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Hood

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2018 Official Accountability Report - Hood

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
Hood (01630055)
GRADES SERVED
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
46% - Partially meeting targets41

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 achievement04-44-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth34-44-
Mathematics growth34-34-
Growth total6820.07822.5
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 absenteeism14-24-
Advanced coursework completion------
Additional indicators total1410.02410.0
Weighted total1.59.6-5.87.6-
Percentage of possible points 16%-76%-
Criterion-referenced target percentage46%
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 achievement04-
Achievement total01267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.410.3-
Percentage of possible points 14%-
Criterion-referenced target percentage14%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 70

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 497.9 494.9 -3.0 499.4 2430Declined
Lowest Performing 478.9 488.3 9.4 483.6 274Exceeded Target
High needs 497.6 493.2 -4.4 499.2 1950Declined
Econ. Disadvantaged 497.9 493.6 -4.3 499.3 1660Declined
EL and Former EL 496.7 491.1 -5.6 498.7 770Declined
Students w/ disabilities 490.6 487.0 -3.6 492.3 580Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black 501.0 495.1 -5.9 502.6 290Declined
Hispanic/Latino 496.2 492.7 -3.5 497.3 1530Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 499.1 497.4 -1.7 500.7 370Declined

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 497.8 491.0 -6.8 499.2 2430Declined
Lowest Performing 480.0 481.7 1.7 483.6 272Improved Below Target
High needs 496.4 490.0 -6.4 498.1 1950Declined
Econ. Disadvantaged 497.0 491.2 -5.8 498.1 1660Declined
EL and Former EL 497.8 484.9 -12.9 500.0 770Declined
Students w/ disabilities 489.9 484.9 -5.0 492.0 580Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black 498.5 493.5 -5.0 500.0 290Declined
Hispanic/Latino 497.1 488.5 -8.6 498.7 1530Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 497.0 496.2 -0.8 498.5 370Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 84.4 79.3 -5.1 86.8 760Declined
Lowest Performing-------
High needs 85.7 77.3 -8.4 88.5 660Declined
Econ. Disadvantaged 86.4 77.1 -9.3 89.3 603Met Target
EL and Former EL---- 15--
Students w/ disabilities---- 26--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 8--
Hispanic/Latino 83.0 76.1 -6.9 86.9 473Met Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.4 50.0 1253Met Target
Lowest Performing 61.7 50.0 274Exceeded Target
High needs 50.6 50.0 1013Met Target
Econ. Disadvantaged 51.2 50.0 863Met Target
EL and Former EL 43.2 50.0 352Below Target
Students w/ disabilities 46.9 50.0 262Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black-- 14--
Hispanic/Latino 51.1 50.0 793Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 17--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.9 50.0 1253Met Target
Lowest Performing 53.9 50.0 273Met Target
High needs 56.7 50.0 1013Met Target
Econ. Disadvantaged 58.0 50.0 863Met Target
EL and Former EL 46.5 50.0 352Below Target
Students w/ disabilities 61.3 50.0 264Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black-- 14--
Hispanic/Latino 55.7 50.0 793Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 17--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 76.5 66.2 -10.3 70.2 712Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 76.5 66.2 -10.3 70.2 712Improved 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 9.0 9.2 -0.2 7.9 4221No Change
Lowest Performing 10.3 7.4 2.9 6.7 272Improved Below Target
High needs 9.8 10.8 -1.0 7.4 3340Declined
Econ. Disadvantaged 12.3 13.1 -0.8 8.8 2450Declined
EL and Former EL 6.0 9.8 -3.8 1.6 1430Declined
Students w/ disabilities 6.3 10.1 -3.8 3.0 790Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 30--
Afr. Amer./Black 8.1 4.7 3.4 4.3 433Met Target
Hispanic/Latino 9.2 10.4 -1.2 5.6 2680Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 8.5 8.7 -0.2 7.2 691No Change

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 259 259100Yes 1 259 259100Yes 1 82 82100Yes 1
Lowest Performing---------------
High needs 207 207100Yes 1 207 207100Yes 1 70 70100Yes 1
Econ. Disadvantaged 176 176100Yes 1 176 176100Yes 1 64 64100Yes 1
EL and Former EL 86 86100Yes 1 86 86100Yes 1 19----
Students w/ disabilities 60 60100Yes 1 60 60100Yes 1 27 27100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 19---- 19---- 6----
Afr. Amer./Black 31 31100Yes 1 31 31100Yes 1 9----
Hispanic/Latino 166 166100Yes 1 166 166100Yes 1 52 52100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 37 37100Yes 1 37 37100Yes 1 13----


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
Glossary of 2018 Accountability Terms

School and District Profiles