Massachusetts School and District Profiles

Middleton

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Middleton

Organization Information
DISTRICT NAME
Middleton (01840000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,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
46% - 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 achievement24-24-
Mathematics achievement04-04-
Science achievement44----
Achievement total61267.52867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total5.710.3-2.87.6-
Percentage of possible points 55%-37%-
Criterion-referenced target percentage46%
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 achievement04-
Mathematics achievement04-
Science achievement34-
Achievement total31267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total3.310.3-
Percentage of possible points 32%-
Criterion-referenced target percentage32%
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 507.4 508.3 0.9 509.2 3842Improved Below Target
Lowest Performing 489.0 491.3 2.3 493.4 712Improved Below Target
High needs 497.6 496.7 -0.9 499.1 1130Declined
Econ. Disadvantaged 501.7 502.9 1.2 503.3 383Met Target
EL and Former EL---- 15--
Students w/ disabilities 492.8 491.2 -1.6 494.2 800Declined
Amer. Ind. or Alaska Nat.-------
Asian 509.2 514.9 5.7 511.0 204Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 507.6 508.4 0.8 509.6 3363Met 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 509.9 506.1 -3.8 511.6 3830Declined
Lowest Performing 490.0 489.4 -0.6 492.6 710Declined
High needs 497.9 495.0 -2.9 499.4 1120Declined
Econ. Disadvantaged 500.2 496.6 -3.6 501.3 380Declined
EL and Former EL---- 15--
Students w/ disabilities 494.4 491.5 -2.9 495.9 793Met Target
Amer. Ind. or Alaska Nat.-------
Asian 518.9 515.0 -3.9 521.3 204Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 510.0 506.0 -4.0 511.7 3350Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 88.7 87.4 -1.3 90.5 874Exceeded Target
Lowest Performing-------
High needs 78.6 77.8 -0.8 80.9 273Met Target
Econ. Disadvantaged---- 7--
EL and Former EL---- 6--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black-------
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 88.7 87.0 -1.7 90.5 794Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.1 50.0 2863Met Target
Lowest Performing 47.9 50.0 692Below Target
High needs 49.1 50.0 792Below Target
Econ. Disadvantaged 51.0 50.0 253Met Target
EL and Former EL-- 12--
Students w/ disabilities 46.6 50.0 532Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 6--
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 51.5 50.0 2493Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.1 50.0 2853Met Target
Lowest Performing 50.1 50.0 693Met Target
High needs 49.6 50.0 782Below Target
Econ. Disadvantaged 44.4 50.0 252Below Target
EL and Former EL-- 12--
Students w/ disabilities 51.6 50.0 523Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 50.9 50.0 2473Met 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 4.0 1.4 4.3 5463Met Target
Lowest Performing 2.8 4.2 -1.4 0.7 713Met Target
High needs 12.3 7.1 5.2 10.4 1544Exceeded Target
Econ. Disadvantaged 18.9 11.5 7.4 16.3 524Exceeded Target
EL and Former EL---- 20--
Students w/ disabilities 9.7 6.9 2.8 7.3 1023Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 3.4 11.1 -7.7 1.5 270Declined
Afr. Amer./Black---- 3--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 5.4 3.6 1.8 4.4 4754Exceeded 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 384 384100Yes 1 384 383100Yes 1 87 87100Yes 1
Lowest Performing---------------
High needs 113 113100Yes 1 113 11299Yes 1 27 27100Yes 1
Econ. Disadvantaged 38 38100Yes 1 38 38100Yes 1 7----
EL and Former EL 15---- 15---- 6----
Students w/ disabilities 80 80100Yes 1 80 7999Yes 1 18----
Amer. Ind. or Alaska Nat.---------------
Asian 20 20100Yes 1 20 20100Yes 1 5----
Afr. Amer./Black 2---- 2---- 0----
Hispanic/Latino 10---- 10---- 1----
Multi-race, Non-Hisp./Lat. 16---- 16---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 336 336100Yes 1 336 335100Yes 1 79 79100Yes 1

School Accountability Information
School Accountability classification
Fuller MeadowInsufficient data
Howe-ManningNot 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