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Somerset

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2018 Official Accountability Report - Somerset

Organization Information
DISTRICT NAME
Somerset (02730000)
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
71% - 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 achievement44-34-
Mathematics achievement34-44-
Science achievement14----
Achievement total81267.57867.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.510.3-5.97.6-
Percentage of possible points 63%-78%-
Criterion-referenced target percentage71%
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 achievement34-
Science achievement04-
Achievement total71267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.910.3-
Percentage of possible points 57%-
Criterion-referenced target percentage57%
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 498.0 501.4 3.4 499.8 1,2164Exceeded Target
Lowest Performing 477.7 481.7 4.0 482.1 2393Met Target
High needs 488.0 491.1 3.1 489.5 4404Exceeded Target
Econ. Disadvantaged 490.8 495.4 4.6 492.4 3004Exceeded Target
EL and Former EL 491.9 496.6 4.7 493.7 304Exceeded Target
Students w/ disabilities 479.1 478.4 -0.7 480.5 2040Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black---- 17--
Hispanic/Latino 493.1 494.9 1.8 494.8 523Met Target
Multi-race, Non-Hisp./Lat. 500.3 495.3 -5.0 502.1 240Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 498.3 501.9 3.6 500.3 1,1094Exceeded 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 497.7 499.0 1.3 499.4 1,2143Met Target
Lowest Performing 475.3 481.0 5.7 477.9 2384Exceeded Target
High needs 487.2 488.5 1.3 488.7 4383Met Target
Econ. Disadvantaged 489.5 491.2 1.7 490.6 2984Exceeded Target
EL and Former EL 489.6 494.5 4.9 491.4 304Exceeded Target
Students w/ disabilities 479.8 478.4 -1.4 481.3 2030Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black---- 17--
Hispanic/Latino 490.9 488.5 -2.4 492.9 510Declined
Multi-race, Non-Hisp./Lat. 497.4 489.7 -7.7 499.1 240Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 498.3 499.9 1.6 500.0 1,1083Met 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 73.5 71.2 -2.3 75.3 4061No Change
Lowest Performing-------
High needs 60.4 55.6 -4.8 62.7 1390Declined
Econ. Disadvantaged 65.1 59.6 -5.5 67.2 910Declined
EL and Former EL---- 9--
Students w/ disabilities 50.8 45.9 -4.9 53.1 740Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 74.2 72.1 -2.1 76.0 3701No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.9 50.0 9852Below Target
Lowest Performing 49.1 50.0 2382Below Target
High needs 48.7 50.0 3302Below Target
Econ. Disadvantaged 50.5 50.0 2273Met Target
EL and Former EL 50.5 50.0 203Met Target
Students w/ disabilities 45.0 50.0 1462Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 8--
Afr. Amer./Black-- 13--
Hispanic/Latino 50.1 50.0 443Met Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-- 1--
White 49.8 50.0 9032Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.1 50.0 9873Met Target
Lowest Performing 56.8 50.0 2373Met Target
High needs 54.1 50.0 3313Met Target
Econ. Disadvantaged 54.3 50.0 2263Met Target
EL and Former EL 62.5 50.0 214Exceeded Target
Students w/ disabilities 51.1 50.0 1473Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 9--
Afr. Amer./Black-- 13--
Hispanic/Latino 48.0 50.0 432Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-- 1--
White 57.5 50.0 9053Met 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 6.3 6.9 -0.6 5.2 1,6140Declined
Lowest Performing 6.0 10.0 -4.0 3.9 2390Declined
High needs 9.4 13.3 -3.9 7.5 5880Declined
Econ. Disadvantaged 10.8 16.5 -5.7 8.2 3570Declined
EL and Former EL 9.7 7.7 2.0 6.3 392Improved Below Target
Students w/ disabilities 10.0 13.6 -3.6 7.6 2730Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 16--
Afr. Amer./Black---- 20--
Hispanic/Latino 1.5 15.3 -13.8 0.0 720Declined
Multi-race, Non-Hisp./Lat. 2.4 13.8 -11.4 1.3 290Declined
Nat. Haw. or Pacif. Isl.---- 2--
White 6.7 6.2 0.5 5.7 1,4743Met 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 1,222 1,217100Yes 1 1,222 1,21599Yes 1 409 40699Yes 1
Lowest Performing---------------
High needs 443 441100Yes 1 443 43999Yes 1 142 13998Yes 1
Econ. Disadvantaged 301 300100Yes 1 301 29899Yes 1 93 9198Yes 1
EL and Former EL 31 31100Yes 1 31 31100Yes 1 9----
Students w/ disabilities 206 20499Yes 1 206 20399Yes 1 76 7497Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 12---- 12---- 2----
Afr. Amer./Black 17---- 17---- 4----
Hispanic/Latino 52 52100Yes 1 52 5198Yes 1 22 2195Yes 1
Multi-race, Non-Hisp./Lat. 24 24100Yes 1 24 24100Yes 1 8----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 1,115 1,110100Yes 1 1,115 1,10999Yes 1 372 37099Yes 1

School Accountability Information
School Accountability classification
Chace StreetNot requiring assistance or intervention
North ElementaryNot requiring assistance or intervention
Somerset Middle SchoolNot requiring assistance or intervention
SouthNot 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