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Acushnet

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2018 Official Accountability Report - Acushnet

Organization Information
DISTRICT NAME
Acushnet (00030000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
74% - Partially meeting targets-
This district's determination of need for special education technical assistance or intervention
Meets requirements (MR)

Overall results

Progress toward improvement targets
Indicator All students
(Non-high school grades)
Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-24-
Mathematics achievement44-44-
Science achievement14----
Achievement total91267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total7.510.3-5.67.6-
Percentage of possible points 73%-74%-
Criterion-referenced target percentage74%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement24-
Achievement total101267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total8.210.3-
Percentage of possible points 80%-
Criterion-referenced target percentage80%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments -

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 495.4 500.5 5.1 497.2 6244Exceeded Target
Lowest Performing 477.1 479.0 1.9 481.5 1202Improved Below Target
High needs 487.5 492.6 5.1 489.0 2334Exceeded Target
Econ. Disadvantaged 490.0 496.9 6.9 491.6 1774Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 478.3 478.7 0.4 479.7 922Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 495.5 500.7 5.2 497.5 5984Exceeded Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 498.2 500.9 2.7 499.9 6234Exceeded Target
Lowest Performing 475.8 481.9 6.1 478.4 1194Exceeded Target
High needs 488.9 492.1 3.2 490.4 2314Exceeded Target
Econ. Disadvantaged 491.3 495.0 3.7 492.4 1754Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 481.8 482.2 0.4 483.3 912Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 498.2 501.4 3.2 499.9 5974Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 76.6 76.3 -0.3 78.4 1771No Change
Lowest Performing-------
High needs 66.4 67.2 0.8 68.7 672Improved Below Target
Econ. Disadvantaged 72.9 71.0 -1.9 75.0 501No Change
EL and Former EL---- 2--
Students w/ disabilities 57.7 56.5 -1.2 60.0 311No Change
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 76.9 76.9 0.0 78.7 1701No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.6 50.0 4892Below Target
Lowest Performing 44.0 50.0 1192Below Target
High needs 43.4 50.0 1692Below Target
Econ. Disadvantaged 45.9 50.0 1272Below Target
EL and Former EL-- 4--
Students w/ disabilities 36.4 50.0 641Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 3--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 48.5 50.0 4752Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.1 50.0 4873Met Target
Lowest Performing 56.5 50.0 1193Met Target
High needs 53.4 50.0 1653Met Target
Econ. Disadvantaged 53.5 50.0 1233Met Target
EL and Former EL-- 4--
Students w/ disabilities 49.9 50.0 622Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 2--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 58.2 50.0 4743Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
Students w/ disabilities-------
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 5.5 3.9 1.6 4.4 8253Met Target
Lowest Performing 9.8 6.7 3.1 7.7 1204Exceeded Target
High needs 9.3 7.7 1.6 7.4 2993Met Target
Econ. Disadvantaged 13.4 9.4 4.0 10.8 1914Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities 7.6 5.7 1.9 5.2 1063Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 0--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 25--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 5.6 3.7 1.9 4.6 7784Exceeded Target

Assessment participation
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 631 62799Yes 1 631 62699Yes 1 181 18099Yes 1
Lowest Performing---------------
High needs 237 236100Yes 1 237 23499Yes 1 71 7099Yes 1
Econ. Disadvantaged 178 17799Yes 1 178 17598Yes 1 51 5098Yes 1
EL and Former EL 7---- 7---- 2----
Students w/ disabilities 96 9599Yes 1 96 9498Yes 1 35 3497Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 4---- 4---- 0----
Hispanic/Latino 15---- 15---- 5----
Multi-race, Non-Hisp./Lat. 7---- 7---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 605 60199Yes 1 605 60099Yes 1 174 17399Yes 1

School Accountability Information
School Accountability classification
Acushnet Elementary SchoolNot requiring assistance or intervention
Albert F Ford Middle SchoolNot requiring assistance or intervention

About this Report

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a criterion-referenced target percentage of 75% or higher.

The criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using data for all accountability indicators. School percentiles are not calculated for districts.

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 four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, 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.


Resources
Interpretive Materials
Glossary of 2018 Accountability Terms

School and District Profiles