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District presents MCAS results: overall gains at high school, middle school recovery lagging
Summary
Beverly Public Schools presented 2023–24 MCAS results showing district-level performance above the state average for grades 3–8 combined and notable gains at grade 10; district leaders called for continued focus on attendance and targeted supports for high‑need subgroups.
Beverly Public Schools presented 2023–24 MCAS and accountability results Wednesday, reporting district-level performance that remains above state averages in several areas and highlighting substantial gains at the high school level.
District leaders told the committee that aggregate results for grades 3–8 combined remained above the state average even after a small dip, and that grade 10 showed a jump from 56% to 60% meeting or exceeding expectations. The administration credited high school gains in part to recent curriculum updates and expanded student engagement, including a flex block that allows teachers to pull students for extra help.
Administrators also warned that middle schools are still in recovery from COVID-era disruptions to foundational learning and social development, which continues to depress some scores. The presentation said elementary recovery has progressed well, while middle grades showed mixed results: sixth grade posted strong gains while fifth and eighth grades showed declines in some subjects.
District staff reviewed the state’s accountability framework: a 0–4 point metric that DESE uses to measure progress and that feeds into school classification. In 2023–24, the district reported that most schools made “moderate” or “substantial” progress toward targets; Beverly’s schools generally were not flagged for assistance. The presentation emphasized that MCAS is one of several measures used locally and that the district will continue to use formative assessments, DIBELS and other tools to guide instruction.
Administrators pointed to chronic absenteeism as a major factor in lower growth for some student groups. The presentation noted chronic-absence rates above 30% for some high-need subgroups: Hispanic/Latino students (about 40%), students with disabilities (about 37%) and low-income students (about 42%). The district said reducing chronic absenteeism is a key priority for improving outcomes.
Committee members congratulated staff on the high-school gains and asked for continued focus on middle-school recovery and subgroup supports. The slides and a one‑page summary of the presentation were to be distributed to committee members after the meeting.
