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Halifax

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2018 Official Accountability Report - Halifax

Organization Information
DISTRICT NAME
Halifax (01180000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
68% - 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 achievement34-34-
Mathematics achievement04-44-
Science achievement34----
Achievement total61267.57867.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total5.610.3-6.27.6-
Percentage of possible points 54%-82%-
Criterion-referenced target percentage68%
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 achievement34-
Mathematics achievement04-
Science achievement04-
Achievement total31267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
Partially 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 501.6 503.0 1.4 503.3 3463Met Target
Lowest Performing 479.2 483.5 4.3 483.1 613Met Target
High needs 492.0 493.5 1.5 493.6 1373Met Target
Econ. Disadvantaged 496.8 498.5 1.7 498.4 863Met Target
EL and Former EL---- 6--
Students w/ disabilities 482.1 483.7 1.6 483.4 693Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 502.3 503.2 0.9 503.9 3202Improved Below 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 505.5 503.4 -2.1 506.7 3450Declined
Lowest Performing 481.5 486.1 4.6 484.3 604Exceeded Target
High needs 494.2 492.8 -1.4 495.6 1360Declined
Econ. Disadvantaged 497.0 496.8 -0.2 498.0 861No Change
EL and Former EL---- 6--
Students w/ disabilities 485.1 483.5 -1.6 486.9 680Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 505.8 503.6 -2.2 507.1 3190Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 79.5 81.5 2.0 81.7 963Met Target
Lowest Performing-------
High needs 68.8 63.6 -5.2 72.0 350Declined
Econ. Disadvantaged---- 19--
EL and Former EL---- 1--
Students w/ disabilities---- 20--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 79.3 81.9 2.6 81.4 943Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.8 50.0 2552Below Target
Lowest Performing 45.8 50.0 612Below Target
High needs 48.4 50.0 992Below Target
Econ. Disadvantaged 53.8 50.0 593Met Target
EL and Former EL-- 5--
Students w/ disabilities 42.1 50.0 492Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 3--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 3--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 1--
White 49.7 50.0 2392Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.7 50.0 2533Met Target
Lowest Performing 53.1 50.0 603Met Target
High needs 52.9 50.0 973Met Target
Econ. Disadvantaged 56.8 50.0 593Met Target
EL and Former EL-- 5--
Students w/ disabilities 51.8 50.0 473Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 3--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 3--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 1--
White 55.3 50.0 2373Met 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 5.4 3.8 1.6 4.4 5224Exceeded Target
Lowest Performing 16.1 13.1 3.0 12.9 613Met Target
High needs 12.2 7.6 4.6 10.2 1844Exceeded Target
Econ. Disadvantaged 13.0 8.3 4.7 8.8 963Met Target
EL and Former EL---- 10--
Students w/ disabilities 14.3 9.8 4.5 11.6 924Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White 5.3 3.9 1.4 4.2 4863Met 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 353 34899Yes 1 353 34798Yes 1 99 99100Yes 1
Lowest Performing---------------
High needs 142 13998Yes 1 142 13897Yes 1 37 37100Yes 1
Econ. Disadvantaged 89 8798Yes 1 89 8798Yes 1 20 20100Yes 1
EL and Former EL 7---- 7---- 1----
Students w/ disabilities 74 7196Yes 1 74 7095Yes 1 22 22100Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 0----
Asian 3---- 3---- 0----
Afr. Amer./Black 6---- 6---- 1----
Hispanic/Latino 7---- 7---- 0----
Multi-race, Non-Hisp./Lat. 8---- 8---- 1----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 326 32299Yes 1 326 32198Yes 1 97 97100Yes 1

School Accountability Information
School Accountability classification
Halifax ElementaryNot 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

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