Academic Information


Foundation Enrollment 
Foundation enrollment is a count of the number of pupils for whom a school district is financially responsible on October 1st of any given year. It is comprised primarily of local resident school children attending their community’s local or regional school district. However, it also includes students for whom the District is paying tuition, such as those at Commonwealth Charter Schools, other school districts, special education schools, and other settings. In order to be included, a student must be officially enrolled on October 1st. Those who leave in September or arrive after October 1st are not counted. A student who happens to be absent on October 1st is included nonetheless; this is a measure of enrollment, not attendance. DESE computes foundation enrollment using pupil‐specific data submitted by each district through the Student Information Management System. A district’s foundation pupil headcounts are applied to specific cost rates to arrive at the upcoming year’s foundation budget. To forecast future enrollment, Longmeadow Public Schools uses a three-year average trend.
Actual Enrollment 
Actual enrollment is a headcount of students attending Longmeadow Public Schools on October 1st of any given year. This enrollment differs from foundation enrollment because it only includes students in the District as opposed to all students the District is financially responsible for. For FY 2014, the District’s foundation enrollment is 2838, while actual enrollment in Longmeadow Public Schools is 2857.
Academic Performance Measures
Development of the district budget is directly linked to student data and the needs of our educators in providing rigorous and responsive instruction. Key data sources allow Longmeadow educators to celebrate successes while others allow teachers and administrators to identify areas in need of growth. The following data will illustrate these critical data sources and correlate them to budgetary decisions, where appropriate.

Massachusetts Comprehensive Assessment System (MCAS)
 The Department of Elementary and Secondary Education (DESE) uses two criteria to evaluate success among student populations in schools across the Commonwealth. These factors include achievement and growth. Both factors are unique and critical in determining one aspect of instructional success in our schools. 

Achievement on MCAS 
Achievement data provides insight into how many students are meeting or exceeding benchmark in English/Language Arts, mathematics, and science/technology engineering. Students meeting or exceeding benchmarks are considered to be “proficient” or “advanced,” depending upon the percentage of correct responses. Students failing to meet benchmark range in scores that fall into Needs Improvement or Warning categories. It is important for districts to yield high percentages of proficient and advanced scores on MCAS, demonstrating that students are mastering skills and strategies. Achievement data is reported for the aggregate population as well as “subgroup” populations, or select populations that typically represent vulnerable populations in our schools. Schools must demonstrate achievement in both the aggregate and subgroups and implement strategies to reduce the achievement gap between these two population groups. District subgroups include the following:
English/Language Arts Achievement
In a comparison to “like” districts, or districts with similar demographics, Longmeadow is on par with achievement levels with 83% of students district-wide meeting or exceeding benchmark targets for ELA MCAS assessments. 
National research around Response to Intervention (RTI), a scientific approach to determining the level of intensity for instruction and intervention, suggests a standard expectation for achievement levels in our schools. According to the RTI model, approximately 80% of our students will attain proficiency levels and educators can maintain the current level of instruction with these students. The RTI model also indicates that approximately 15% of our students will not respond to our universal instruction adequately without an additional “dose” of strategic intervention. Furthermore, an additional 5% of students will require a third “dose” of intensive intervention to approach proficiency levels. These three levels, or “tiers” of dosing, can be represented in the following pyramid:

MCAS Achievement by Grade Level

The following charts illustrate the percentages of all Longmeadow students meeting or exceeding proficiency targets and demonstrating response to universal instruction (Tier I) by grade level. Aggregate data in nearly all grades reflects proficiency levels near, at, or above 80% proficient/advanced with approximately 20% reflecting the need for strategic or intensive intervention. 

AIMSweb Universal Screening
MCAS assessment occurs only once annually and results are disseminated to district approximately six months after the testing period ends. In most cases, this means that results are not accessible until students have already moved on to the next grade level. As part of the RTI model implemented by the district, educators will administer regular, frequent assessments of basic skills so as to enable immediate intervention when necessary. This is especially true for subgroup populations, as illustrated in the district special education data for MCAS. One such assessment tool, implemented during FY14, is a universal screening called AIMSweb. This assessment of basic reading skills provides extensive and immediate data to guide instructional decision-making and drive intervention planning. AIMSweb assessments administered during FY14 confirm the need for additional intervention for a percentage of Longmeadow students. For example, the following charts illustrate the percentage of students who need two or more additional doses of intervention to raise their reading achievement in both fifth grade (elementary school) and sixth grade (middle school). 
College and Career Readiness Performance Data

While some data sources such as MCAS indicate areas in need of modification, other sources confirm that maintaining the current course of instruction and professional development is effective for student growth and achievement. One such data source is SAT scores for Longmeadow High School students. These scores illustrate the high level of college and career readiness with which our students graduate. The following chart shows our students achieving the highest combined average reading, writing, and math SAT scores in seven years, significantly outperforming state and national averages. 

SAT and AP test data reveal the following successes for students assessed in 2013:
      • 40% of LHS students scored in the 600-800 range in critical reading on the SAT
      • 39% of LHS students scored in the 600-800 range in writing on the SAT
      • 45% of LHS students scored in the 600-800 range in math on the SAT
      • Total of 478 AP exams taken in 2013 signaling seven year high
      • 87.5% of AP tests resulted in scores of 3+ compared to only 72.6% statewide
Our Graduates
Graduation rates for Longmeadow High School graduates far exceed state targets and rates with a general education graduation rate of 99% and a special education graduation rate of 90%.
Equally critical is the low dropout rate, confirming the success of our Longmeadow High School teachers, counselors, and administrators in solving educational problems, working closely with families, and supporting students through both successes and challenges. In 2012, only two students dropped out, representing 0.2% of the LHS student population. 
Longmeadow students demonstrate their college and career readiness through post-graduation choices that position them for growth and success beyond high school. The following chart displays percentages of high school students selecting various post-gradate routes:
Finally, an analysis of our post-graduate college and career success rate illustrates our commitment to the most vulnerable student populations as demonstrated in the following chart regarding special education graduates of Longmeadow High School: