5
Mathematics
Between 2010 and 2011, Mathematics achievement of each of the four major racial/ethnic subgroups in
the state improved at grade 5 by three to five percentage points, with the largest gain made by
Hispanic/Latino students, and at grade 10 by one to three points. The other notable gain in the percentage
of students scoring Proficient or higher in Mathematics was experienced by Asian students at grade 4
(three points). The only notable drops in achievement were made by Asian students at grade 6 and white
students at grade 7 (three points each).
Table 9 below summarizes the changes in the percentage of students scoring Proficient or higher in
Mathematics for the major racial/ethnic subgroups in the state.
Table 9: 2010–2011 Statewide MCAS Mathematics Results by Race/Ethnicity
Race/Ethnicity
African American
Asian
Hispanic/Latino
White
Grade
3
–1
+1
+1
–1
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade
Grade
Grade
Grade
Grade
4
5
6
7
8
–2
+4
0
–2
0
+3
+3
–3
0
0
–2
+5
–1
–1
+2
–1
+4
0
–3
+1
Grade
10
+3
+1
+3
+2
Science and Technology/Engineering
Between 2010 and 2011 in Science and Technology/Engineering, student achievement at grade 5 declined
by three to four percentage points for each of the four major racial/ethnic subgroups in the state, while
achievement improved by one to four points for all four subgroups at grade 10. At grade 8, the percentage
of students scoring Proficient or higher increased by one percentage point for African American students,
declined by three points for Asian students and one point for white students, and was flat for
Hispanic/Latino students.
Spring 2011 MCAS Tests: Summary of State Results
17
Table 10 below summarizes the changes in the percentage of students scoring Proficient or higher in STE
for the major racial/ethnic subgroups in the state.
Table 10: 2010–2011 Statewide MCAS Science and Technology/Engineering Results by
Race/ Ethnicity
Race/Ethnicity
African American
Asian
Hispanic/Latino
White
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade 5
Grade 8
Grade 10a
–4
+1
+3
–4
–3
+4
–3
0
+3
–3
–1
+1
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10;
only students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are
included.
a
The range in the percentage of students scoring Proficient or higher in 2011 for the major racial/ethnic
subgroups in the state is given below (see Section VI of this report for complete data).
 African American students
o ELA: 30 percent at grade 4 to 69 percent at grade 10
o Mathematics: 23 percent at grade 4 to 56 percent at grade 10
o STE: 14 percent at grade 8 to 40 percent at grade 10
 Asian students
o ELA: 65 percent at grade 4 to 87 percent at grade 10
o Mathematics: 68 percent at grade 4 to 88 percent at grade 10
o STE: 51 percent at grade 8 to 76 percent at grade 10
 Hispanic/Latino students
o ELA: 29 percent at grade 4 to 63 percent at grade 10
o Mathematics: 25 percent at grade 4 to 52 percent at grade 10
o STE: 13 percent at grade 8 to 36 percent at grade 10
 White students
o ELA: 59 percent at grade 4 to 89 percent at grade 10
o Mathematics: 53 percent at grade 4 to 83 percent at grade 10
o STE: 46 percent at grade 8 to 74 percent at grade 10
Performance Level Results by Student Status
English Language Arts
Between 2010 and 2011 in English Language Arts, the percentage of students with disabilities, English
language learner (ELL) students, and low-income students scoring Proficient or higher improved by one
to five percentage points at grades 5 and 8 and by eight to eleven points at grade 10. All three subgroups
also made small gains at grade 7. Students with disabilities made notable gains in ELA achievement of
four points at grade 5, five points at grade 8, and eleven points at grade 10. Achievement of ELL students
improved by eight points at grade 10, and achievement of low-income students improved by five points at
grade 5 and ten points at grade 10. The largest drop in achievement was experienced by ELL students at
grade 6 (four points).
Spring 2011 MCAS Tests: Summary of State Results
18
Table 11 below summarizes the changes in the percentage of students scoring Proficient or higher in ELA
by student status.
Table 11: 2010–2011 Statewide MCAS English Language Arts Results by Student Status
Student Status
Students with disabilities
ELL students
Low-income students
Grade
3
–1
–3
–3
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade
Grade
Grade
Grade
Grade
4
5
6
7
8
–1
+4
0
+1
+5
–1
+1
–4
+2
+1
+1
+5
–1
+1
+3
Grade
10
+11
+8
+10
Mathematics
Between 2010 and 2011 in Mathematics, students with disabilities, ELL students, and low-income
students all had gains of four percentage points at grade 5, while achievement at grade 10 improved by
five points for ELL students, three points for students with disabilities, and one point for low-income
students. The only notable drops in the percentage of students scoring Proficient or higher in Mathematics
were experienced by ELL students at grade 6 and low-income students at grade 7 (three points each).
Table 12 below summarizes the changes in the percentage of students scoring Proficient or higher in
Mathematics by student status.
Table 12: 2010–2011 Statewide MCAS Mathematics Results by Student Status
Student Status
Students with disabilities
ELL students
Low-income students
Grade
3
+1
0
+1
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade
Grade
Grade
Grade
Grade
4
5
6
7
8
0
+4
0
–1
+1
–1
+4
–3
–1
0
0
+4
0
–3
0
Grade
10
+3
+5
+1
Science and Technology/Engineering
Between 2010 and 2011 in Science and Technology/Engineering, achievement of students with
disabilities, ELL students, and low-income students improved at grade 10 by three to four percentage
points. The only notable decline in the percentage of students scoring Proficient or higher in STE was
made by low-income students at grade 5 (three points).
Table 13 below summarizes the changes in the percentage of students scoring Proficient or higher in STE.
Table 13: 2010–2011 Statewide MCAS Science and Technology/Engineering Results by Student Status
Student Status
Students with disabilities
ELL students
Low-income students
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade 5
Grade 8
Grade 10a
0
+2
+3
–2
0
+4
–3
–1
+4
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
a
Spring 2011 MCAS Tests: Summary of State Results
19
Performance Level Results by Gender
English Language Arts
Between 2010 and 2011 in ELA, the percentage of female students scoring Proficient or higher increased
by four points at grade 5, three points at grades 7 and 8, and four points at grade 10 but declined by two
points at grades 3 and 6. Achievement of male students improved by five points at grade 5, one point at
grade 8, and seven points at grade 10 but dropped by two points at grades 3 and 4 and one point at
grade 7.
Table 14 below summarizes the changes in the percentage of students scoring Proficient or higher in ELA
by gender.
Table 14: 2010–2011 Statewide MCAS English Language Arts Results by Gender
Gender
Female
Male
Grade
3
–2
–2
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade
Grade
Grade
Grade
Grade
4
5
6
7
8
0
+4
–2
+3
+3
–2
+5
0
–1
+1
Grade
10
+4
+7
Mathematics
Between 2010 and 2011 in Mathematics, the percentage of female students scoring Proficient or higher
increased by one point at grade 3, six points at grade 5, and three points at grade 10, but declined by one
point at grades 4, 6, and 7. Achievement of male students improved by three points at grade 5 and one
point at grade 10 but dropped by two points at grade 6 and three points at grade 7.
Table 15 below summarizes the changes in the percentage of students scoring Proficient or higher in
Mathematics by gender.
Table 15: 2010–2011 Statewide MCAS Mathematics Results by Gender
Gender
Female
Male
Grade
3
+1
0
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade
Grade
Grade
Grade
Grade
4
5
6
7
8
–1
+6
–1
–1
0
0
+3
–2
–3
0
Grade
10
+3
+1
Science and Technology/Engineering
Between 2010 and 2011 in STE, achievement of female and male students at grade 10 improved by three
and two percentage points respectively and declined at grade 5 by five and four points respectively.
Table 16 below summarizes the changes in the percentage of students scoring Proficient or higher in STE
by gender.
Spring 2011 MCAS Tests: Summary of State Results
20
Table 16: 2010–2011 Statewide MCAS Science and Technology/Engineering Results by Gender
Change in Percentage of Students Scoring
Proficient or Higher, 2010 to 2011
Grade 5
Grade 8
Grade 10a
–5
0
+3
–4
–1
+2
Gender
Female
Male
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10;
only students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are
included.
a
Between-Group Gap in the Percentage of Students Scoring Proficient or Higher:
African American and Hispanic/Latino Students
English Language Arts
From 2010 to 2011 in ELA, the between-group gap in the percentage of students scoring Proficient or
higher for white students and African American students narrowed by two to six percentage points at
grades 4, 5, 7, 8, and 10, while the gap widened by four points at grade 3 and by three points at grade 6.
The between-group gap in ELA for white students and Hispanic/Latino students narrowed by one to three
percentage points at grades 4, 7, 8, and 10, widened by one point at grade 3 and three points at grade 6,
and remained the same at grade 5.
Tables 17 and 18 below summarize the changes in the percentage differences of students scoring
Proficient or higher in ELA between white students and African American and Hispanic/Latino students
from 2010 to 2011.
Table 17: 2010–2011 Statewide MCAS English Language Arts Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
African American
White
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
42
29
40
48
53
59
60
37
30
46
45
56
65
69
70
61
70
77
79
84
84
69
59
74
77
80
84
89
2010
28
32
30
29
26
25
24
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
32
+4
29
–3
28
–2
32
+3
24
–2
19
–6
20
–4
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Spring 2011 MCAS Tests: Summary of State Results
21
Table 18: 2010–2011 Statewide MCAS English Language Arts Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
Hispanic/Latino
White
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
38
28
37
45
48
55
56
36
29
41
42
50
58
63
70
61
70
77
79
84
84
69
59
74
77
80
84
89
2010
32
33
33
32
31
29
28
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
33
+1
30
–3
33
0
35
+3
30
–1
26
–3
26
–2
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Mathematics
From 2010 to 2011 in Mathematics, the between-group gap in the percentage of students scoring
Proficient or higher for white students and African American students narrowed by one percentage point
at grades 7 and 10, widened by one point at grades 4 and 8, and stayed the same at grades 3, 5, and 6. The
between-group gap for white students and Hispanic/Latino students narrowed by one or two points at
grades 3, 5, 7, 8, and 10, and widened by one point at grades 4 and 6.
Tables 19 and 20 below summarize the changes in the percentage differences in Mathematics
achievement between white and African American and Hispanic/Latino students from 2010 to 2011.
Table 19: 2010–2011 Statewide MCAS Mathematics Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
African American
White
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
40
25
31
34
30
28
53
39
23
35
34
28
28
56
73
54
62
66
60
58
81
72
53
66
66
57
59
83
2010
33
29
31
32
30
30
28
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
33
0
30
+1
31
0
32
0
29
–1
31
+1
27
–1
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Spring 2011 MCAS Tests: Summary of State Results
22
Table 20: 2010–2011 Statewide MCAS Mathematics Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
Hispanic/Latino
White
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
42
27
30
34
27
25
49
43
25
35
33
26
27
52
73
54
62
66
60
58
81
72
53
66
66
57
59
83
2010
31
27
32
32
33
33
32
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
29
–2
28
+1
31
–1
33
+1
31
–2
32
–1
31
–1
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Science and Technology/Engineering
From 2010 to 2011 in STE, the between-group gap in the percentage of students scoring Proficient or
higher for white students and African American students narrowed by two percentage points at grades 8
and 10 and widened by one point at grade 5. The between-group gap for white students and
Hispanic/Latino students narrowed by one point at grade 8 and two points at grade 10, and remained the
same at grade 5.
Tables 21 and 22 below summarize the changes in the percentage differences in STE achievement
between white and African American and Hispanic/Latino students from 2010 to 2011.
Table 21: 2010–2011 Statewide MCAS Science and Technology/Engineering Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 5
Grade 8
Grade 10b
African American
White
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
23
13
37
19
14
40
62
47
73
59
46
74
2010
39
34
36
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
40
+1
32
–2
34
–2
a
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
b
Spring 2011 MCAS Tests: Summary of State Results
23
Table 22: 2010–2011 Statewide MCAS Science and Technology/Engineering Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 5
Grade 8
Grade 10b
Hispanic/Latino
White
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
24
13
33
21
13
36
62
47
73
59
46
74
2010
38
34
40
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
38
0
33
–1
38
–2
a
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
b
Between-Group Gap in the Percentage of Students Scoring Proficient or Higher:
Students with Disabilities
From 2010 to 2011 in ELA, the between-group gap in the percentage of students scoring Proficient or
higher for students with disabilities and all students narrowed by one point at grades 3 and 6, four points
at grade 8, and five points at grade 10; the gap remained the same at grades 4, 5, and 7. The betweengroup gap in Mathematics for students with disabilities and all students narrowed by one point at grades
4, 6, 7, and 10; the gap showed no change at grades 3, 5, and 8. In STE, the gap for students with
disabilities and all students narrowed by three points at grades 5 and 8 and one point at grade 10.
Tables 23–25 below summarize the changes in the percentage differences in ELA, Mathematics, and STE
achievement respectively, between students with disabilities and all students from 2010 to 2011.
Table 23: 2010–2011 Statewide MCAS English Language Arts Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
Students with
All Students
Disabilities
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
25
16
23
28
30
36
38
24
15
27
28
31
41
49
63
54
63
69
72
78
78
61
53
67
68
73
79
84
Between-Group Gap
2010
2011
38
38
40
41
42
42
40
37
38
40
40
42
38
35
BetweenGroup Gap
Change,
2010–2011a
–1
0
0
–1
0
–4
–5
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Spring 2011 MCAS Tests: Summary of State Results
24
Table 24: 2010–2011 Statewide MCAS Mathematics Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
Students with
All Students
Disabilities
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
30
16
18
19
15
13
36
31
16
22
19
14
14
39
65
48
55
59
53
51
75
66
47
59
58
51
52
77
Between-Group Gap
2010
2011
35
32
37
40
38
38
39
35
31
37
39
37
38
38
BetweenGroup Gap
Change,
2010–2011a
0
–1
0
–1
–1
0
–1
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Table 25: 2010–2011 Statewide MCAS Science and Technology/Engineering Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 5
Grade 8
Grade 10b
Students with
All Students
Disabilities
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
21
10
27
21
12
30
53
40
65
50
39
67
Between-Group Gap
2010
2011
32
30
38
29
27
37
BetweenGroup Gap
Change,
2010–2011a
–3
–3
–1
a
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
b
Between-Group Gap in the Percentage of Students Scoring Proficient or Higher:
English Language Learner Students
From 2010 to 2011 in ELA, the between-group gap in the percentage of students scoring Proficient or
higher for English language learner students and all students narrowed by one point at grade 7 and two
points at grade 10, widened by one point at grade 3 and three points at grades 5 and 6, and remained the
same at grades 4 and 8. In Mathematics, the between-group gap for ELL students and all students
narrowed by one point at grade 7 and three points at grade 10, widened by one point at grades 3 and 8 and
two points at grade 6, and did not change at grades 4 and 5. In STE, the between-group gap for ELL
students and all students narrowed by one point at grades 5 and 8 and two points at grade 10.
Tables 26–28 below summarize the changes in the percentage differences in ELA, Mathematics, and STE
achievement respectively, between ELL students and all students from 2010 to 2011.
Spring 2011 MCAS Tests: Summary of State Results
25
Table 26: 2010–2011 Statewide MCAS English Language Arts Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
ELL Students
All Students
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
27
19
22
24
21
24
19
24
18
23
20
23
25
27
63
54
63
69
72
78
78
61
53
67
68
73
79
84
2010
36
35
41
45
51
54
59
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
37
+1
35
0
44
+3
48
+3
50
–1
54
0
57
–2
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Table 27: 2010–2011 Statewide MCAS Mathematics Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
ELL Students
All Students
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
37
23
22
23
15
14
30
37
22
26
20
14
14
35
65
48
55
59
53
51
75
66
47
59
58
51
52
77
2010
28
25
33
36
38
37
45
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
29
+1
25
0
33
0
38
+2
37
–1
38
+1
42
–3
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Table 28: 2010–2011 Statewide MCAS Science and Technology/Engineering Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 5
Grade 8
Grade 10b
ELL Students
All Students
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
12
3
12
10
3
16
53
40
65
50
39
67
2010
41
37
53
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
40
–1
36
–1
51
–2
a
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
b
Spring 2011 MCAS Tests: Summary of State Results
26
Between-Group Gap in the Percentage of Students Scoring Proficient or Higher:
Low-Income Students
From 2010 to 2011 in ELA, the between-group gap in the percentage of students scoring Proficient or
higher for low-income students and all students narrowed by two points at grades 4 and 8, one point at
grade 5, and four points at grade 10, widened by one point at grade 3, and remained the same at grades 6
and 7. The between-group gap in Mathematics for low-income students and all students narrowed by one
point at grades 4 and 6, widened by one point at grades 7, 8, and 10, and showed no change at grades 3
and 5. In STE, the gap for low-income students and all students narrowed by two points at grade 10 and
stayed the same at grades 5 and 8.
Tables 29–31 below summarize the changes in the percentage differences in ELA, Mathematics, and STE
achievement, respectively, between low-income students and all students from 2010 to 2011.
Table 29: 2010–2011 Statewide MCAS English Language Arts Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
Low-Income Students
All Students
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
43
31
40
48
52
59
59
40
32
45
47
53
62
69
63
54
63
69
72
78
78
61
53
67
68
73
79
84
2010
20
23
23
21
20
19
19
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
21
+1
21
–2
22
–1
21
0
20
0
17
–2
15
–4
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Table 30: 2010–2011 Statewide MCAS Mathematics Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
a
Low-Income Students
All Students
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
45
28
33
37
32
30
57
46
28
37
37
29
30
58
65
48
55
59
53
51
75
66
47
59
58
51
52
77
2010
20
20
22
22
21
21
18
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
20
0
19
–1
22
0
21
–1
22
+1
22
+1
19
+1
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Spring 2011 MCAS Tests: Summary of State Results
27
Table 31: 2010–2011 Statewide MCAS Science and Technology/Engineering Results
Change in Between-Group Gap in Percentage of Students Scoring Proficient or Higher
Low-Income Students
All Students
Percentage of Students Scoring
Proficient or Higher
2010
2011
2010
2011
Grade
Grade 5
Grade 8
Grade 10b
29
18
40
26
17
44
53
40
65
50
39
67
2010
24
22
25
Between-Group Gap
BetweenGroup Gap
2011
Change,
2010–2011a
24
0
22
0
23
–2
a
Negative value represents narrowing of between-group gap; positive value represents widening of gap.
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
b
Competency Determination Attainment Results
The class of 2003 was the first graduating class in Massachusetts that was required to earn a Competency
Determination (in addition to meeting local requirements) to be eligible to graduate from high school. In
order to earn a Competency Determination (CD), students in the classes of 2003–2009 were required to
earn a scaled score of 220 (Needs Improvement) or higher on the grade 10 MCAS tests or retests in
English Language Arts and Mathematics.
Beginning with the class of 2010, in order to earn a CD, students must either earn a scaled score of 240
(Proficient) or higher on the grade 10 MCAS ELA and Mathematics tests or retests or earn a score of
220–238 on the grade 10 MCAS ELA and Mathematics tests or retests and fulfill the requirements of an
Educational Proficiency Plan (EPP).
Each EPP must include, at a minimum,

a review of the student’s strengths and weaknesses, based on MCAS and other assessment results,
coursework, grades, and teacher input;

the courses the student will be required to take and successfully complete in grades 11 and 12;
and

a description of the assessments the school will administer on a regular basis to determine if the
student is moving toward proficiency. (For 2010–2011, the assessment options included locally
developed end-of-course assessments, locally scored grade 10 MCAS test forms designed for the
EPP, the March 2011 MCAS retest in ELA only, and College Board’s Accuplacer.)
Students in the class of 2010 and beyond also must earn a score of 220 or higher on one of four high
school MCAS tests in Science and Technology/Engineering (Biology, Chemistry, Introductory Physics,
or Technology/Engineering) to be eligible to receive a high school diploma. In addition, students must
meet all local requirements in order to graduate.
Table 32 below displays the cumulative percentage of all students and student subgroups in the class of
2013 who have already met or partially met the MCAS requirements for earning a CD by performing at
the Needs Improvement level or higher in ELA, Mathematics, and STE through the spring 2011 test
administration. Eighty-seven percent of students in the class of 2013 performed at the Needs Improvement
level or higher in all three subjects on their first attempt, compared to 86 percent for the class of 2012 and
83 percent for the class of 2011. Ninety percent of students in the class of 2013 performed at the Needs
Spring 2011 MCAS Tests: Summary of State Results
28
Improvement level or higher in ELA and Mathematics, 95 percent performed at this level in ELA, 91
percent did so in Mathematics, and 91 percent did so in STE.
