Mastery of Knowledge and Skills


"I love how McAuliffe helps our scholars grapple with, and master, challenging concepts and then apply those concepts to life and community in meaningful ways. Thank you for providing such a rich, stimulating education community!"
Chris Pearce, Parent, Class of 2016


We’ll first share with you our story of student achievement through the context of Mastery of Knowledge and Skills (MKS). Our claims and supporting evidence show that McAuliffe scholars demonstrate proficiency in English language arts and mathematics and apply their learning to meaningful tasks where they think critically and communicate clearly.

These three specific claims share the story of our journey toward achieving Mastery of Knowledge and Skills.

Claim #1

McAuliffe's economically diverse scholars outperform their Framingham and state peers on ELA and math state assessments.

Claim #2

McAuliffe scholars with disabilities show remarkable ELA and mathematics performance compared with scholars with disabilities in Framingham and the state of Massachusetts.

Claim #3

McAuliffe scholars demonstrate and develop critical thinking skills during discussions with peers.

Claims #1 and #2 focus primarily on state-level data that shows our scholars' growth and achievement. We support students' achievement through analysis of in-house assessments and other data practices. Claim #3 is supported by evidence of the intentional progression of discussion protocols as a way for scholars to develop and articulate their critical thinking.

The growth of our scholars in Mastery of Skills and Knowledge relies on, and is supported by, progress in the other two areas: 1) by improving their Habits of Work and Learning and related character goals, scholars become stronger students and critical thinkers; 2) the more our scholars are able to persevere and revise their work, the higher quality their work becomes. In turn, scholars find more pride in their work and their learning, especially when they share their learning with an audience other than their teacher and classmates. All three dimensions of student learning work together to support our scholars’ learning, character development, and prospect for more success in high school and beyond.