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Mattapoisett

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2018 Official Accountability Report - Mattapoisett

Organization Information
DISTRICT NAME
Mattapoisett (01730000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: High needs
Progress toward improvement targetsAccountability percentile
91% - 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 achievement34-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total101267.58867.5
GrowthEnglish language arts growth34-44-
Mathematics growth44-44-
Growth total7822.58822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total8.310.3-7.67.6-
Percentage of possible points 81%-100%-
Criterion-referenced target percentage91%
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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.17.6-
Percentage of possible points 14%-
Criterion-referenced target percentage14%
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 509.9 511.4 1.5 511.7 2583Met Target
Lowest Performing 491.4 500.3 8.9 495.8 474Exceeded Target
High needs 500.5 498.3 -2.2 502.0 740Declined
Econ. Disadvantaged 501.8 502.1 0.3 503.4 432Improved Below Target
EL and Former EL---- 3--
Students w/ disabilities 496.5 494.4 -2.1 497.9 423Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 510.6 512.1 1.5 512.6 2324Exceeded 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 509.3 507.8 -1.5 511.0 2583Met Target
Lowest Performing 489.2 494.1 4.9 491.8 474Exceeded Target
High needs 498.9 494.5 -4.4 500.4 740Declined
Econ. Disadvantaged 499.0 496.1 -2.9 500.1 430Declined
EL and Former EL---- 3--
Students w/ disabilities 496.4 490.4 -6.0 497.9 420Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 510.0 508.4 -1.6 511.7 2323Met 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 86.7 87.9 1.2 88.5 684Exceeded Target
Lowest Performing-------
High needs---- 19--
Econ. Disadvantaged---- 10--
EL and Former EL-------
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 87.3 88.8 1.5 89.1 604Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.5 50.0 1913Met Target
Lowest Performing 62.4 50.0 454Exceeded Target
High needs 50.0 50.0 463Met Target
Econ. Disadvantaged 49.0 50.0 272Below Target
EL and Former EL-- 2--
Students w/ disabilities 49.8 50.0 252Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 60.2 50.0 1724Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.8 50.0 1934Exceeded Target
Lowest Performing 60.8 50.0 474Exceeded Target
High needs 47.1 50.0 472Below Target
Econ. Disadvantaged 51.4 50.0 283Met Target
EL and Former EL-- 2--
Students w/ disabilities 39.7 50.0 261Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 61.4 50.0 1744Exceeded 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 4.1 5.6 -1.5 3.0 3740Declined
Lowest Performing 6.3 0.0 6.3 4.2 474Exceeded Target
High needs 7.3 8.6 -1.3 5.4 1160Declined
Econ. Disadvantaged 9.1 10.8 -1.7 6.5 650Declined
EL and Former EL---- 5--
Students w/ disabilities 10.0 11.5 -1.5 7.6 610Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 4.3 5.1 -0.8 3.3 3320Declined

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 262 25999Yes 1 262 25999Yes 1 71 6997Yes 1
Lowest Performing---------------
High needs 78 7596Yes 1 78 7596Yes 1 22 2093No 2
Econ. Disadvantaged 44 44100Yes 1 44 44100Yes 1 11----
EL and Former EL 4---- 4---- 1----
Students w/ disabilities 45 4296Yes 2 45 4296Yes 2 13----
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 2----
Afr. Amer./Black 5---- 5---- 2----
Hispanic/Latino 7---- 7---- 3----
Multi-race, Non-Hisp./Lat. 11---- 11---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 234 23299Yes 1 234 23299Yes 1 61 6098Yes 1

School Accountability Information
School Accountability classification
CenterNot requiring assistance or intervention
Old HammondtownNot 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