Table 32: 2011 Statewide MCAS Results: Class of 2013
Percentage of Students Scoring Needs Improvement or Higher in ELA, Mathematics, and STE
through the Spring 2011 Administration
91
All
Three
Tests
87
Class of
2012a
All
Three
Tests
86
Class of
2011a
All
Three
Tests
83
Class of 2013
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
ELA
Math
95
91
ELA
and
Math
90
96
93
92
90
91
88
92
90
89
86
87
85
85
82
90
95
90
87
95
94
97
81
95
94
78
91
86
94
79
93
88
75
90
83
94
81
93
87
77
92
90
95
73
90
84
68
87
81
92
70
87
82
66
83
79
91
66
87
69
62
83
78
90
89
98
81
67
93
73
90
81
96
70
62
85
68
83
79
95
67
52
83
60
80
82
95
73
57
84
63
82
74
93
61
43
77
51
75
91
58
37
69
46
72
89
55
35
66
44
68
STE
a
To provide comparable data, results for the classes of 2012 and 2011 are based on MCAS tests through the spring 2010 and
spring 2009 administrations, respectively.
b The High-Needs student subgroup was first introduced in 2011; data for prior years are not provided.
The percentage of students scoring Needs Improvement or higher in ELA, Mathematics, and STE varied
widely by subgroup, however.

Of the major racial/ethnic subgroups in the state, the percentage of students scoring Needs
Improvement or higher in all three subjects was highest for white students at 92 percent, followed
by Asian students at 90 percent, African American students at 73 percent, and Hispanic/Latino
students at 68 percent.

Seventy-five percent of low-income students performed at the Needs Improvement level or higher
in all three subjects, while 74 percent of high-needs students, 61 percent of students with
disabilities, and 43 percent of ELL students did so.
Table 33 below shows the number and cumulative percentage of students in the class of 2013 who have
already fully met the CD standard by performing at the Proficient level or higher in both ELA and
Mathematics and by performing at the Needs Improvement level or higher in STE, through the spring
2011 test administration. Seventy percent of students in the class of 2013 have earned a CD by
Spring 2011 MCAS Tests: Summary of State Results
29
performing at the Proficient level or higher in both ELA and Mathematics and by performing at the Needs
Improvement level or higher in STE. For the individual components of the CD requirement, 81 percent of
students performed at the Proficient level or higher in ELA, 74 percent of students performed at the
Proficient level or higher in Mathematics, and 91 percent of students performed at the Needs
Improvement level or higher in STE.
Table 33: 2011 Statewide MCAS Results: Class of 2013
Number and Percentage of Students Scoring Proficient or Higher in ELA and Mathematics and
Needs Improvement or Higher in STE through the Spring 2011 Administration
CD Requirement
Earned CD
ELA and Mathematics Proficient or Higher
ELA Proficient or Higher
Mathematics Proficient or Higher
STE Needs Improvement or Higher
Spring 2011 MCAS Tests: Summary of State Results
Number
50,596
50,903
58,891
53,933
66,173
Percent
70%
70%
81%
74%
91%
30
III. 2011 Statewide MCAS Participation Results
Students Tested
Table 34 below presents information on the number and percentage of enrolled students who participated
in the spring 2011 MCAS tests. The figures include participation rates for all enrolled students educated
with public funds, including regular education students, students with disabilities, and ELL students. As
in previous years, participation rates were very high, ranging from 98 to 100 percent.
Table 34: Adequate Yearly Progress (AYP) Participation Ratesa
Number and Percentage of Enrolled Students Tested on the Spring 2011 MCAS Tests
Grade
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
English Language Arts
Number
69,979
70,915
71,394
71,491
72,251
71,682
69,993
Percent
100
100
100
100
99
99
98
Mathematics
Number
70,036
71,101
71,469
71,548
72,501
71,753
69,342
Percent
100
100
100
100
100
99
98
Science and
Technology/Engineeringb
Number
Percent
71,394
100
71,584
71,882
99
99
a
Includes regular education students, students with disabilities, and ELL students.
Grade 10 STE figures include students in the class of 2013 who participated in an STE test in grade 9 in 2010 or grade 10 in
2011; only students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are
included.
b
How is participation calculated?
Participation rates indicate the number of students who participated in standard MCAS tests and the
MCAS Alternate Assessment (MCAS-Alt) divided by the number of students enrolled on the date the
tests were administered. ELL students enrolled in U.S. schools for the first time are not required to take
ELA tests; however, they are included in school and district participation rates based on their participation
in the Massachusetts English Proficiency Assessment (MEPA). Students absent during testing, including
those with medical excuses, are counted against school and district participation as non-participants. A
student is neither a participant nor a non-participant (i.e., excluded from both the numerator and the
denominator in participation rate calculations) if all of the following statements are true: (1) the student
transferred during the testing window (between the first day of ELA testing and the last day of testing for
Mathematics or STE), (2) the student missed at least one entire session of the test in question, and (3) the
student was not medically excused or absent for the test in question.
How are absent students treated in MCAS performance results?
The federal No Child Left Behind (NCLB) Act has affected the reporting of absent students in school and
district performance results. Federal guidelines require that absent students be counted strictly as nonparticipants for school and district Adequate Yearly Progress (AYP) calculations. As a result, the
Department no longer assigns students who are absent without a medically excused absence a scaled
score of 200 and a performance level of Warning/Failing. Instead, to bring MCAS reporting procedures
in line with AYP procedures, absent students are counted as non-participants and are no longer included
in MCAS performance results.
Spring 2011 MCAS Tests: Summary of State Results
31
IV. 2011 Statewide MCAS Results Disaggregated by Subgroup
Tables 35–51 provide summary statewide performance level results disaggregated by student subgroup
for the spring 2011 MCAS tests.
Table 35: 2011 Statewide MCAS Results: Grade 3 English Language Arts
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
61
Advanced
Proficient
11
50
Needs
Improvement
30
65
57
14
8
51
49
28
32
7
11
37
69
56
36
63
47
69
3
17
7
3
12
8
13
34
52
49
33
51
39
56
45
24
36
45
29
40
26
18
7
8
19
7
13
6
39
69
24
24
56
33
40
4
13
2
1
8
3
4
35
56
22
23
48
30
36
44
27
45
49
36
46
44
17
4
32
26
8
22
16
Warning
9
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Spring 2011 MCAS Tests: Summary of State Results
32
Table 36: 2011 Statewide MCAS Results: Grade 3 Mathematics
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
66
Advanced
Proficient
14
52
Needs
Improvement
25
66
65
13
14
53
51
25
24
9
11
39
79
55
43
65
54
72
4
26
11
5
15
9
15
35
53
44
38
50
45
57
38
15
35
37
26
33
21
23
5
11
20
9
13
6
46
73
31
37
63
44
46
6
16
3
4
13
7
6
40
57
28
33
50
37
40
35
22
36
38
27
35
35
19
5
33
25
9
21
19
Warning
10
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Table 37: 2011 Statewide MCAS Results: Grade 4 English Language Arts
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
53
Advanced
Proficient
10
43
Needs
Improvement
35
60
45
13
6
47
39
31
40
9
15
30
65
56
29
53
35
59
3
18
13
3
10
5
11
27
47
43
26
43
30
48
46
27
29
45
36
48
32
24
8
16
26
11
16
8
31
62
15
18
49
28
32
3
12
1
1
7
3
3
28
50
14
17
42
25
29
47
33
44
47
40
45
46
23
5
41
34
12
28
22
Warning
12
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b
High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Spring 2011 MCAS Tests: Summary of State Results
33
Table 38: 2011 Statewide MCAS Results: Grade 4 Mathematics
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
47
Advanced
Proficient
15
32
Needs
Improvement
42
48
47
15
15
33
32
42
41
10
12
23
68
49
25
46
31
53
5
32
16
5
16
9
17
18
36
33
20
30
22
36
53
27
39
51
43
54
39
25
6
13
23
11
15
7
28
55
16
22
45
28
28
6
18
3
5
13
7
6
22
37
13
17
32
21
22
51
40
48
50
44
48
52
21
5
36
29
11
24
20
Warning
11
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Table 39: 2011 Statewide MCAS Results: Grade 5 English Language Arts
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
67
Advanced
Proficient
17
50
Needs
Improvement
24
72
63
22
13
50
50
22
27
7
11
46
75
70
41
68
56
74
6
27
17
5
19
13
20
40
48
53
36
49
43
54
38
18
20
38
23
34
20
16
7
10
21
9
10
5
44
77
27
23
59
35
45
5
21
2
1
9
4
5
39
56
25
22
50
31
40
38
20
41
44
30
40
38
18
3
32
32
11
25
17
Warning
9
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b
High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Spring 2011 MCAS Tests: Summary of State Results
34
Table 40: 2011 Statewide MCAS Results: Grade 5 Mathematics
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
59
Advanced
Proficient
25
34
Needs
Improvement
26
60
58
24
25
36
33
26
25
14
17
35
77
62
35
58
50
66
8
47
24
8
27
18
28
27
30
38
27
31
32
38
35
15
24
33
27
34
23
30
8
15
32
15
16
11
37
68
22
26
57
36
37
10
29
5
6
19
10
9
27
39
17
20
38
26
28
34
24
32
33
27
31
34
29
8
46
41
17
33
28
Warning
15
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Table 41: 2011 Statewide MCAS Results: Grade 5 Science and Technology/Engineering
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
50
Advanced
Proficient
14
36
Needs
Improvement
36
47
51
12
15
35
36
38
33
15
15
19
58
50
21
50
38
59
2
22
11
3
15
8
17
17
36
39
18
35
30
42
45
29
34
44
37
43
33
35
13
16
34
13
19
8
27
56
21
10
31
16
26
4
16
4
1
6
2
4
23
40
17
9
25
14
22
45
35
41
38
49
42
45
28
9
39
52
20
42
29
Warning
15
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b
High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Spring 2011 MCAS Tests: Summary of State Results
35
Table 42: 2011 Statewide MCAS Results: Grade 6 English Language Arts
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
68
Advanced
Proficient
17
51
Needs
Improvement
23
73
64
22
13
51
51
20
25
7
11
45
77
51
42
67
60
77
5
28
11
5
19
10
21
40
49
40
37
48
50
56
38
17
37
37
24
30
18
17
6
11
21
9
10
5
46
78
28
20
51
31
47
5
21
2
1
6
3
5
41
57
26
19
45
28
42
36
18
40
42
35
39
36
18
3
32
38
13
29
17
Warning
9
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Table 43: 2011 Statewide MCAS Results: Grade 6 Mathematics
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
58
Advanced
Proficient
26
32
Needs
Improvement
25
59
57
26
26
33
31
25
25
15
18
34
76
47
33
57
46
66
10
49
24
9
27
16
30
24
27
23
24
30
30
36
32
16
31
33
25
33
23
34
8
23
34
18
21
11
36
68
19
20
44
28
37
11
31
4
5
15
8
11
25
37
15
15
29
20
26
33
24
31
30
33
31
33
31
8
50
51
23
40
30
Warning
16
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b
High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Spring 2011 MCAS Tests: Summary of State Results
36
Table 44: 2011 Statewide MCAS Results: Grade 7 English Language Arts
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
73
Advanced
Proficient
14
59
Needs
Improvement
21
81
66
20
9
61
57
15
26
4
8
56
82
79
50
72
63
80
5
28
17
4
16
5
17
51
54
62
46
56
58
63
33
15
15
36
23
31
16
11
4
7
14
6
6
4
52
84
31
23
59
35
53
4
18
1
1
4
2
