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Bristol County Agricultural

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2018 Official Accountability Report - Bristol County Agricultural

Organization Information
DISTRICT NAME
Bristol County Agricultural (09100000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
09,10,11,12

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
57% - 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
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-14-
Mathematics achievement14-14-
Science achievement34-34-
Achievement total81247.551267.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4822.52822.5
High school completionFour-year cohort graduation rate44----
Extended engagement rate44----
Annual dropout rate44----
High school completion total121220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion34----
Additional indicators total7810.04410.0
Weighted total7.810.7-4.210.3-
Percentage of possible points 73%-41%-
Criterion-referenced target percentage57%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement34-
Achievement total41247.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate44-
Annual dropout rate44-
High school completion total121220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion04-
Additional indicators total4810.0
Weighted total5.610.7-
Percentage of possible points 52%-
Criterion-referenced target percentage52%
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 - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 98.7 98.2 -0.5 100.0 1124Exceeded Target
Lowest Performing 95.0 93.5 -1.5 96.8 311No Change
High needs 97.2 94.7 -2.5 99.2 381No Change
Econ. Disadvantaged 100.0 100.0 0.0 100.0 294Exceeded Target
EL and Former EL-------
Students w/disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 98.6 98.8 0.2 99.9 1074Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 94.6 93.9 -0.7 96.3 1111No Change
Lowest Performing 79.2 77.5 -1.7 82.0 301No Change
High needs 88.9 85.8 -3.1 91.0 370Declined
Econ. Disadvantaged 94.0 91.1 -2.9 97.1 280Declined
EL and Former EL-------
Students w/disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 94.3 95.8 1.5 95.9 1063Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 95.7 96.4 0.7 97.4 1123Met Target
Lowest Performing 85.0 88.7 3.7 89.3 313Met Target
High needs 90.5 92.1 1.6 93.3 383Met Target
Econ. Disadvantaged 97.1 97.4 0.3 100.0 293Met Target
EL and Former EL-------
Students w/disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 95.4 97.7 2.3 97.2 1074Exceeded Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.3 50.0 992Below Target
Lowest Performing 34.0 50.0 261Below Target
High needs 44.3 50.0 332Below Target
Econ. Disadvantaged 48.4 50.0 262Below Target
EL and Former EL-----
Students w/disabilities-- 10--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 1--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 45.4 50.0 942Below Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.1 50.0 972Below Target
Lowest Performing 32.2 50.0 241Below Target
High needs 42.0 50.0 312Below Target
Econ. Disadvantaged 40.1 50.0 252Below Target
EL and Former EL-----
Students w/disabilities-- 8--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 1--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 47.7 50.0 922Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 100.0 100.0 0.0 100.0 1074Exceeded Target
Lowest Performing-------
High needs 100.0 100.0 0.0 100.0 414Exceeded Target
Econ. Disadvantaged 100.0 100.0 0.0 100.0 314Exceeded Target
EL and Former EL-------
Students w/disabilities---- 12--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 0--
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 100.0 100.0 0.0 100.0 1034Exceeded Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 97.0 100.0 3.0 98.7 1074Exceeded Target
Lowest Performing-------
High needs 94.4 100.0 5.6 98.4 384Exceeded Target
Econ. Disadvantaged 93.9 100.0 6.1 98.2 294Exceeded Target
EL and Former EL-------
Students w/disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 96.8 100.0 3.2 98.6 1044Exceeded Target

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 0.0 0.0 0.0 1.0 4684Exceeded Target
Lowest Performing-------
High needs 0.0 0.0 0.0 1.0 1294Exceeded Target
Econ. Disadvantaged 0.0 0.0 0.0 1.0 804Exceeded Target
EL and Former EL-------
Students w/disabilities---- 59--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 0.0 0.0 0.0 1.0 4474Exceeded Target

Progress toward attaining English language proficiency - 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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 6.2 0.7 5.5 5.1 4584Exceeded Target
Lowest Performing 0.0 0.0 0.0 0.0 314Exceeded Target
High needs 9.5 1.4 8.1 7.1 1484Exceeded Target
Econ. Disadvantaged 13.1 2.2 10.9 8.5 934Exceeded Target
EL and Former EL---- 1--
Students w/disabilities---- 53--
Amer. Ind. or Alaska Nat.-------
Asian---- 0--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 6.3 0.7 5.6 5.1 4224Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 13.8 18.8 5.0 19.5 2233Met Target
Lowest Performing-------
High needs 8.9 5.6 -3.3 17.4 540Declined
Econ. Disadvantaged 12.9 7.7 -5.2 23.3 390Declined
EL and Former EL-------
Students w/disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 14.3 19.6 5.3 19.6 2143Met 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 112 112100Yes 1 112 11199Yes 1 112 112100Yes 1
Lowest Performing---------------
High needs 38 38100Yes 1 38 3797Yes 1 38 38100Yes 1
Econ. Disadvantaged 29 29100Yes 1 29 2897Yes 1 29 29100Yes 1
EL and Former EL---------------
Students w/disabilities 12---- 12---- 12----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 1---- 1---- 1----
Hispanic/Latino 4---- 4---- 4----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 107 107100Yes 1 107 10699Yes 1 107 107100Yes 1

School Accountability Information
School Accountability classification
Bristol County Agricultural HighNot 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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