Massachusetts School and District Profiles

Emily G Wetherbee

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2018 Official Accountability Report - Emily G Wetherbee

Organization Information
DISTRICT NAME
Lawrence (01490000)
TITLE I STATUS
Title I School
SCHOOL
Emily G Wetherbee (01490080)
GRADES SERVED
K,01,02,03,04,05,06,07,08
REGION
Strategic Transformation
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 achievement24-34-
Science achievement14----
Achievement total51260.05867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total4.79.6-4.77.6-
Percentage of possible points 49%-62%-
Criterion-referenced target percentage56%
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 achievement24-
Mathematics achievement24-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total4.310.3-
Percentage of possible points 42%-
Criterion-referenced target percentage42%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 58

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 491.7 491.8 0.1 493.2 4452Improved Below Target
Lowest Performing 469.4 470.8 1.4 474.9 762Improved Below Target
High needs 489.8 490.6 0.8 491.6 3962Improved Below Target
Econ. Disadvantaged 490.2 491.4 1.2 491.5 3243Met Target
EL and Former EL 485.6 485.3 -0.3 486.9 2131No Change
Students w/ disabilities 482.7 482.3 -0.4 484.5 1081No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 3--
Hispanic/Latino 491.2 490.5 -0.7 492.7 4050Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 491.2 502.1 10.9 492.9 244Exceeded 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 494.7 494.8 0.1 496.2 4452Improved Below Target
Lowest Performing 473.5 476.4 2.9 476.5 763Met Target
High needs 493.4 493.7 0.3 495.0 3962Improved Below Target
Econ. Disadvantaged 493.7 494.5 0.8 494.7 3243Met Target
EL and Former EL 490.7 490.8 0.1 492.2 2132Improved Below Target
Students w/ disabilities 486.5 483.3 -3.2 488.3 1080Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 3--
Hispanic/Latino 494.1 494.0 -0.1 495.7 4051No Change
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 491.6 496.1 4.5 493.3 244Exceeded 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 74.1 71.7 -2.4 76.8 1521No Change
Lowest Performing-------
High needs 72.3 69.0 -3.3 75.7 1300Declined
Econ. Disadvantaged 72.5 69.0 -3.5 76.3 1080Declined
EL and Former EL 71.9 62.9 -9.0 74.8 660Declined
Students w/ disabilities 68.2 67.8 -0.4 71.2 381No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 1--
Hispanic/Latino 73.6 69.7 -3.9 76.4 1330Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 12--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.0 50.0 3383Met Target
Lowest Performing 44.4 50.0 732Below Target
High needs 54.0 50.0 2993Met Target
Econ. Disadvantaged 54.6 50.0 2423Met Target
EL and Former EL 52.6 50.0 1623Met Target
Students w/ disabilities 48.2 50.0 702Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black-- 2--
Hispanic/Latino 52.0 50.0 3103Met Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White-- 14--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.3 50.0 3393Met Target
Lowest Performing 50.8 50.0 733Met Target
High needs 57.7 50.0 3003Met Target
Econ. Disadvantaged 58.3 50.0 2433Met Target
EL and Former EL 56.6 50.0 1633Met Target
Students w/ disabilities 43.2 50.0 702Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black-- 2--
Hispanic/Latino 57.8 50.0 3113Met Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White-- 14--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 72.9 36.5 -36.4 45.3 1592Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 72.9 36.5 -36.4 45.3 1592Improved 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 14.7 13.2 1.5 13.4 6663Met Target
Lowest Performing 13.1 11.8 1.3 9.2 762Improved Below Target
High needs 15.7 14.4 1.3 13.4 5842Improved Below Target
Econ. Disadvantaged 16.4 14.6 1.8 13.3 4122Improved Below Target
EL and Former EL 14.2 11.7 2.5 11.5 3173Met Target
Students w/ disabilities 21.3 18.7 2.6 17.5 1502Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 16--
Afr. Amer./Black---- 4--
Hispanic/Latino 14.6 13.2 1.4 10.9 6122Improved Below Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 17.6 20.7 -3.1 15.9 290Declined

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 483 483100Yes 1 481 481100Yes 1 160 160100Yes 1
Lowest Performing---------------
High needs 434 434100Yes 1 432 432100Yes 1 138 138100Yes 1
Econ. Disadvantaged 350 350100Yes 1 349 349100Yes 1 113 113100Yes 1
EL and Former EL 241 241100Yes 1 239 239100Yes 1 72 72100Yes 1
Students w/ disabilities 120 120100Yes 1 119 119100Yes 1 40 40100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 11---- 11---- 4----
Afr. Amer./Black 3---- 3---- 1----
Hispanic/Latino 442 442100Yes 1 440 440100Yes 1 141 141100Yes 1
Multi-race, Non-Hisp./Lat. 2---- 2---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 25 25100Yes 1 25 25100Yes 1 12----


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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