Massachusetts School and District Profiles

Kennedy-Longfellow

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Kennedy-Longfellow

Organization Information
DISTRICT NAME
Cambridge (00490000)
TITLE I STATUS
Title I School
SCHOOL
Kennedy-Longfellow (00490040)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
58% - Partially meeting targets18

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 achievement34----
Mathematics achievement24----
Science achievement------
Achievement total5860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 total4410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total4.27.2----
Percentage of possible points 58%---
Criterion-referenced target percentage58%
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 achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total6.37.6-
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 31

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 491.6 493.4 1.8 493.6 913Met Target
Lowest Performing---- 19--
High needs 484.8 489.8 5.0 486.8 624Exceeded Target
Econ. Disadvantaged 482.6 489.1 6.5 484.2 504Exceeded Target
EL and Former EL---- 17--
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 16--
Afr. Amer./Black---- 21--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 488.6 493.7 5.1 490.7 234Exceeded 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 491.9 492.3 0.4 493.7 922Improved Below Target
Lowest Performing---- 20--
High needs 485.5 489.8 4.3 487.4 624Exceeded Target
Econ. Disadvantaged 483.9 488.8 4.9 485.3 504Exceeded Target
EL and Former EL---- 17--
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 16--
Afr. Amer./Black---- 22--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 491.0 495.7 4.7 493.3 234Exceeded 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---- 28--
Lowest Performing-------
High needs---- 18--
Econ. Disadvantaged---- 16--
EL and Former EL---- 4--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.2 50.0 462Below Target
Lowest Performing-- 19--
High needs 43.3 50.0 322Below Target
Econ. Disadvantaged 41.7 50.0 302Below Target
EL and Former EL-- 4--
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-----
Asian-- 9--
Afr. Amer./Black-- 9--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 11--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.9 50.0 472Below Target
Lowest Performing-- 20--
High needs 44.8 50.0 322Below Target
Econ. Disadvantaged 46.0 50.0 302Below Target
EL and Former EL-- 4--
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-----
Asian-- 9--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 11--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 57.1 80.6 23.5 62.8 314Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 31--
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 16.7 22.4 -5.7 14.8 2190Declined
Lowest Performing---- 20--
High needs 20.4 23.9 -3.5 18.1 1550Declined
Econ. Disadvantaged 21.2 23.1 -1.9 18.8 780Declined
EL and Former EL---- 86--
Students w/ disabilities---- 35--
Amer. Ind. or Alaska Nat.-------
Asian---- 49--
Afr. Amer./Black---- 41--
Hispanic/Latino---- 36--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 18.9 23.0 -4.1 16.3 740Declined

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 109 10596Yes 1 110 10999Yes 1 32 3197Yes 1
Lowest Performing---------------
High needs 78 7596Yes 1 79 7899Yes 1 22 2195Yes 1
Econ. Disadvantaged 56 5496Yes 1 57 57100Yes 1 18----
EL and Former EL 30 2895Yes 2 31 31100Yes 1 5----
Students w/ disabilities 24 2396Yes 1 24 2396Yes 1 8----
Amer. Ind. or Alaska Nat.---------------
Asian 19---- 20 20100Yes 1 7----
Afr. Amer./Black 25 2496Yes 1 25 25100Yes 1 7----
Hispanic/Latino 21 2095Yes 1 21 21100Yes 1 7----
Multi-race, Non-Hisp./Lat. 12---- 12---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 32 3197Yes 1 32 3197Yes 1 7----


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

School and District Profiles