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Dudley-Charlton Reg

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2017 Official Accountability Data - Dudley-Charlton Reg

District Information
District:Dudley-Charlton Reg (06580000)
Title I Status:Yes
Accountability Information
Accountability and Assistance Level

No level

Students in grades 3-8 participated in 2017 Next Generation MCAS tests
This district’s determination of need for special education technical assistance or intervention
Meets Requirements-At Risk (MRAR)
2017 Assessment Participation
Student Group English Language Arts Mathematics Science
EnrolledAssessed%Met Target EnrolledAssessed%Met Target EnrolledAssessed%Met Target
All Students 2,193 2,185100Yes 2,192 2,184100Yes 932 929100Yes
High needs 664 663100Yes 663 662100Yes 258 258100Yes
Econ. Disadvantaged 464 463100Yes 463 462100Yes 189 189100Yes
EL and Former EL 63 63100Yes 63 63100Yes 24 24100Yes
Students w/ disabilities 296 296100Yes 296 296100Yes 108 108100Yes
Amer. Ind. or Alaska Nat. 2--- 2-------
Asian 36 36100Yes 36 36100Yes 20 20100Yes
Afr. Amer./Black 28 28100Yes 28 28100Yes 11---
Hispanic/Latino 158 158100Yes 158 158100Yes 75 75100Yes
Multi-race, Non-Hisp./Lat. 50 50100Yes 50 50100Yes 26 26100Yes
Nat. Haw. or Pacif. Isl. 2--- 2-------
White 1,917 1,909100Yes 1,916 1,908100Yes 800 797100Yes

NOTE: In 2017, assessment participation was calculated two ways: First, the 2017 participation rate for each subgroup in each subject area test was calculated. If the actual 2017 participation rate was lower than 95 percent (high schools) or 90 percent (schools and districts administering Next-Generation MCAS test in grades 3-8) for any group in any subject, that rate was compared to the average of the most recent two years of assessment participation data for that group and subject. The higher of the two resulting rates was factored into the assignment of the school or district's 2017 accountability and assistance level.

School Accountability Information
School School Type Title I Status Accountability and Assistance Level
Dudley ElementaryElementary SchoolTitle I School (TA)No level
Heritage SchoolElementary SchoolTitle I School (TA)No level
Dudley Middle SchoolMiddle SchoolTitle I School (TA)No level
Charlton Middle SchoolMiddle SchoolNon-Title I School (NT)No level
Shepherd Hill Regional HighHigh SchoolNon-Title I School (NT)Level 2
Mason Road SchoolEarly Elementary SchoolTitle I School (TA)Insufficient data
Charlton ElementaryEarly Elementary SchoolTitle I School (TA)Insufficient data

About this Report

Accountability and Assistance Levels: All Massachusetts schools and districts with sufficient data are classified into one of five accountability and assistance levels (1-5), with the highest performing in Level 1 and lowest performing in Level 5. In general, a district is classified into the level of its lowest performing school, unless the district was independently classified into Level 4 or 5 as a result of action by the Board of Elementary and Secondary Education. Schools and districts that administered the Next Generation MCAS assessment in grades 3-8 in 2017 have not been placed into Levels 1-3 on the basis of their assessment results, but may have been assigned an accountability an assistance level (3-5) for other reasons, as noted on this report.

School Percentiles: A school percentile between 1 and 99 is reported for schools with at least four years of data. This number is an indication of the school's overall performance relative to other schools that serve the same or similar grades. School percentiles were not calculated for schools that administered the Next Generation MCAS assessment in grades 3-8 in spring 2017.

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district’s determination is based on five categories: Meets Requirements (MR); Meets Requirements-At Risk (MRAR); Needs Technical Assistance (NTA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's accountability and assistance level, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities. Upon classification of a district into Level 3, two additional focus areas for special education will be reviewed at the district level and may require action: (A) over-identification of low-income students as eligible for special education and (B) inordinate separation of students with disabilities across low income and/or racial groups.

Cumulative Progress and Performance Index (PPI): The cumulative PPI combines information about narrowing proficiency gaps, growth, and graduation and dropout rates over four years into a single number between 0 and 100. For a group to be considered to be making progress toward narrowing proficiency gaps, its cumulative PPI must be 75 or higher. Annual and cumulative PPIs were not calculated for schools and districts that administered the Next Generation MCAS assessment in grades 3-8 in spring 2017.

Interpretive Materials
Glossary of 2017 Accountability Terms

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