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Hanscom School

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2018 Official Accountability Report - Hanscom Middle

Organization Information
DISTRICT NAME
Lincoln (01570000)
TITLE I STATUS
Non-Title I School
SCHOOL
Hanscom Middle (01570305)
GRADES SERVED
04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
13% - Partially meeting targets42

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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01267.50867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total1.410.3-0.97.6-
Percentage of possible points 14%-12%-
Criterion-referenced target percentage13%
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 achievement---
Achievement total2867.5
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 total2.37.6-
Percentage of possible points 30%-
Criterion-referenced target percentage30%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 13

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 503.6 500.9 -2.7 505.1 2510Declined
Lowest Performing 482.7 481.9 -0.8 487.4 240Declined
High needs 486.3 484.0 -2.3 487.9 690Declined
Econ. Disadvantaged---- 5--
EL and Former EL---- 13--
Students w/ disabilities 484.4 482.5 -1.9 486.1 560Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 504.4 498.5 -5.9 506.0 220Declined
Hispanic/Latino 497.3 496.6 -0.7 498.4 500Declined
Multi-race, Non-Hisp./Lat. 509.7 502.3 -7.4 511.3 240Declined
Nat. Haw. or Pacif. Isl.-------
White 504.5 502.2 -2.3 506.1 1500Declined

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 500.1 499.3 -0.8 501.5 2470Declined
Lowest Performing 480.2 476.8 -3.4 483.8 230Declined
High needs 484.4 485.1 0.7 486.1 662Improved Below Target
Econ. Disadvantaged---- 5--
EL and Former EL---- 11--
Students w/ disabilities 482.8 484.1 1.3 484.9 552Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 495.3 495.0 -0.3 496.8 221No Change
Hispanic/Latino 492.8 491.1 -1.7 494.4 480Declined
Multi-race, Non-Hisp./Lat. 507.3 504.7 -2.6 508.8 240Declined
Nat. Haw. or Pacif. Isl.-------
White 501.7 501.7 0.0 503.2 1481No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 76.4 70.6 -5.8 78.8 860Declined
Lowest Performing-------
High needs---- 26--
Econ. Disadvantaged---- 2--
EL and Former EL---- 5--
Students w/ disabilities---- 21--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 79.3 74.5 -4.8 81.7 500Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.7 50.0 1852Below Target
Lowest Performing 47.3 50.0 232Below Target
High needs 40.3 50.0 522Below Target
Econ. Disadvantaged-- 3--
EL and Former EL-- 10--
Students w/ disabilities 40.5 50.0 432Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 16--
Hispanic/Latino 48.6 50.0 382Below Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 46.3 50.0 1112Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.6 50.0 1813Met Target
Lowest Performing 41.9 50.0 222Below Target
High needs 45.1 50.0 492Below Target
Econ. Disadvantaged-- 3--
EL and Former EL-- 8--
Students w/ disabilities 43.9 50.0 422Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 15--
Hispanic/Latino 51.3 50.0 363Met Target
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 54.0 50.0 1093Met 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 6.2 5.6 0.6 5.1 2883Met Target
Lowest Performing 8.8 12.5 -3.7 5.2 240Declined
High needs 3.3 6.6 -3.3 0.9 760Declined
Econ. Disadvantaged---- 6--
EL and Former EL---- 14--
Students w/ disabilities 2.0 6.3 -4.3 0.0 630Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 5--
Afr. Amer./Black 5.9 7.7 -1.8 2.1 260Declined
Hispanic/Latino 6.9 6.9 0.0 3.3 581No Change
Multi-race, Non-Hisp./Lat. 3.3 11.5 -8.2 2.2 260Declined
Nat. Haw. or Pacif. Isl.---- 0--
White 6.8 3.5 3.3 5.5 1724Exceeded 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 268 268100Yes 1 265 264100Yes 1 95 9499Yes 1
Lowest Performing---------------
High needs 72 72100Yes 1 69 69100Yes 1 28 28100Yes 1
Econ. Disadvantaged 6---- 6---- 3----
EL and Former EL 14---- 12---- 6----
Students w/ disabilities 58 58100Yes 1 57 57100Yes 1 22 22100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 5---- 5---- 1----
Afr. Amer./Black 25 25100Yes 1 25 25100Yes 1 11----
Hispanic/Latino 54 54100Yes 1 52 52100Yes 1 20 20100Yes 1
Multi-race, Non-Hisp./Lat. 24 24100Yes 1 24 24100Yes 1 10----
Nat. Haw. or Pacif. Isl.---------------
White 159 159100Yes 1 158 15799Yes 1 53 5298Yes 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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