4
48
66
30
22
55
33
49
35
15
44
47
33
42
34
13
2
25
30
8
23
12
Warning
6
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Table 45: 2011 Statewide MCAS Results: Grade 7 Mathematics
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
51
Advanced
Proficient
19
32
Needs
Improvement
27
53
49
20
19
33
30
27
27
20
24
28
74
61
26
48
36
57
6
44
20
6
19
9
22
22
30
41
20
29
27
35
32
16
18
31
27
34
27
41
10
21
43
25
30
16
27
60
14
14
36
22
29
6
23
3
3
10
6
7
21
37
11
11
26
16
22
33
28
27
25
33
28
33
40
13
60
61
31
51
39
Warning
22
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b
High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Spring 2011 MCAS Tests: Summary of State Results
37
Table 46: 2011 Statewide MCAS Results: Grade 8 English Language Arts
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
79
Advanced
Proficient
20
59
Needs
Improvement
15
85
74
27
14
58
60
11
18
4
8
65
85
78
58
80
73
84
7
34
19
6
21
13
23
58
51
59
52
59
60
61
25
11
14
27
14
19
11
11
4
8
15
6
9
4
60
88
41
25
66
36
62
6
24
2
1
7
2
7
54
64
39
24
59
34
55
26
10
34
40
23
35
25
14
2
25
35
10
28
12
Warning
6
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Table 47: 2011 Statewide MCAS Results: Grade 8 Mathematics
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
52
Advanced
Proficient
23
29
Needs
Improvement
27
52
51
23
23
29
28
27
26
20
22
28
74
47
27
52
39
59
7
48
19
8
24
12
27
21
26
28
19
28
27
32
32
16
28
30
26
33
26
40
10
26
43
22
27
16
28
61
14
14
37
21
30
8
28
3
4
13
7
9
20
33
11
10
24
14
21
31
27
26
23
31
25
32
40
13
60
63
32
54
38
Warning
21
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b
High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Spring 2011 MCAS Tests: Summary of State Results
38
Table 48: 2011 Statewide MCAS Results: Grade 8 Science and Technology/Engineering
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
39
Advanced
Proficient
4
35
Needs
Improvement
42
37
41
4
5
33
36
44
41
19
18
14
51
37
13
39
24
46
1
10
1
1
4
0
5
13
41
36
12
35
24
41
46
34
46
42
42
49
43
41
14
16
45
18
26
11
17
45
12
3
17
7
17
1
5
1
0
1
0
1
16
40
11
3
16
7
16
46
43
41
25
44
31
46
36
12
48
72
40
62
37
Warning
19
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Table 49: 2011 Statewide MCAS Results: Grade 10 English Language Arts
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
84
Advanced
Proficient
33
51
Needs
Improvement
13
87
81
39
27
48
54
11
15
2
4
69
87
85
63
85
70
89
14
45
31
11
33
15
38
55
42
54
52
52
55
51
24
11
7
28
13
26
9
6
3
8
9
2
4
2
66
91
49
27
65
37
69
12
38
5
2
8
3
14
54
53
44
25
57
34
55
25
8
35
49
30
44
25
8
1
15
24
5
19
7
Failing
3
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b
High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Spring 2011 MCAS Tests: Summary of State Results
39
Table 50: 2011 Statewide MCAS Results: Grade 10 Mathematics
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
77
Advanced
Proficient
48
29
Needs
Improvement
16
79
76
49
48
30
28
16
16
6
8
56
88
76
52
77
65
83
24
71
49
23
47
28
54
32
17
27
29
30
37
29
29
9
18
30
18
24
13
15
3
6
18
6
12
4
56
85
39
35
57
41
58
25
56
12
15
30
19
27
31
29
27
20
27
22
31
28
13
34
32
29
31
27
15
3
27
34
14
29
14
Failing
7
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted as
non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
Table 51: 2011 Statewide MCAS Results: Grade 10 Science and Technology/Engineering
Percentage of Students at Each Performance Levela
Subgroup
All Students
Gender
Female
Male
Race/Ethnicity
African American
Asian
Hawaiian/Pacific Islander
Hispanic/Latino
Multi-Race (non-Hispanic/Latino)
Native American
White
Student Status
High Needsb
Non-Disabled
Students with Disabilities
English Language Learner (ELL)
Former ELL
ELL and Former ELL
Low Income
Proficient
or Higher
67
Advanced
Proficient
20
47
Needs
Improvement
27
67
67
19
21
48
46
27
26
6
7
40
76
66
36
66
50
74
6
37
19
5
21
4
23
34
39
47
31
45
46
51
45
20
24
46
28
40
22
16
4
10
19
6
10
4
42
75
30
16
40
23
44
6
24
3
2
6
3
7
36
51
27
14
34
20
37
43
23
46
47
46
47
42
15
3
24
37
15
30
14
Failing
7
These results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only students
continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included. Percentages may
not total 100 due to rounding. For the purpose of computing state results, students who were absent with or without a medically
documented excuse from any subject area MCAS test are not included in performance results but are counted as non-participants for
that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students.
a
Spring 2011 MCAS Tests: Summary of State Results
40
V. Statewide MCAS Trend Results
Tables 52–58 provide statewide aggregate trend performance level results for the 1998–2011 MCAS tests.
Not all tests were administered in all years.
Table 52: 2001–2011 Statewide MCAS Results: Grade 3
Percentage of Students at Each Performance Levela
Proficient
or Higher
Advanced
Proficient
Needs
Improvement
Warning
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
61
63
57
56
59
58
62
63
63
67
62
11
14
12
15
14
18
–
–
–
–
–
50
49
45
41
45
40
62
63
63
67
62
30
30
33
33
32
33
31
30
31
27
31
9
8
10
11
9
8
7
7
6
6
7
2011
2010
2009
2008
2007
2006
66
65
60
61
60
52
14
25
20
25
19b
4
52
40
40
36
41
48
25
24
25
25
24
32
10
11
15
14
16
16
Subject / Year
English Language Arts
Mathematics
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b
The Advanced (formerly Above Proficient) standard in grade 3 Mathematics was reset in 2007 to better measure student
performance in the top reporting category. Therefore, comparisons should not be made between the percent Advanced in 2006
and 2007. However, comparisons may be drawn between the percent of students scoring Proficient or Higher in 2006 and
2007.
Spring 2011 MCAS Tests: Summary of State Results
41
Table 53: 1998–2011 Statewide MCAS Results: Grade 4
Percentage of Students at Each Performance Levela
Proficient
or Higher
Advanced
Proficient
Needs
Improvement
Warning
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
53
54
54
49
56
50
50
56
56
54
51
10
11
12
8
10
8
10
11
10
8
7
43
43
42
41
46
42
40
45
46
46
44
35
35
35
39
34
39
40
35
34
37
38
12
12
11
13
10
11
11
10
9
10
11
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
47
48
48
49
48
40
40
42
40
39
34
40
36
34
15
16
16
20
19
15
14
14
12
12
10
12
12
11
32
32
32
29
29
25
26
28
28
27
24
28
24
23
42
41
41
38
39
45
44
44
44
42
46
42
44
44
11
11
11
13
13
15
15
14
16
19
19
18
19
23
Subject / Year
English Language Arts
Mathematics
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
Spring 2011 MCAS Tests: Summary of State Results
42
Table 54: 2003–2011 Statewide MCAS Results: Grade 5
Percentage of Students at Each Performance Levela
Subject / Year
Proficient
or Higher
Advanced
Proficient
Needs
Improvement
Warning
67
63
63
61
63
59
17
16
15
13
15
15
50
47
48
48
48
44
24
28
29
30
28
31
9
10
8
9
9
9
59
55
54
52
51
43
25
25
22
22
19
17
34
30
32
30
32
26
26
28
29
30
31
34
15
17
18
17
18
23
50
53
49
50
51
50
51
55
52
14
15
17
17
14
17
16
20
19
36
38
32
33
37
33
35
35
33
36
36
39
38
37
39
38
33
34
15
11
12
12
12
11
12
13
14
English Language Arts
2011
2010
2009
2008
2007
2006
Mathematics
2011
2010
2009
2008
2007
2006
Science and Technology/Engineering
2011
2010
2009
2008
2007
2006
2005
2004
2003
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
Spring 2011 MCAS Tests: Summary of State Results
43
Table 55: 2001–2011 Statewide MCAS Results: Grade 6
Percentage of Students at Each Performance Levela
Proficient
or Higher
Advanced
Proficient
Needs
Improvement
Warning
2011
2010
2009
2008
2007
2006
68
69
66
67
67
64
17
15
16
15
9
10
51
54
50
52
58
54
23
21
24
24
26
28
9
9
9
8
7
8
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
58
59
57
56
52
46
46
43
42
41
36
26
27
24
23
20
17
17
17
16
13
13
32
32
33
33
32
29
29
26
26
28
23
25
25
27
26
28
29
30
32
32
29
30
16
16
16
18
20
25
23
25
26
30
33
Subject / Year
English Language Arts
Mathematics
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
Spring 2011 MCAS Tests: Summary of State Results
44
Table 56: 2001–2011 Statewide MCAS Results: Grade 7
Percentage of Students at Each Performance Levela
Proficient
or Higher
Advanced
Proficient
Needs
Improvement
Warning
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
73
72
70
69
69
65
66
68
66
64
55
14
11
14
12
9
10
10
9
8
9
6
59
61
56
57
60
55
56
59
58
55
49
21
21
23
23
23
26
27
25
28
28
32
6
7
7
8
8
9
8
7
7
9
12
2011
2010
2009
2008
2007
2006
51
53
49
47
46
40
19
14
16
15
15
12
32
39
33
32
31
28
27
27
30
29
30
33
22
19
21
24
24
28
Subject / Year
English Language Arts
Mathematics
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
Spring 2011 MCAS Tests: Summary of State Results
45
Table 57: 1998–2011 Statewide MCAS Results: Grade 8
Percentage of Students at Each Performance Levela
Subject / Year
Proficient
or Higher
Advanced
Proficient
Needs
Improvement
Warning
79
78
78
75
75
74
20
17
15
12
12
12
59
61
63
63
63
62
15
16
15
18
18
19
6
7
6
7
6
7
52
51
48
49
45
40
39
39
37
34
34
34
28
31
23
22
20
19
17
12
13
13
12
11
11
10
6
8
29
29
28
30
28
28
26
26
25
23
23
24
22
23
27
28
28
27
30
31
30
32
30
33
34
27
31
26
21
21
23
24
25
29
31
29
33
33
31
39
40
42
39
40
39
39
33
32
33
33
32
4
4
4
3
3
4
4
5
4
35
36
35
36
30
28
29
28
28
42
41
40
39
44
43
41
35
37
19
19
21
22
24
25
26
31
30
English Language Arts
2011
2010
2009
2008
2007
2006
Mathematics
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
Science and Technology/Engineering
2011
2010
2009
2008
2007
2006
2005
2004
2003
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
Spring 2011 MCAS Tests: Summary of State Results
46
Table 58: 1998–2011 Statewide MCAS Results: Grade 10
Percentage of Students at Each Performance Levela
Subject / Year
Proficient
or Higher
Advanced
Proficient
Needs
Improvement
Failing
84
78
79
75
71
70
64
62
61
59
51
36
34
38
33
26
28
24
22
16
22
19
20
19
15
7
4
5
51
52
51
51
49
54
42
43
41
40
36
29
30
33
13
18
17
21
24
24
25
27
28
27
31
30
34
34
3
4
4
4
6
7
11
11
11
14
18
34
32
28
77
75
75
72
68
67
61
57
51
44
45
33
24
24
48
50
47
43
41
40
34
29
24
20
18
15
9
7
29
25
28
29
27
27
27
28
27
24
27
18
15
17
16
17
18
19
22
21
24
28
29
31
30
22
23
24
7
7
8
9
9
12
15
15
20
25
25
45
53
52
67
65
61
57
20
18
16
14
47
47
45
43
27
28
29
31
7
8
9
12
English Language Arts
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
Mathematics
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
Science and Technology/Engineeringb
2011
2010
2009
2008
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
47
VI. Statewide MCAS Trend Results Disaggregated by Subgroup
This section provides detailed information regarding statewide student subgroup participation and
performance level results for the 2007 through 2011 MCAS tests (the exception is the grade 10 Science
and Technology/Engineering test, which was first administered in 2008). Tables 59–75 show results by
student status (e.g., students with disabilities); Tables 76–82 give results by race/ethnicity; and Tables 83
and 84 show results by gender. The following list provides definitions of the student status groups that
appear in this section:
High Needs: Students identified as high needs include students with disabilities, English language
learner students, former English language learner students, and low-income students. Results are
reported for this student subgroup for the first time in 2011; data for prior years are not provided.
