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Parlin School

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2018 Official Accountability Report - Parlin School

Organization Information
DISTRICT NAME
Everett (00930000)
TITLE I STATUS
Title I School
SCHOOL
Parlin School (00930058)
GRADES SERVED
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 achievement04-24-
Mathematics achievement24-44-
Science achievement34----
Achievement total51260.06867.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.19.6-5.07.6-
Percentage of possible points 43%-66%-
Criterion-referenced target percentage55%
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 achievement24-
Science achievement24-
Achievement total41267.5
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 total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 15

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 489.8 487.5 -2.3 491.8 5870Declined
Lowest Performing 465.4 470.0 4.6 470.7 892Improved Below Target
High needs 486.3 484.2 -2.1 488.3 4730Declined
Econ. Disadvantaged 488.6 486.7 -1.9 490.2 3680Declined
EL and Former EL 480.1 476.9 -3.2 481.7 2550Declined
Students w/ disabilities 472.3 472.7 0.4 474.1 872Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 12--
Afr. Amer./Black 491.0 491.5 0.5 492.6 882Improved Below Target
Hispanic/Latino 487.5 484.9 -2.6 489.2 3900Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 493.7 492.4 -1.3 495.8 880Declined

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 486.3 486.8 0.5 488.1 5872Improved Below Target
Lowest Performing 463.5 467.7 4.2 466.8 894Exceeded Target
High needs 482.9 483.8 0.9 484.8 4732Improved Below Target
Econ. Disadvantaged 484.7 485.0 0.3 486.1 3682Improved Below Target
EL and Former EL 479.8 481.2 1.4 481.6 2553Met Target
Students w/ disabilities 470.8 471.4 0.6 472.9 872Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 12--
Afr. Amer./Black 484.3 486.8 2.5 486.1 884Exceeded Target
Hispanic/Latino 484.9 485.3 0.4 486.5 3902Improved Below Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 490.4 490.5 0.1 492.7 882Improved Below 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 55.6 57.7 2.1 58.5 2133Met Target
Lowest Performing-------
High needs 51.9 52.7 0.8 55.0 1642Improved Below Target
Econ. Disadvantaged 60.0 53.7 -6.3 62.5 1210Declined
EL and Former EL 44.4 44.6 0.2 47.7 782Improved Below Target
Students w/ disabilities 31.8 40.4 8.6 35.3 264Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 5--
Afr. Amer./Black 51.6 62.5 10.9 54.9 364Exceeded Target
Hispanic/Latino 59.4 53.3 -6.1 62.5 1380Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 55.1 67.2 12.1 58.3 294Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.0 50.0 4062Below Target
Lowest Performing 49.2 50.0 842Below Target
High needs 47.0 50.0 3062Below Target
Econ. Disadvantaged 47.4 50.0 2482Below Target
EL and Former EL 48.6 50.0 1282Below Target
Students w/ disabilities 42.8 50.0 642Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 10--
Afr. Amer./Black 46.6 50.0 692Below Target
Hispanic/Latino 47.2 50.0 2552Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 45.5 50.0 672Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.1 50.0 4112Below Target
Lowest Performing 44.4 50.0 852Below Target
High needs 46.4 50.0 3112Below Target
Econ. Disadvantaged 46.6 50.0 2502Below Target
EL and Former EL 50.6 50.0 1333Met Target
Students w/ disabilities 35.0 50.0 641Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 10--
Afr. Amer./Black 46.8 50.0 692Below Target
Hispanic/Latino 48.5 50.0 2602Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 45.8 50.0 672Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 49.0 57.3 8.3 45.3 2113Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 49.0 57.3 8.3 45.3 2113Met 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 8.8 10.9 -2.1 6.9 8980Declined
Lowest Performing 7.1 12.4 -5.3 2.4 890Declined
High needs 9.6 12.3 -2.7 7.3 7380Declined
Econ. Disadvantaged 10.8 12.0 -1.2 8.4 4930Declined
EL and Former EL 9.0 11.8 -2.8 5.3 4410Declined
Students w/ disabilities 4.3 8.7 -4.4 0.0 1030Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 27--
Afr. Amer./Black 6.4 6.8 -0.4 2.5 1331No Change
Hispanic/Latino 9.2 11.3 -2.1 5.8 6030Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 9.1 12.4 -3.3 6.5 1210Declined

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 666 665100Yes 1 667 667100Yes 1 242 242100Yes 1
Lowest Performing---------------
High needs 551 550100Yes 1 552 552100Yes 1 192 192100Yes 1
Econ. Disadvantaged 415 414100Yes 1 416 416100Yes 1 137 137100Yes 1
EL and Former EL 325 324100Yes 1 325 325100Yes 1 103 103100Yes 1
Students w/ disabilities 88 88100Yes 1 88 88100Yes 1 27 27100Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 3----
Asian 16---- 16---- 6----
Afr. Amer./Black 101 101100Yes 1 101 101100Yes 1 42 42100Yes 1
Hispanic/Latino 442 441100Yes 1 442 442100Yes 1 157 157100Yes 1
Multi-race, Non-Hisp./Lat. 7---- 8---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 97 97100Yes 1 97 97100Yes 1 31 31100Yes 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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