This dataset displays state and district teacher indicators (In-Field or Experienced) by race and ethnicity with rows for different years. It was created as part of a dashboard supporting the Massachusetts Department of Elementary and Secondary Education's commitment to provide all students with a racially diverse and culturally responsive educator workforce.

Selected Teacher Indicators: This displays the number and percent of teachers who are licensed in the subject area(s) they teach (In-Field), as well as the number and percent of teachers who have been teaching in a Massachusetts public school for at least three years (Experienced). Note: The In-Field report uses end-of-year EPIMS; the most recently available data are displayed.

This dataset contains the same data that is also published in the Teacher Indicators table on our Educator Dashboard.

This dataset contains Next Generation MCAS results by school since 2017, including achievement level, participation rate, average scaled score, and average student growth percentile. (Note: AVG_SGP was calculated as a median for 2017. In 2018 and onward, AVG_SGP is a mean.)

Contains the same data that is also published on our DESE Profiles site:

Next Generation MCAS Achievement Results

This report provides the number and percentage of Massachusetts public high school graduates who completed the MassCore curriculum each year since 2009.

MassCore is a state-recommended program of study intended to align high school coursework with college and workforce expectations. The program of studies includes the successful completion of four units of English, four units of mathematics, three units of a lab-based science, three units of history, two units of the same world language, one unit of the arts, and five additional "core" courses. A computer science course that includes rigorous mathematical or scientific concepts and aligns with the 2016 Digital Literacy and Computer Science Framework can substitute for either a mathematics course or a laboratory science course. For more information on MassCore please click here.

MassCore completion rates are not reported for any student group where the number graduated is less than 6.

This dataset contains the same data that is also published on our DESE Profiles site:
MassCore

This dataset contains student responses to each item on the Views of Climate and Learning (VOCAL) survey since 2018. These responses are aggregated at the state level by grade and student group to protect student privacy.

The VOCAL survey is designed to provide information on student perceptions of school climate. There are two reports with different types of data: responses to individual items and aggregate index scaled scores that combine item responses. For more information about the VOCAL survey, please visit the VOCAL home page.

This dataset is one of two containing the same data that is also published in the VOCAL state dashboard:
VOCAL Index Scaled Scores and Favorability
VOCAL Item Response Scores

Engagement - Cultural Competence

• ENGCLC1: Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation.
• ENGCLC2: Teachers at this school accept me for who I am.
• ENGCLC3: My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity.
• ENGCLC4: Within school, I am encouraged to take upper level courses (honors, AP).
• ENGCLC5: Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation.
• ENGCLC6: Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color).
• ENGCLC7: Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation).
• ENGCLC8: I read books in class that include people who are similar to me (for example, we look the same, speak the same, or live in similar neighborhoods).
• ENGCLC9: Adults working at this school treat all students with respect.
• ENGCLC10: In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation).

Engagement - Participation

• ENGPAR1: I get the chance to take part in school events (for example, science fairs, art or music shows).
• ENGPAR2: My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses).
• ENGPAR3: I feel welcome to participate in extra-curricular activities offered through my school, such as, school clubs or organizations, musical groups, sports teams, student council, or any other extra-curricular activities.
• ENGPAR4: My teachers use my ideas to help my classmates learn.
• ENGPAR5: I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video).
• ENGPAR6: My teachers will explain things in different ways until I understand.
• ENGPAR7: When I need help, my teachers use my interests to help me learn.
• ENGPAR8: My teachers ask me to share what I have learned in a lesson.
• ENGPAR9: When I am stuck, my teachers want me to try again before they help me

This report includes several indicators that reflect attendance information collected on March 1st and at the end of the selected school year for students in grades PK-12.

Attendance rate indicates the average percentage of days in attendance for students enrolled in grades PK - 12 with at least 20 days in membership.

Massachusetts defines chronically absent as missing at least 10 percent of days enrolled (for instance, 18 days absent if enrolled for a typical school year of 180 days), regardless of the reason for the absence. Being chronically absent can have a significant impact on a student's academic progress and their ability to access the variety of academic and non-academic supports that schools provide.

Chronic absenteeism grew during the COVID-19 pandemic and, as of the 2022-23 school year, had not returned to pre-pandemic rates. Almost 1 in 4 Massachusetts students missed 18 or more days of school in 2022-23. To see which schools were identified as Attendance Priority Schools in fall 2023, download this file: Attendance Priority Schools.

This dataset contains state-level index scores and their favorability distributions from the Views of Climate and Learning (VOCAL) survey since 2018. These scores are composite measures that summarize student responses across several content-related items.

The VOCAL survey is designed to provide information on student perceptions of school climate. There are two reports with different types of data: responses to individual items and aggregate index scaled scores that combine item responses. For more information about the VOCAL survey, please visit the VOCAL home page.

Favorability data and average topic scores are reported at the state level, and are not disaggregated by student group.

This dataset is one of two containing the same data that is also published in the VOCAL state dashboard:
VOCAL Index Scaled Scores and Favorability
VOCAL Item Response Scores

List of Indices

• Overall School Climate
• Engagement Dimension
  • Participation Topic (state-level)
• Safety Dimension
  • Bullying Topic (state-level)
• Environment Dimension
  • Instructional Environment Topic (state-level)

This dataset contains the total Fall enrollment headcount and FTE for undergraduate and graduate students at all public Massachusetts institutions of higher education since 2014.

Related datasets:
Public Postsecondary Fall Enrollment by Race and Gender
Public Postsecondary Annual Enrollment
Public Postsecondary Annual Enrollment by Race and Gender

Notes:
- Data appear as reported to the Massachusetts Department of Higher Education.
- Figures published here may vary from those of individual institutions due to differences in calculation methodologies.

The District Analysis and Review Tools (DARTs) turn the Department's vast amount of data into valuable, easily consumable information. The DARTs offer snapshots of district and school performance, allowing users to easily track select data elements over time, and make sound, meaningful comparisons to the state or to "comparable" organizations. The data elements in each DART tool are linked to a broader strategic framework defining the characteristics of effective educational organizations and cover a broad range of district and school interests including demographic, assessment, student support, educator, financial, and achievement gap data. The DARTs, in combination with other tools found on this website, may be utilized by district and school leaders in enacting each of the six district standards upon which district reviews, improvement planning, and other forms of accountability and assistance are based: Leadership & Governance, Curriculum & Instruction, Assessment, Human Resources & Professional Development, Student Support, and Financial & Asset Management.