Non-Disabled: A student who is non-disabled does not have an Individualized Education Program
(IEP) provided under the federal Individuals with Disabilities Education Act.
Students with Disabilities: A student with a disability has an IEP provided under the Individuals with
Disabilities Education Act.
English Language Learner: An English language learner (ELL)9 student is “a student whose first
language is a language other than English and who is unable to perform ordinary classroom work in
English.”
Former English Language Learner: A student who is a former English language learner10 has
transitioned out of ELL status during the current school year or within the past two school years. The
federal government requires that states continue to monitor the progress of former ELL students. The
combined ELL and former ELL reporting category represents the official AYP subgroup reporting
category.
Low Income: Students identified as low income are those who are eligible to receive free or reducedprice school lunch according to federal guidelines.
9
English language learner (ELL) was previously referred to as limited English proficient (LEP).
Former English language learner was previously referred to as formerly limited English proficient (FLEP).
10
Spring 2011 MCAS Tests: Summary of State Results
48
Table 59: 2007–2011 Statewide MCAS Results by Student Status: Grade 3 English Language Arts
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
4
35
44
17
2011
2010
2009
2008
2007
13
17
14
18
16
56
54
50
45
50
27
26
30
31
29
4
3
5
6
5
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
2
2
2
3
3
22
23
21
20
24
45
46
44
42
44
32
29
33
36
29
1
2
2
2
2
23
25
21
18
20
49
51
48
45
48
26
22
29
35
30
3
4
3
4
4
30
30
26
22
25
46
47
46
44
46
22
19
25
30
25
8
9
8
7
8
48
45
41
33
36
36
38
39
44
42
8
8
13
17
13
4
6
4
5
4
36
37
31
27
32
44
43
46
46
46
16
14
19
23
18
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
49
Table 60: 2007–2011 Statewide MCAS Results by Student Status: Grade 3 Mathematics
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
6
40
35
19
2011
2010
2009
2008
2007
16
30
23
28
22
57
43
43
39
45
22
22
24
23
23
5
6
9
9
11
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
3
6
5
7
5
28
24
23
22
23
36
35
31
30
30
33
34
42
41
42
4
8
5
8
5
33
29
25
26
25
38
36
33
32
30
25
27
37
34
40
7
12
8
12
7
37
31
28
28
28
35
34
31
30
29
21
23
33
30
36
13
23
17
20
14
50
38
38
34
34
27
26
27
26
27
9
12
19
20
25
6
11
7
11
7
40
34
31
30
31
35
34
34
32
31
19
20
28
27
31
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
50
Table 61: 2007–2011 Statewide MCAS Results by Student Status: Grade 4 English Language Arts
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
3
28
47
23
2011
2010
2009
2008
2007
12
13
14
10
12
50
49
48
47
52
33
33
33
37
31
5
5
5
6
5
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
1
1
1
1
1
14
15
15
13
18
44
44
44
44
47
41
40
39
42
34
1
1
1
1
1
17
18
16
11
16
47
48
46
47
47
34
33
37
42
36
3
3
3
1
3
25
23
22
17
24
45
46
45
48
45
28
28
30
33
28
7
7
6
3
6
42
37
36
30
38
40
41
43
51
43
12
15
15
16
13
3
3
3
2
3
29
28
26
24
29
46
47
47
49
48
22
23
23
25
21
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
51
Table 62: 2007–2011 Statewide MCAS Results by Student Status: Grade 4 Mathematics
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
6
22
51
21
2011
2010
2009
2008
2007
18
19
18
24
22
37
36
37
33
33
40
40
39
36
38
5
5
6
7
7
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
3
3
3
4
4
13
13
13
14
13
48
48
47
44
46
36
36
37
39
37
5
5
3
5
5
17
18
15
14
14
50
50
48
45
46
29
28
33
35
36
7
7
6
9
8
21
21
20
19
18
48
48
47
44
45
24
24
27
29
29
13
14
13
16
14
32
29
29
27
25
44
43
43
41
44
11
14
15
16
17
6
6
6
8
7
22
22
22
21
20
52
51
51
47
48
20
21
22
24
25
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
52
Table 63: 2007–2011 Statewide MCAS Results by Student Status: Grade 5 English Language Arts
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
5
39
38
18
2011
2010
2009
2008
2007
21
20
18
16
18
56
52
54
54
54
20
24
25
27
25
3
4
3
3
4
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
2
2
2
2
2
25
21
22
21
23
41
43
47
47
43
32
35
29
30
31
1
2
1
1
1
22
20
16
14
15
44
44
49
47
43
32
35
34
38
41
4
4
4
3
4
31
27
25
23
26
40
42
47
47
42
25
28
24
26
28
9
9
8
6
6
50
41
40
36
39
30
37
44
47
42
11
13
8
11
12
5
5
5
4
4
40
35
35
33
34
38
40
45
46
43
17
19
16
18
19
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
53
Table 64: 2007–2011 Statewide MCAS Results by Student Status: Grade 5 Mathematics
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
10
27
34
29
2011
2010
2009
2008
2007
29
29
26
27
22
39
34
36
34
37
24
28
28
30
30
8
9
10
10
11
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
5
4
4
4
3
17
14
14
14
14
32
32
32
33
33
46
50
50
49
50
6
5
5
5
4
20
17
16
14
15
33
33
30
31
31
41
45
50
50
50
10
10
9
9
8
26
20
20
19
21
31
33
32
34
33
33
37
39
38
38
19
18
16
14
13
38
26
27
26
28
27
32
35
37
35
17
23
21
23
24
9
10
8
8
7
28
23
24
22
22
34
37
35
37
38
28
30
33
32
33
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
54
Table 65: 2007–2011 Statewide MCAS Results by Student Status: Grade 5 Science & Tech/Eng
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
4
23
45
28
2011
2010
2009
2008
2007
16
18
20
20
17
40
43
35
37
41
35
33
38
36
35
9
6
7
7
7
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
4
3
4
4
3
17
18
16
17
18
41
45
45
45
45
39
34
34
33
33
1
1
2
1
1
9
11
9
8
9
38
46
43
41
42
52
42
46
50
48
2
3
4
3
3
14
17
14
13
16
42
46
46
46
46
42
34
36
38
36
6
6
8
5
4
25
30
22
20
24
49
46
51
54
51
20
18
19
22
21
4
4
4
4
3
22
25
20
19
21
45
48
50
50
49
29
23
26
26
26
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
55
Table 66: 2007–2011 Statewide MCAS Results by Student Status: Grade 6 English Language Arts
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
5
41
36
18
2011
2010
2009
2008
2007
21
19
20
18
11
57
61
57
59
65
18
17
21
20
21
3
3
3
3
3
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
2
1
2
2
1
26
27
24
26
26
40
38
41
42
45
32
33
33
31
28
1
1
2
1
0
19
23
16
15
15
42
40
41
42
44
38
36
42
41
41
3
3
5
3
1
28
33
28
28
26
39
37
38
41
44
29
27
29
28
29
6
7
9
5
2
45
50
44
45
42
35
30
36
38
43
13
12
11
11
14
5
5
6
4
2
42
43
38
40
40
36
34
38
38
41
17
18
18
17
16
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
56
Table 67: 2007–2011 Statewide MCAS Results by Student Status: Grade 6 Mathematics
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
11
25
33
31
2011
2010
2009
2008
2007
31
32
28
28
24
37
36
37
37
37
24
23
26
25
27
8
9
9
10
12
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
4
4
4
4
3
15
15
15
14
13
31
31
32
29
30
50
49
49
53
54
5
6
5
4
4
15
17
14
13
11
30
30
28
26
25
51
47
52
57
59
8
10
9
8
6
20
22
21
20
17
31
30
30
28
28
40
38
40
44
48
15
17
14
14
10
29
30
30
28
25
33
30
33
31
33
23
22
23
27
33
11
11
9
9
7
26
26
25
24
22
33
32
35
32
33
30
30
31
35
38
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
57
Table 68: 2007–2011 Statewide MCAS Results by Student Status: Grade 7 English Language Arts
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
4
48
35
13
2011
2010
2009
2008
2007
18
13
17
15
11
66
69
63
64
67
15
16
18
19
19
2
2
2
3
3
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
1
1
1
1
1
30
29
27
26
27
44
42
44
43
43
25
28
27
29
30
1
1
0
0
1
22
20
14
15
15
47
41
46
42
39
30
39
39
43
45
2
2
2
2
1
33
32
28
27
27
42
38
42
40
39
23
28
27
31
32
4
4
4
4
2
55
53
49
45
46
33
33
37
38
39
8
10
10
13
14
4
3
4
3
2
49
49
44
43
44
34
34
38
38
37
12
14
14
16
16
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
58
Table 69: 2007–2011 Statewide MCAS Results by Student Status: Grade 7 Mathematics
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
6
21
33
40
2011
2010
2009
2008
2007
23
17
19
18
17
37
45
38
37
36
28
27
30
29
31
13
11
13
15
16
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
3
1
2
2
2
11
14
11
10
10
27
29
28
26
27
60
56
59
62
61
3
2
2
2
2
11
13
9
8
8
25
25
24
20
21
61
60
65
70
68
6
4
5
4
4
16
20
15
13
13
28
28
28
25
26
51
47
52
59
56
10
8
9
6
7
26
34
25
21
20
33
32
34
31
33
31
26
32
42
40
7
5
5
4
4
22
27
21
19
18
33
33
35
32
33
39
36
39
45
45
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
59
Table 70: 2007–2011 Statewide MCAS Results by Student Status: Grade 8 English Language Arts
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
6
54
26
14
2011
2010
2009
2008
2007
24
20
18
15
15
64
66
69
69
69
10
11
11
14
14
2
2
2
3
2
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
2
1
2
1
1
39
35
38
35
35
34
36
36
36
39
25
28
25
27
25
1
1
1
1
0
24
23
22
18
17
40
39
38
36
43
35
37
39
46
40
2
2
2
2
2
34
32
34
30
27
35
36
35
34
42
28
29
29
34
29
7
5
4
4
3
59
54
57
51
47
23
29
30
32
39
10
12
10
14
11
7
5
5
3
3
55
54
56
51
51
25
27
27
31
32
12
14
13
15
13
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
60
Table 71: 2007–2011 Statewide MCAS Results by Student Status: Grade 8 Mathematics
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
8
20
31
40
2011
2010
2009
2008
2007
28
26
24
23
21
33
33
33
34
32
27
28
28
27
31
13
12
15
16
16
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
3
3
3
2
2
11
10
9
10
8
26
26
26
26
26
60
61
62
63
64
4
4
3
3
2
10
10
9
7
8
23
24
20
19
21
63
63
68
71
69
7
6
5
5
4
14
14
13
12
11
25
26
23
23
24
54
54
59
60
61
13
13
9
9
7
24
23
21
21
18
31
31
31
28
29
32
33
40
42
46
9
9
7
6
5
21
21
18
19
16
32
33
31
30
33
38
38
44
45
45
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
61
Table 72: 2007–2011 Statewide MCAS Results by Student Status: Grade 8 Science & Tech/Eng
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Warning
2011
1
16
46
36
2011
2010
2009
2008
2007
5
5
5
3
4
40
41
41
42
34
43
42
41
40
45
12
12
13
15
17
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
1
0
1
0
0
11
10
10
10
7
41
39
36
37
36
48
51
53
53
56
0
0
0
0
0
3
3
4
3
3
25
26
23
20
20
72
70
73
78
77
0
0
0
0
0
7
7
7
7
5
31
32
30
27
26
62
61
62
66
68
1
1
1
0
1
16
14
15
14
10
44
45
43
39
39
40
40
41
47
51
1
1
1
0
0
16
17
15
14
11
46
45
43
41
42
37
37
40
45
46
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
62
Table 73: 2007–2011 Statewide MCAS Results by Student Status: Grade 10 English Language Arts
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Failing
2011
12
54
25
8
2011
2010
2009
2008
2007
38
31
33
27
25
53
56
54
55
53
8
13
12
16
19
1
1
2
1
3
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
5
2
4
3
2
44
36
38
32
28
35
44
40
46
47
15
17
19
20
23
2
1
1
2
1
25
18
18
15
12
49
53
48
52
46
24
27
33
32
42
3
2
3
4
2
34
26
26
25
19
44
51
45
49
47
19
22
25
23
32
8
4
7
6
5
57
42
45
41
34
30
45
39
44
49
5
9
9
9
12
14
9
11
8
7
55
50
50
45
41
25
32
30
37
40
7
8
9
9
13
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted
as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
63
Table 74: 2007–2011 Statewide MCAS Results by Student Status: Grade 10 Mathematics
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Failing
2011
25
31
28
15
2011
2010
2009
2008
2007
56
57
53
50
48
29
26
28
30
28
13
14
15
17
19
3
3
4
4
5
2011
2010
2009
2008
2007
English Language Learner (ELL)
2011
2010
2009
2008
2007
ELL and Former ELL
2011
2010
2009
2008
2007
Former ELL
2011
2010
2009
2008
2007
Low Income
2011
2010
2009
2008
2007
12
12
11
9
9
27
24
26
24
22
34
36
35
35
37
27
27
28
32
32
15
13
13
14
11
20
17
19
17
16
32
35
32
32
34
34
35
37
37
39
19
16
16
18
16
22
20
22
21
18
31
34
32
31
34
29
30
31
30
32
30
23
23
26
24
27
28
28
27
23
29
32
31
30
35
14
17
18
17
19
27
28
24
22
21
31
29
30
29
26
27
29
30
30
33
14
14
16
18
19
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students,
and low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
Spring 2011 MCAS Tests: Summary of State Results
64
Table 75: 2008–2011 Statewide MCAS Results by Student Status: Grade 10 Science & Tech/Eng
Percentage of Students at Each Performance Levela
Advanced
Proficient
Needs
Improvement
Failing
2011
6
36
43
15
2011
2010
2009
2008
24
21
19
16
51
51
50
48
23
24
26
29
3
4
5
7
2011
2010
2009
2008
English Language Learner (ELL)
2011
2010
2009
2008
ELL and Former ELL
2011
2010
2009
2008
Former ELL
2011
2010
2009
2008
Low Income
2011
2010
2009
2008
3
2
2
2
27
25
22
19
46
46
46
43
24
27
30
37
2
1
1
1
14
11
11
11
47
47
40
31
37
41
48
56
3
2
2
3
20
18
16
17
47
46
42
36
30
35
39
44
6
4
4
5
34
30
26
26
46
43
46
42
15
22
25
27
7
5
4
3
37
35
32
28
42
43
44
44
14
16
20
26
Student Status Category / Year
High Needsb
Non-Disabled
Students with Disabilities
These results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only students
continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included. Percentages
may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or without a
medically documented excuse from any subject area MCAS test are not included in performance results but are counted as nonparticipants for that subject area.
b High Needs includes students with disabilities, English language learner students, former English language learner students, and
low-income students. Results are reported for this student subgroup for the first time in 2011; data for prior years are not
provided.
a
The following tables provide statewide summary results for the 2007 (with the exception of grade 10
STE, which was first administered in 2008) through 2011 MCAS tests disaggregated by seven
race/ethnicity categories and by gender.
Spring 2011 MCAS Tests: Summary of State Results
65
Table 76: 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: African American
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
3
6
4
6
5
4
9
6
10
6
34
36
31
27
31
35
31
27
27
29
45
43
45
45
47
38
37
36
33
32
18
15
20
23
18
23
24
31
30
33
5,472
5,485
5,359
5,539
5,575
5,478
5,482
5,364
5,542
5,578
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
3
3
3
2
3
5
5
5
7
6
27
26
26
23
29
18
20
20
19
17
46
47
47
50
48
53
52
51
48
50
24
23
24
25
21
25
24
25
26
27
5,628
5,501
5,566
5,582
5,427
5,664
5,492
5,599
5,608
5,434
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
6
6
5
4
4
8
9
8
8
5
2
3
3
3
2
40
34
34
33
35
27
22
23
20
20
17
20
15
16
18
38
40
45
46
43
35
36
36
39
38
45
50
52
50
50
16
19
16
17
18
30
33
33
33
36
35
27
30
31
30
5,674
5,695
5,670
5,521
5,558
5,683
5,687
5,690
5,522
5,559
5,677
5,694
5,680
5,515
5,559
5
40
38
5
43
34
6
39
38
5
42
37
3
40
43
10
24
32
9
25
33
8
24
36
7
23
33
6
21
32
(Table 76 continued on following page)
17
18
16
16
15
34
33
32
37
41
5,863
5,819
5,641
5,739
6,109
5,889
5,818
5,646
5,751
6,094
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
Spring 2011 MCAS Tests: Summary of State Results
66
Table 76 (cont.): 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: African American
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
5
3
4
3
2
6
4
3
3
3
51
50
46
44
46
22
26
20
18
17
33
34
37
36
36
32
34
35
32
34
11
13
13
16
16
41
37
42
47
47
5,891
5,729
5,792
6,079
6,105
5,928
5,739
5,831
6,137
6,108
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
7
5
6
4
4
7
6
6
5
4
1
0
0
0
0
58
54
57
54
52
21
22
18
19
15
13
13
13
11
8
25
27
25
29
32
32
33
31
31
34
46
46
43
40
42
11
13
11
13
13
40
38
45
46
47
41
41
44
48
50
5,812
5,834
6,118
6,023
6,412
5,827
5,841
6,156
6,028
6,399
5,804
5,809
6,134
6,002
6,398
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
14
9
12
8
6
24
25
21
20
19
6
4
3
3
55
51
50
47
40
32
28
30
28
26
34
33
30
25
24
32
30
36
41
29
31
31
33
35
45
45
45
45
6
7
8
8
12
15
16
17
19
20
16
18
22
27
6,016
5,814
6,387
5,999
6,056
5,930
5,805
5,951
5,949
5,957
5,782
5,545
5,672
5,514
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted
as non-participants for that subject area.
b Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
67
Table 77: 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Asian
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
17
18
17
21
20
26
40
34
37
31
52
49
47
41
44
53
38
38
36
39
24
27
28
29
28
15
17
19
19
18
7
6
7
9
8
5
6
9
9
11
4,123
3,987
3,787
3,431
3,457
4,131
3,985
3,818
3,446
3,461
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
18
19
19
13
17
32
32
29
38
32
47
45
43
43
46
36
33
36
28
31
27
29
29
34
29
27
29
29
26
30
8
8
9
10
8
6
6
6
7
7
4,053
3,857
3,483
3,495
3,370
4,060
3,861
3,499
3,507
3,391
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
27
26
26
22
23
47
46
44
42
36
22
23
28
25
23
48
45
44
46
45
30
28
29
29
34
36
39
31
31
36
18
21
24
25
25
15
18
18
20
21
29
29
31
34
32
7
7
6
7
7
8
9
9
9
9
13
9
10
10
10
3,953
3,544
3,552
3,366
3,437
3,962
3,540
3,570
3,367
3,454
3,962
3,538
3,567
3,363
3,453
28
49
17
30
49
14
29
47
18
29
49
17
17
55
22
49
27
16
51
28
14
45
31
15
45
31
15
40
31
19
(Table 77 continued on following page)
6
6
6
5
6
8
7
8
9
10
3,585
3,570
3,430
3,459
3,318
3,607
3,568
3,441
3,463
3,339
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
Spring 2011 MCAS Tests: Summary of State Results
68
Table 77 (continued): 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Asian
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
28
21
26
23
17
44
33
36
32
32
54
59
53
55
58
30
41
34
35
32
15
15
17
18
19
16
16
19
21
22
4
5
4
4
6
10
10
11
12
14
3,629
3,548
3,526
3,385
3,335
3,660
3,560
3,537
3,398
3,338
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
34
30
28
22
19
48
47
41
39
34
10
10
9
5
7
51
55
57
59
58
26
27
27
29
31
41
44
41
44
35
11
11
11
13
17
16
16
20
18
22
34
33
36
34
38
4
4
4
5
5
10
10
11
13
14
14
13
15
18
20
3,679
3,589
3,495
3,355
3,163
3,703
3,591
3,489
3,357
3,164
3,701
3,584
3,487
3,359
3,162
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
45
37
38
33
31
71
70
67
65
64
37
32
29
29
42
44
44
44
43
17
17
19
20
18
39
40
41
39
11
15
15
19
21
9
9
10
11
13
20
21
22
24
3
4
4
4
5
3
4
4
4
5
4
7
7
8
3,642
3,485
3,339
3,273
3,297
3,636
3,492
3,283
3,281
3,261
3,436
3,303
3,073
3,077
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted
as non-participants for that subject area.
b Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
69
Table 78: 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Hawaiian/Pacific Islander
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Year
Advanced
Proficient
Needs
Improvement
7
36
32
27
42
32
35
24
21
25
25
Warning/
Failing
Students
Included
8
11
11
15
18
13
75
93
95
69
165
75
94
98
71
167
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
11
26
27
21
25
49
47
49
42
48
44
39
37
35
38
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
13
11
4
10
6
16
22
17
23
18
43
53
49
40
51
33
34
21
25
34
29
24
30
40
37
39
35
44
38
37
16
11
16
10
6
13
8
17
14
11
96
96
67
72
163
96
96
70
73
161
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
17
8
13
12
8
24
16
24
21
18
11
6
20
22
7
53
45
46
51
50
38
24
23
37
34
39
32
33
34
36
20
34
37
31
28
24
35
33
31
29
34
48
37
32
41
10
13
4
6
15
15
24
20
12
18
16
13
10
12
16
94
62
70
68
173
96
62
70
68
173
96
62
70
68
173
11
40
37
23
48
21
24
35
30
15
41
27
6
55
26
24
23
31
25
28
26
23
35
25
18
26
19
16
28
32
(Table 78 continued on following page)
11
8
11
17
13
23
21
17
37
24
62
61
74
103
164
62
61
75
104
164
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
11
13
9
14
Spring 2011 MCAS Tests: Summary of State Results
10
11
7
6
70
Table 78 (cont.): 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Hawaiian/Pacific Isl.
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
17
11
15
8
11
20
13
15
9
16
62
56
42
47
57
41
37
21
33
35
15
22
24
35
24
18
28
27
29
25
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
19
15
14
9
11
19
14
7
18
16
1
2
1
2
1
59
56
47
51
74
28
22
30
20
32
36
25
32
30
23
14
16
23
32
13
28
31
30
34
30
46
46
31
45
60
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
31
24
22
20
19
49
40
32
41
33
19
23
15
11
54
44
52
44
47
27
26
32
21
28
47
30
30
32
7
25
18
26
20
18
22
22
21
23
24
36
41
40
Warning/
Failing
Students
Included
7
60
79
99
75
159
61
79
98
75
161
11
18
11
8
21
23
37
28
24
8
78
13
16
8
1
100
81
65
141
26
32
33
28
22
16
26
36
23
17
80
99
81
65
141
80
99
81
64
141
8
7
8
9
14
6
12
15
17
16
10
11
14
16
84
68
83
108
118
85
68
79
107
116
72
66
73
87
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are counted
as non-participants for that subject area.
b
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
71
Table 79: 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Hispanic/Latino
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
3
5
4
4
4
5
10
7
11
7
33
33
28
25
28
38
32
28
28
28
45
45
46
45
46
37
34
33
31
30
19
17
22
26
22
20
24
32
30
35
11,275
10,671
10,604
10,073
9,636
11,317
10,592
10,707
10,108
9,663
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
3
3
3
2
2
5
6
5
8
6
26
25
25
21
26
20
21
20
20
18
45
46
46
48
47
51
50
50
45
48
26
26
26
29
25
23
23
25
27
28
10,864
10,593
10,082
9,717
9,217
10,908
10,553
10,190
9,781
9,247
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
5
5
4
3
4
8
9
7
7
6
3
3
4
4
3
36
32
31
29
30
27
21
21
20
20
18
21
17
15
17
38
41
47
47
43
33
35
35
37
36
44
48
50
50
49
21
22
18
21
23
32
35
37
37
39
34
28
29
31
31
10,841
10,336
9,852
9,293
9,204
10,855
10,294
9,946
9,328
9,228
10,843
10,325
9,916
9,315
9,222
5
37
37
5
40
35
5
35
38
4
36
39
2
36
42
9
24
33
10
24
32
7
22
34
8
22
31
6
19
32
(Table 79 continued on following page)
21
20
22
21
20
34
34
36
40
44
10,626
10,198
9,525
9,487
9,315
10,648
10,210
9,630
9,522
9,350
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
Spring 2011 MCAS Tests: Summary of State Results
72
Table 79 (cont.): 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Hispanic/Latino
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
4
3
4
3
2
6
4
4
3
3
46
45
39
39
40
20
23
18
16
16
36
36
40
39
37
31
33
32
29
31
14
17
17
19
21
43
40
45
51
50
10,427
9,787
9,565
9,587
9,407
10,507
9,827
9,695
9,683
9,411
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
6
5
4
3
3
8
7
6
5
4
1
1
1
0
0
52
50
52
47
45
19
18
16
17
14
12
12
12
11
7
27
29
28
32
35
30
31
29
28
30
42
42
40
37
37
15
16
16
18
17
43
43
49
50
52
45
45
48
52
55
9,966
9,784
9,641
9,462
9,408
9,968
9,750
9,686
9,524
9,362
9,926
9,714
9,611
9,470
9,338
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
11
8
9
7
6
23
23
20
19
18
5
4
3
2
52
48
47
42
36
29
26
28
27
24
31
29
25
22
28
35
33
40
41
30
32
32
32
34
46
46
47
43
9
9
12
11
16
18
19
19
23
24
19
21
24
32
9,001
8,909
9,207
8,462
8,511
8,855
8,935
8,514
8,383
8,303
8,659
8,508
8,166
7,884
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
73
Table 80: 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Multi-Race
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
12
16
13
15
13
15
26
20
25
18
51
48
44
39
45
50
36
40
32
39
29
30
34
34
33
26
27
25
26
25
7
6
9
12
9
9
11
15
17
17
1,940
1,978
1,722
1,446
1,349
1,942
1,987
1,723
1,452
1,352
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
10
12
12
6
10
16
16
17
21
20
43
40
39
43
46
30
30
30
27
31
36
36
37
37
34
43
43
40
38
34
11
12
13
13
10
11
11
14
14
15
2,011
1,728
1,511
1,416
1,320
2,011
1,730
1,520
1,414
1,323
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
19
16
15
14
14
27
24
23
23
20
15
16
17
17
15
49
46
48
48
46
31
28
28
30
29
35
36
31
33
34
23
29
29
30
32
27
29
31
28
32
37
37
40
37
40
9
9
8
9
8
15
18
18
20
19
13
10
12
13
11
1,726
1,574
1,439
1,392
1,196
1,730
1,572
1,439
1,395
1,198
1,729
1,569
1,437
1,393
1,199
9
1,582
1,481
1,391
1,234
1,271
1,571
1,485
1,393
1,234
1,272
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
19
48
24
17
52
21
16
50
26
15
50
28
12
55
26
27
30
25
26
31
26
24
31
28
24
30
26
22
31
27
(Table 80 continued on following page)
Spring 2011 MCAS Tests: Summary of State Results
10
8
7
7
18
17
17
20
21
74
Table 80 (continued): 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Multi-Race
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
16
12
14
14
9
19
14
16
16
16
56
60
56
54
61
29
39
32
29
27
23
22
23
25
24
27
26
30
30
31
6
7
7
8
6
25
22
23
25
27
1,485
1,445
1,279
1,280
1,099
1,495
1,447
1,283
1,288
1,104
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
21
18
19
11
14
24
23
22
19
18
4
5
5
3
5
59
61
60
62
61
28
27
25
27
26
35
35
35
32
27
14
15
15
19
19
26
29
28
28
28
42
42
42
42
42
6
6
6
7
6
22
21
25
26
29
18
18
19
23
26
1,454
1,318
1,300
1,125
994
1,456
1,320
1,299
1,126
997
1,450
1,319
1,297
1,122
995
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
33
25
29
21
24
47
47
44
39
39
21
19
19
15
52
53
49
51
46
30
25
27
29
28
45
44
43
39
13
19
18
24
24
18
20
20
23
23
28
29
30
34
2
4
4
5
5
6
8
8
9
10
6
8
9
13
1,338
1,162
1,153
1,057
900
1,329
1,166
1,119
1,045
902
1,307
1,138
1,064
984
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
75
Table 81: 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Native American
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
8
16
12
16
10
39
40
42
33
40
45
34
37
34
41
40
39
41
49
45
33
33
32
33
29
13
11
10
10
10
13
17
19
17
20
168
158
155
204
204
165
158
155
202
202
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
5
6
5
2
4
9
10
10
11
10
30
39
37
31
38
22
31
26
27
21
48
38
43
51
43
54
46
52
47
50
16
17
15
16
16
15
13
12
16
19
164
149
201
190
232
162
152
201
193
229
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
13
10
8
3
9
18
19
10
12
12
8
7
9
6
6
43
42
41
41
42
32
22
31
22
34
30
28
27
28
32
34
36
40
44
40
34
43
34
39
30
43
51
49
49
45
10
11
10
12
10
16
17
24
27
25
19
14
15
17
17
146
185
181
207
199
146
183
181
209
200
145
184
180
209
199
10
50
30
5
54
32
10
49
29
12
52
28
4
48
37
16
30
33
11
36
31
12
30
33
16
30
31
10
23
34
(Table 81 continued on following page)
10
10
13
9
11
21
23
25
23
34
174
168
218
199
226
174
170
220
198
226
Year
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
10
8
8
6
9
Spring 2011 MCAS Tests: Summary of State Results
76
Table 81 (cont.): 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: Native American
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
5
6
8
5
8
9
7
4
5
9
58
57
53
46
49
27
31
30
22
20
31
26
29
38
32
34
33
32
35
34
6
175
226
195
218
222
174
227
195
219
223
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
13
13
8
8
6
12
12
8
11
8
0
1
3
1
0
60
53
55
55
63
27
26
21
25
24
24
27
18
27
20
19
23
27
29
24
33
31
29
25
37
49
46
46
42
46
27
31
41
39
31
26
26
33
30
34
205
191
215
212
236
204
185
218
210
238
203
185
217
209
238
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
15
19
19
15
13
28
43
37
31
32
4
12
8
7
55
52
57
54
49
37
22
30
34
22
46
43
47
39
26
22
21
29
32
24
24
24
24
33
40
32
36
41
4
7
4
2
6
12
10
9
11
13
10
13
8
13
184
188
182
205
187
181
184
182
204
184
183
178
177
201
12
11
11
12
30
29
33
37
37
9
12
9
8
8
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
77
Table 82: 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: White
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
13
17
15
18
16
15
30
23
28
22
56
53
51
45
50
57
43
44
39
45
26
25
29
29
28
21
21
23
23
22
6
5
6
7
6
6
7
10
10
11
46,895
48,214
48,874
49,486
50,862
46,894
48,211
48,925
49,538
50,900
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
11
13
14
10
12
17
18
18
23
21
48
48
47
46
51
36
36
36
33
33
32
31
32
36
30
39
39
39
36
37
8
8
7
9
6
7
7
7
9
9
48,072
48,952
49,452
50,666
50,748
48,171
49,000
49,610
50,848
50,850
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
20
19
18
16
17
28
29
25
26
21
17
18
20
20
17
54
51
53
53
53
38
33
35
33
36
42
44
37
38
42
20
24
25
26
24
23
27
27
29
30
33
32
36
35
34
5
6
5
5
5
11
12
13
13
13
8
6
7
7
7
48,928
49,578
50,846
50,774
51,403
48,968
49,576
50,880
50,832
51,504
48,914
49,528
50,816
50,799
51,500
21
56
18
18
59
18
19
55
21
17
57
20
11
64
21
30
36
23
31
35
23
27
36
25
27
36
24
24
36
27
(Table 82 continued on following page)
5
6
6
5
4
11
11
11
13
13
49,572
50,823
50,625
51,314
52,327
49,563
50,825
50,654
51,361
52,429
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
Spring 2011 MCAS Tests: Summary of State Results
78
Table 82 (continued): 2007–2011 Statewide MCAS Test Results by Race/Ethnicity: White
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
17
13
16
15
11
22
16
18
17
17
63
66
61
62
65
35
44
38
37
35
16
16
19
19
19
27
26
29
29
30
4
5
4
5
5
16
14
15
17
18
50,553
50,489
51,139
52,118
53,212
50,646
50,531
51,302
52,319
53,212
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
23
20
18
14
15
27
25
24
22
20
5
4
5
3
3
61
64
67
67
68
32
33
32
34
32
41
43
42
44
36
11
12
12
14
14
26
27
27
27
30
43
41
40
40
45
4
4
4
4
4
16
15
17
17
18
11
12
13
13
15
50,464
51,364
52,183
52,984
54,020
50,488
51,349
52,200
53,016
53,974
50,394
51,273
52,114
52,939
53,950
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
38
30
33
27
25
54
56
53
48
46
23
21
19
16
51
54
52
53
52
29
25
28
30
29
51
52
51
49
9
2
2
3
3
3
4
4
5
6
6
4
4
5
7
49,657
50,669
52,105
52,298
53,322
49,320
50,673
50,977
52,123
52,941
49,058
49,502
49,821
50,627
13
12
17
19
13
14
15
16
19
22
23
25
28
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
79
Table 83: 2007–2011 Statewide MCAS Test Results by Gender: Female
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
14
17
14
18
16
13
25
20
25
18
51
50
47
42
46
53
40
40
37
42
28
27
31
31
30
25
24
25
25
25
7
6
8
9
7
9
10
14
13
16
34,136
34,282
34,273
34,227
34,561
34,171
34,243
34,353
34,266
34,581
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
13
15
16
11
14
15
16
16
21
18
47
45
44
44
48
33
33
33
30
29
31
32
31
35
30
42
42
41
38
40
9
9
9
10
8
10
10
10
12
13
34,502
34,413
34,329
34,562
34,267
34,569
34,400
34,468
34,675
34,355
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
22
21
20
17
19
24
24
21
22
18
12
14
15
16
14
50
47
49
48
48
36
30
33
30
32
35
38
31
32
35
22
25
26
28
26
26
30
29
31
32
38
37
42
39
38
7
7
6
7
7
14
16
17
17
18
15
11
13
13
12
34,658
34,625
34,779
34,270
34,395
34,686
34,605
34,836
34,311
34,465
34,654
34,607
34,792
34,286
34,455
22
51
20
20
55
18
22
51
21
20
53
21
13
60
22
26
33
25
27
33
25
23
34
28
24
33
26
20
33
28
(Table 83 continued on following page)
7
6
6
6
5
15
15
15
17
19
34,821
35,028
34,398
34,535
35,203
34,856
35,037
34,477
34,602
35,271
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
Spring 2011 MCAS Tests: Summary of State Results
80
Table 83 (continued): 2007–2011 Statewide MCAS Test Results by Gender: Female
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
20
15
19
18
13
20
14
16
15
14
61
63
57
59
62
33
40
34
33
32
15
17
19
18
19
27
28
31
30
32
4
5
5
5
5
20
18
20
23
23
35,230
34,711
34,654
35,293
35,437
35,311
34,783
34,812
35,447
35,435
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
27
22
20
17
17
23
22
20
19
17
4
3
4
2
2
58
60
63
63
63
29
30
30
30
29
33
34
34
35
27
11
13
13
15
15
27
29
28
27
31
44
43
42
41
46
4
5
4
5
4
20
20
22
23
24
19
20
20
22
25
34,947
35,030
35,520
35,420
35,925
34,984
35,014
35,566
35,493
35,878
34,903
34,950
35,481
35,425
35,874
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
39
32
34
29
28
49
49
46
42
42
19
17
15
14
48
51
49
50
48
30
27
28
29
28
48
47
46
43
11
15
13
18
20
16
18
19
20
22
27
28
30
33
2
3
3
3
4
6
6
7
8
8
6
7
9
11
34,514
34,598
35,432
35,288
35,610
34,285
34,604
34,470
35,097
35,304
33,694
33,498
33,393
33,762
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
81
Table 84: 2007–2011 Statewide MCAS Test Results by Gender: Male
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 3
English Language Arts
Mathematics
Grade 4
English Language Arts
Mathematics
Grade 5
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 6
English Language Arts
Mathematics
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
8
32
32
34
34
33
24
24
26
25
24
11
9
12
14
10
11
11
15
15
16
35,812
36,319
36,323
36,021
36,687
35,831
36,283
36,437
36,093
36,742
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
14
26
20
24
20
49
47
44
40
44
51
39
39
36
40
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
6
7
8
5
7
15
16
16
19
19
39
40
40
37
43
32
31
32
29
30
40
38
39
42
38
41
41
40
38
39
15
15
14
16
12
12
12
12
14
13
36,386
36,477
36,033
36,576
36,210
36,503
36,499
36,221
36,749
36,280
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
13
12
11
10
11
25
25
23
23
20
15
16
19
17
14
50
46
47
47
48
33
30
31
30
33
36
39
33
34
38
27
30
32
33
31
25
27
28
30
30
33
34
37
37
36
11
12
10
10
11
17
18
19
18
18
15
12
12
12
12
36,704
36,365
36,831
36,351
36,775
36,754
36,327
36,940
36,410
36,851
36,712
36,311
36,874
36,376
36,850
13
51
25
11
53
24
11
50
28
11
52
27
6
56
29
26
31
25
27
32
24
24
32
26
23
32
25
21
31
27
(Table 84 continued on following page)
11
12
11
11
9
18
17
18
20
20
36,643
37,112
36,506
37,000
37,527
36,658
37,121
36,582
37,031
37,603
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
12
11
12
12
Spring 2011 MCAS Tests: Summary of State Results
82
Table 84 (continued): 2007–2011 Statewide MCAS Test Results by Gender: Male
Percentage of Students at Each Performance Levela
Grade / Subject
Grade 7
English Language Arts
Mathematics
Grade 8
English Language Arts
Mathematics
Science and Technology/
Engineering
Grade 10
English Language Arts
Mathematics
Science and Technology/
Engineeringb
Year
Advanced
Proficient
Needs
Improvement
Warning/
Failing
Students
Included
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
9
7
9
8
6
19
14
16
15
15
57
60
55
54
58
30
38
33
32
30
26
24
27
28
27
27
27
28
27
29
8
9
9
10
10
24
21
23
25
26
36,990
36,615
36,941
37,449
38,102
37,160
36,654
37,129
37,672
38,122
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
14
12
11
8
8
23
23
21
19
17
5
4
5
3
3
60
61
64
63
63
28
28
27
30
27
36
38
36
38
32
18
18
18
20
21
26
27
27
26
29
41
40
39
38
42
8
9
8
9
8
22
22
25
24
26
18
18
21
21
23
36,711
37,174
37,513
37,806
38,449
36,742
37,146
37,563
37,833
38,397
36,655
37,057
37,460
37,740
38,348
2011
2010
2009
2008
2007
2011
2010
2009
2008
2007
2011
2010
2009
2008
27
20
22
18
16
48
51
47
44
42
21
18
18
14
54
54
53
52
50
28
24
27
28
27
46
47
45
43
15
21
19
25
27
16
17
18
19
21
26
27
28
30
4
5
6
5
7
8
8
9
10
10
7
8
9
12
35,408
35,754
37,024
36,114
36,781
35,051
35,778
35,635
35,995
36,360
34,803
34,742
34,653
34,612
a
Percentages may not total 100 due to rounding. For the purpose of computing state results, students who were absent with or
without a medically documented excuse from any subject area MCAS test are not included in performance results but are
counted as non-participants for that subject area.
b
Grade 10 STE results are reported based on students’ best performance on any STE test taken in grade 9 or grade 10; only
students continuously enrolled in Massachusetts public schools from fall of grade 9 through spring of grade 10 are included.
Spring 2011 MCAS Tests: Summary of State Results
83