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Norfolk

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2018 Official Accountability Report - Norfolk

Organization Information
DISTRICT NAME
Norfolk (02080000)
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
Meeting targets
Progress toward improvement targetsAccountability percentile
86% - 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 achievement34----
Achievement total91267.58867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-44-
Growth total5822.57822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.610.3-7.47.6-
Percentage of possible points 74%-97%-
Criterion-referenced target percentage86%
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 achievement24-
Science achievement34-
Achievement total81267.5
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 total6.910.3-
Percentage of possible points 67%-
Criterion-referenced target percentage67%
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 505.4 507.2 1.8 507.2 4873Met Target
Lowest Performing 486.0 492.3 6.3 490.4 904Exceeded Target
High needs 491.1 493.1 2.0 492.6 1113Met Target
Econ. Disadvantaged 491.7 489.0 -2.7 493.3 300Declined
EL and Former EL---- 10--
Students w/ disabilities 487.9 491.3 3.4 489.3 894Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 505.2 507.1 1.9 507.2 4363Met 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 509.9 509.2 -0.7 511.6 4873Met Target
Lowest Performing 488.2 494.1 5.9 490.8 904Exceeded Target
High needs 493.0 493.2 0.2 494.5 1112Improved Below Target
Econ. Disadvantaged 494.7 488.3 -6.4 495.8 300Declined
EL and Former EL---- 10--
Students w/ disabilities 489.0 490.3 1.3 490.5 893Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 509.8 509.5 -0.3 511.5 4363Met 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 86.1 86.7 0.6 87.9 1153Met Target
Lowest Performing-------
High needs 66.3 67.9 1.6 68.6 283Met Target
Econ. Disadvantaged---- 10--
EL and Former EL---- 2--
Students w/ disabilities 60.0 61.3 1.3 62.3 203Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 86.6 86.5 -0.1 88.4 963Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.4 50.0 3622Below Target
Lowest Performing 50.2 50.0 903Met Target
High needs 44.4 50.0 782Below Target
Econ. Disadvantaged 41.5 50.0 212Below Target
EL and Former EL-- 5--
Students w/ disabilities 46.6 50.0 632Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 47.6 50.0 3252Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.9 50.0 3643Met Target
Lowest Performing 60.2 50.0 904Exceeded Target
High needs 52.9 50.0 793Met Target
Econ. Disadvantaged 43.8 50.0 222Below Target
EL and Former EL-- 5--
Students w/ disabilities 53.2 50.0 643Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 60.6 50.0 3264Exceeded 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 2.5 2.3 0.2 1.4 7814Exceeded Target
Lowest Performing 1.1 0.0 1.1 0.0 904Exceeded Target
High needs 4.2 3.2 1.0 2.3 1854Exceeded Target
Econ. Disadvantaged 5.0 7.5 -2.5 2.4 400Declined
EL and Former EL---- 28--
Students w/ disabilities 1.7 1.5 0.2 0.0 1314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 28--
Multi-race, Non-Hisp./Lat.---- 30--
Nat. Haw. or Pacif. Isl.-------
White 1.9 2.3 -0.4 0.9 7014Exceeded 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 492 48799Yes 1 492 48799Yes 1 115 115100Yes 1
Lowest Performing---------------
High needs 113 11198Yes 1 113 11198Yes 1 28 28100Yes 1
Econ. Disadvantaged 30 30100Yes 1 30 30100Yes 1 10----
EL and Former EL 10---- 10---- 2----
Students w/ disabilities 91 8998Yes 1 91 8998Yes 1 20 20100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 10---- 10---- 6----
Afr. Amer./Black 4---- 4---- 1----
Hispanic/Latino 20 20100Yes 1 20 20100Yes 1 7----
Multi-race, Non-Hisp./Lat. 17---- 17---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 441 43699Yes 1 441 43699Yes 1 96 96100Yes 1

School Accountability Information
School Accountability classification
Freeman-Kennedy SchoolNot requiring assistance or intervention
H Olive DayInsufficient data

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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