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Harvard-Kent Elementary School

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2018 Official Accountability Report - Harvard-Kent

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Harvard-Kent (00350200)
GRADES SERVED
PK,K,01,02,03,04,05
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 achievement34-44-
Science achievement44----
Achievement total111260.08867.5
GrowthEnglish language arts growth34-44-
Mathematics growth24-24-
Growth total5820.06822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.99.6-6.87.6-
Percentage of possible points 82%-89%-
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 achievement44-
Mathematics achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 total8.610.3-
Percentage of possible points 83%-
Criterion-referenced target percentage83%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 63

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 489.9 497.6 7.7 491.9 2354Exceeded Target
Lowest Performing 470.7 484.1 13.4 476.0 384Exceeded Target
High needs 489.4 497.4 8.0 491.4 2194Exceeded Target
Econ. Disadvantaged 489.1 497.5 8.4 490.7 1834Exceeded Target
EL and Former EL 491.8 498.5 6.7 493.4 1334Exceeded Target
Students w/ disabilities 475.7 487.7 12.0 477.5 674Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 498.6 503.2 4.6 500.7 724Exceeded Target
Afr. Amer./Black 483.6 494.6 11.0 485.2 474Exceeded Target
Hispanic/Latino 486.1 494.0 7.9 487.8 884Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 20--

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 497.3 499.6 2.3 499.1 2343Met Target
Lowest Performing 467.8 475.2 7.4 471.1 374Exceeded Target
High needs 497.0 499.1 2.1 498.9 2183Met Target
Econ. Disadvantaged 495.4 498.4 3.0 496.8 1824Exceeded Target
EL and Former EL 503.1 505.0 1.9 504.9 1333Met Target
Students w/ disabilities 478.1 481.0 2.9 480.2 654Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 518.8 516.6 -2.2 521.1 724Exceeded Target
Afr. Amer./Black 485.5 489.3 3.8 487.3 474Exceeded Target
Hispanic/Latino 488.7 492.6 3.9 490.3 864Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 21--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 54.9 60.3 5.4 57.8 684Exceeded Target
Lowest Performing-------
High needs 54.7 60.3 5.6 57.8 634Exceeded Target
Econ. Disadvantaged 53.0 61.1 8.1 55.5 544Exceeded Target
EL and Former EL 55.8 62.1 6.3 59.1 334Exceeded Target
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black---- 12--
Hispanic/Latino 50.8 55.8 5.0 53.9 264Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 11--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.3 50.0 1643Met Target
Lowest Performing 60.6 50.0 384Exceeded Target
High needs 52.5 50.0 1533Met Target
Econ. Disadvantaged 52.5 50.0 1283Met Target
EL and Former EL 48.4 50.0 902Below Target
Students w/ disabilities 57.9 50.0 473Met Target
Amer. Ind. or Alaska Nat.-----
Asian 48.5 50.0 462Below Target
Afr. Amer./Black 51.5 50.0 323Met Target
Hispanic/Latino 52.9 50.0 663Met Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 1--
White-- 15--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.2 50.0 1612Below Target
Lowest Performing 48.8 50.0 372Below Target
High needs 42.5 50.0 1502Below Target
Econ. Disadvantaged 44.0 50.0 1252Below Target
EL and Former EL 41.3 50.0 902Below Target
Students w/ disabilities 42.9 50.0 452Below Target
Amer. Ind. or Alaska Nat.-----
Asian 39.9 50.0 461Below Target
Afr. Amer./Black 43.2 50.0 322Below Target
Hispanic/Latino 47.4 50.0 632Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 1--
White-- 15--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 59.0 67.1 8.1 70.2 1493Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 59.0 67.1 8.1 70.2 1493Met Target
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 11.8 13.5 -1.7 9.9 3710Declined
Lowest Performing 20.9 23.7 -2.8 16.2 380Declined
High needs 11.5 12.7 -1.2 9.2 3470Declined
Econ. Disadvantaged 13.6 14.2 -0.6 11.2 2610Declined
EL and Former EL 7.3 4.4 2.9 3.6 2032Improved Below Target
Students w/ disabilities 21.0 26.6 -5.6 16.7 940Declined
Amer. Ind. or Alaska Nat.-------
Asian 1.5 1.7 -0.2 0.0 1154Exceeded Target
Afr. Amer./Black 11.8 21.7 -9.9 7.9 830Declined
Hispanic/Latino 21.8 18.8 3.0 18.4 1333Met Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 28--

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 256 25399Yes 1 258 25599Yes 1 75 7499Yes 1
Lowest Performing---------------
High needs 239 23699Yes 1 242 23999Yes 1 70 6999Yes 1
Econ. Disadvantaged 196 19499Yes 1 199 19799Yes 1 60 5998Yes 1
EL and Former EL 146 14599Yes 1 147 147100Yes 1 36 36100Yes 1
Students w/ disabilities 76 7599Yes 1 78 7596Yes 1 24 2396Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 83 8299Yes 1 83 83100Yes 1 18----
Afr. Amer./Black 52 5198Yes 1 53 5298Yes 1 15----
Hispanic/Latino 89 89100Yes 1 90 8898Yes 1 29 2897Yes 1
Multi-race, Non-Hisp./Lat. 7---- 7---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 23 2296Yes 1 24 24100Yes 1 11----


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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