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Ingalls

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2018 Official Accountability Report - Ingalls

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
Ingalls (01630060)
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
65% - Partially meeting targets16

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 achievement34-44-
Mathematics achievement04-44-
Science achievement24----
Achievement total51260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.19.6-6.57.6-
Percentage of possible points 43%-86%-
Criterion-referenced target percentage65%
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 achievement34-
Mathematics achievement04-
Science achievement24-
Achievement total51267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total4.510.3-
Percentage of possible points 44%-
Criterion-referenced target percentage44%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 33

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 487.6 489.4 1.8 489.1 3233Met Target
Lowest Performing 469.7 477.3 7.6 475.2 444Exceeded Target
High needs 486.3 487.8 1.5 488.1 2773Met Target
Econ. Disadvantaged 487.1 488.1 1.0 488.4 2423Met Target
EL and Former EL 482.9 483.1 0.2 484.2 1392Improved Below Target
Students w/ disabilities 484.9 484.0 -0.9 486.7 620Declined
Amer. Ind. or Alaska Nat.-------
Asian 491.8 497.5 5.7 493.6 244Exceeded Target
Afr. