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Madeline English School

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2018 Official Accountability Report - Madeline English School

Organization Information
DISTRICT NAME
Everett (00930000)
TITLE I STATUS
Title I School
SCHOOL
Madeline English School (00930018)
GRADES SERVED
K,01,02,03,04,05,06,07,08
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 achievement24-24-
Mathematics achievement04-44-
Science achievement24----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total3.49.6-5.27.6-
Percentage of possible points 35%-68%-
Criterion-referenced target percentage52%
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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total1.710.3-
Percentage of possible points 17%-
Criterion-referenced target percentage17%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 23

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 493.0 493.3 0.3 495.0 5282Improved Below Target
Lowest Performing 468.5 472.2 3.7 473.8 982Improved Below Target
High needs 489.3 488.7 -0.6 491.3 3590Declined
Econ. Disadvantaged 492.7 490.4 -2.3 494.3 2520Declined
EL and Former EL 483.8 486.7 2.9 485.4 1514Exceeded Target
Students w/ disabilities 474.4 476.3 1.9 476.2 1333Met Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 502.4 512.9 10.5 504.5 274Exceeded Target
Afr. Amer./Black 490.0 489.7 -0.3 491.6 731No Change
Hispanic/Latino 490.1 491.1 1.0 491.8 2382Improved Below Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 495.8 495.1 -0.7 497.9 1780Declined

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 492.5 491.0 -1.5 494.3 5280Declined
Lowest Performing 468.2 472.1 3.9 471.5 984Exceeded Target
High needs 489.4 487.3 -2.1 491.3 3590Declined
Econ. Disadvantaged 492.5 488.8 -3.7 493.9 2520Declined
EL and Former EL 485.5 487.0 1.5 487.3 1513Met Target
Students w/ disabilities 475.7 475.2 -0.5 477.8 1331No Change
Amer. Ind. or Alaska Nat.---- 3--
Asian 507.3 512.9 5.6 509.6 274Exceeded Target
Afr. Amer./Black 487.5 486.4 -1.1 489.3 730Declined
Hispanic/Latino 489.6 488.9 -0.7 491.2 2380Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 495.1 492.7 -2.4 497.4 1780Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 62.4 63.4 1.0 65.3 1722Improved Below Target
Lowest Performing-------
High needs 57.3 56.7 -0.6 60.4 1191No Change
Econ. Disadvantaged 59.6 61.4 1.8 62.1 813Met Target
EL and Former EL 49.5 53.1 3.6 52.8 403Met Target
Students w/ disabilities 43.8 42.5 -1.3 47.3 531No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 5--
Afr. Amer./Black---- 30--
Hispanic/Latino 61.5 61.5 0.0 64.6 721No Change
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 61.5 65.3 3.8 64.7 623Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.6 50.0 4402Below Target
Lowest Performing 49.7 50.0 972Below Target
High needs 46.5 50.0 2982Below Target
Econ. Disadvantaged 45.7 50.0 2102Below Target
EL and Former EL 48.0 50.0 1162Below Target
Students w/ disabilities 46.7 50.0 1222Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 58.3 50.0 243Met Target
Afr. Amer./Black 45.5 50.0 622Below Target
Hispanic/Latino 46.0 50.0 1912Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-- 1--
White 43.7 50.0 1512Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.9 50.0 4412Below Target
Lowest Performing 47.1 50.0 982Below Target
High needs 46.7 50.0 2992Below Target
Econ. Disadvantaged 46.4 50.0 2112Below Target
EL and Former EL 52.8 50.0 1173Met Target
Students w/ disabilities 42.7 50.0 1232Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 53.9 50.0 243Met Target
Afr. Amer./Black 44.2 50.0 622Below Target
Hispanic/Latino 47.2 50.0 1922Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-- 1--
White 44.5 50.0 1512Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 79.5 55.7 -23.8 62.8 792Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 79.5 55.7 -23.8 62.8 792Improved Below 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 11.9 13.6 -1.7 10.0 7650Declined
Lowest Performing 12.4 11.2 1.2 7.7 982Improved Below Target
High needs 14.7 15.2 -0.5 12.4 5051No Change
Econ. Disadvantaged 17.5 19.5 -2.0 15.1 3070Declined
EL and Former EL 9.3 10.6 -1.3 5.6 2270Declined
Students w/ disabilities 16.9 16.1 0.8 12.6 1552Improved Below Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 2.7 0.0 2.7 0.0 384Exceeded Target
Afr. Amer./Black 5.3 11.1 -5.8 1.4 990Declined
Hispanic/Latino 13.4 15.2 -1.8 10.0 3880Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.---- 1--
White 13.5 14.1 -0.6 10.9 2270Declined

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 562 562100Yes 1 562 562100Yes 1 184 18399Yes 1
Lowest Performing---------------
High needs 391 391100Yes 1 392 392100Yes 1 129 129100Yes 1
Econ. Disadvantaged 275 275100Yes 1 276 276100Yes 1 88 88100Yes 1
EL and Former EL 176 176100Yes 1 176 176100Yes 1 48 48100Yes 1
Students w/ disabilities 144 144100Yes 1 145 145100Yes 1 56 56100Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 1----
Asian 27 27100Yes 1 27 27100Yes 1 5----
Afr. Amer./Black 81 81100Yes 1 80 80100Yes 1 35 3497Yes 1
Hispanic/Latino 261 261100Yes 1 262 262100Yes 1 78 78100Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 181 181100Yes 1 181 181100Yes 1 63 63100Yes 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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