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Ashland Middle

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2018 Official Accountability Report - Ashland Middle

Organization Information
DISTRICT NAME
Ashland (00140000)
TITLE I STATUS
Title I School
SCHOOL
Ashland Middle (00140405)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

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 achievement44-44-
Mathematics achievement44-34-
Science achievement24----
Achievement total101267.57867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-34-
Growth total8822.56822.5
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 total8.610.3-6.17.6-
Percentage of possible points 83%-80%-
Criterion-referenced target percentage82%
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 achievement44-
Science achievement44-
Achievement total121267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total9.510.3-
Percentage of possible points 92%-
Criterion-referenced target percentage92%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 76

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 507.5 510.5 3.0 509.2 5894Exceeded Target
Lowest Performing 480.8 485.7 4.9 484.7 914Exceeded Target
High needs 490.2 494.3 4.1 491.8 2094Exceeded Target
Econ. Disadvantaged 493.8 497.2 3.4 495.4 934Exceeded Target
EL and Former EL 488.9 491.1 2.2 490.3 804Exceeded Target
Students w/ disabilities 481.7 484.4 2.7 483.0 1034Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 517.5 519.1 1.6 519.4 854Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino 491.1 492.9 1.8 492.5 693Met Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 508.6 511.6 3.0 510.2 4044Exceeded 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 510.0 511.2 1.2 511.2 5884Exceeded Target
Lowest Performing 482.6 484.9 2.3 485.4 913Met Target
High needs 492.8 496.9 4.1 494.2 2084Exceeded Target
Econ. Disadvantaged 493.9 495.8 1.9 494.9 924Exceeded Target
EL and Former EL 493.0 498.4 5.4 494.6 804Exceeded Target
Students w/ disabilities 484.7 486.2 1.5 486.5 1023Met Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 527.5 526.9 -0.6 529.9 854Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino 491.2 492.2 1.0 493.1 692Improved Below Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 510.4 511.1 0.7 511.7 4044Exceeded 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 82.3 82.6 0.3 84.5 2062Improved Below Target
Lowest Performing-------
High needs 62.0 67.3 5.3 65.2 624Exceeded Target
Econ. Disadvantaged 65.8 71.2 5.4 68.7 334Exceeded Target
EL and Former EL---- 21--
Students w/ disabilities 53.8 56.3 2.5 56.7 243Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 27--
Afr. Amer./Black---- 4--
Hispanic/Latino 60.2 64.8 4.6 69.4 222Improved Below Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 85.3 83.2 -2.1 87.4 1471No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.5 50.0 5684Exceeded Target
Lowest Performing 57.4 50.0 913Met Target
High needs 55.8 50.0 1963Met Target
Econ. Disadvantaged 59.7 50.0 893Met Target
EL and Former EL 55.7 50.0 733Met Target
Students w/ disabilities 52.2 50.0 993Met Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 65.6 50.0 794Exceeded Target
Afr. Amer./Black-- 11--
Hispanic/Latino 55.5 50.0 633Met Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 61.0 50.0 3974Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.6 50.0 5684Exceeded Target
Lowest Performing 55.5 50.0 913Met Target
High needs 58.9 50.0 1963Met Target
Econ. Disadvantaged 56.0 50.0 893Met Target
EL and Former EL 59.1 50.0 733Met Target
Students w/ disabilities 54.3 50.0 983Met Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 68.0 50.0 794Exceeded Target
Afr. Amer./Black-- 11--
Hispanic/Latino 58.4 50.0 643Met Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 64.6 50.0 3974Exceeded 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 3.5 4.9 -1.4 2.5 6150Declined
Lowest Performing 6.4 8.8 -2.4 3.2 910Declined
High needs 6.9 9.7 -2.8 4.9 2060Declined
Econ. Disadvantaged 10.5 15.7 -5.2 6.3 830Declined
EL and Former EL 11.1 10.0 1.1 7.0 902Improved Below Target
Students w/ disabilities 4.8 10.7 -5.9 2.1 1030Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 0.0 3.4 -3.4 0.0 873Met Target
Afr. Amer./Black---- 15--
Hispanic/Latino 13.9 8.9 5.0 9.9 794Exceeded Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 2.6 4.1 -1.5 1.5 4143Met 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 602 601100Yes 1 601 601100Yes 1 210 210100Yes 1
Lowest Performing---------------
High needs 218 217100Yes 1 217 217100Yes 1 64 64100Yes 1
Econ. Disadvantaged 98 98100Yes 1 97 97100Yes 1 35 35100Yes 1
EL and Former EL 88 8799Yes 1 88 88100Yes 1 22 22100Yes 1
Students w/ disabilities 103 10299Yes 1 102 102100Yes 1 24 24100Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 0----
Asian 86 8599Yes 1 86 86100Yes 1 28 28100Yes 1
Afr. Amer./Black 12---- 12---- 5----
Hispanic/Latino 76 76100Yes 1 76 76100Yes 1 23 23100Yes 1
Multi-race, Non-Hisp./Lat. 17---- 16---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 408 408100Yes 1 408 408100Yes 1 148 148100Yes 1


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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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