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Hollis

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2018 Official Accountability Report - Hollis

Organization Information
DISTRICT NAME
Braintree (00400000)
TITLE I STATUS
Non-Title I School
SCHOOL
Hollis (00400005)
GRADES SERVED
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 achievement24-24-
Science achievement44----
Achievement total101267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 absenteeism14-44-
Advanced coursework completion------
Additional indicators total1410.04410.0
Weighted total8.010.3-5.67.6-
Percentage of possible points 78%-74%-
Criterion-referenced target percentage76%
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 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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total9.410.3-
Percentage of possible points 91%-
Criterion-referenced target percentage91%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 89

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 506.7 510.2 3.5 508.2 2414Exceeded Target
Lowest Performing 479.4 487.3 7.9 484.1 384Exceeded Target
High needs 493.9 499.5 5.6 495.5 1134Exceeded Target
Econ. Disadvantaged 496.3 502.3 6.0 497.7 504Exceeded Target
EL and Former EL 500.7 505.4 4.7 502.7 324Exceeded Target
Students w/ disabilities 489.2 494.3 5.1 490.9 724Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 509.9 513.6 3.7 512.0 384Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 506.9 510.8 3.9 508.5 1764Exceeded 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 504.9 505.7 0.8 506.3 2412Improved Below Target
Lowest Performing 484.9 486.8 1.9 488.5 382Improved Below Target
High needs 494.7 497.8 3.1 496.4 1134Exceeded Target
Econ. Disadvantaged 496.4 496.7 0.3 497.5 502Improved Below Target
EL and Former EL 505.1 506.3 1.2 507.3 322Improved Below Target
Students w/ disabilities 490.9 493.3 2.4 493.0 723Met Target
Amer. Ind. or Alaska Nat.-------
Asian 512.0 511.3 -0.7 514.5 384Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 504.5 505.7 1.2 506.0 1763Met 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 78.0 90.6 12.6 80.4 884Exceeded Target
Lowest Performing-------
High needs 67.3 81.5 14.2 70.1 424Exceeded Target
Econ. Disadvantaged 68.8 83.8 15.0 71.7 204Exceeded Target
EL and Former EL---- 15--
Students w/ disabilities 62.8 77.9 15.1 65.9 264Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 16--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 81.1 90.4 9.3 83.5 574Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.4 50.0 1593Met Target
Lowest Performing 51.4 50.0 383Met Target
High needs 50.2 50.0 773Met Target
Econ. Disadvantaged 51.7 50.0 373Met Target
EL and Former EL 51.9 50.0 243Met Target
Students w/ disabilities 48.9 50.0 502Below Target
Amer. Ind. or Alaska Nat.-----
Asian 50.5 50.0 253Met Target
Afr. Amer./Black-- 8--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 54.5 50.0 1103Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.2 50.0 1592Below Target
Lowest Performing 46.7 50.0 382Below Target
High needs 49.8 50.0 772Below Target
Econ. Disadvantaged 48.1 50.0 372Below Target
EL and Former EL 56.1 50.0 243Met Target
Students w/ disabilities 49.3 50.0 502Below Target
Amer. Ind. or Alaska Nat.-----
Asian 49.0 50.0 252Below Target
Afr. Amer./Black-- 8--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 47.1 50.0 1102Below 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 3.7 4.2 -0.5 2.6 4261No Change
Lowest Performing 10.3 2.6 7.7 6.7 384Exceeded Target
High needs 6.5 6.3 0.2 4.1 1892Improved Below Target
Econ. Disadvantaged 15.4 10.8 4.6 11.9 744Exceeded Target
EL and Former EL 2.2 7.6 -5.4 0.0 660Declined
Students w/ disabilities 6.4 4.7 1.7 3.1 1062Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 0.0 4.3 -4.3 0.0 920Declined
Afr. Amer./Black---- 15--
Hispanic/Latino---- 28--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 4.0 3.6 0.4 2.7 2813Met 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 255 255100Yes 1 254 254100Yes 1 93 93100Yes 1
Lowest Performing---------------
High needs 125 125100Yes 1 125 125100Yes 1 46 46100Yes 1
Econ. Disadvantaged 58 58100Yes 1 58 58100Yes 1 21 21100Yes 1
EL and Former EL 40 40100Yes 1 40 40100Yes 1 19----
Students w/ disabilities 76 76100Yes 1 75 75100Yes 1 26 26100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 43 43100Yes 1 43 43100Yes 1 17----
Afr. Amer./Black 11---- 11---- 7----
Hispanic/Latino 13---- 13---- 7----
Multi-race, Non-Hisp./Lat. 6---- 6---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 180 180100Yes 1 180 180100Yes 1 60 60100Yes 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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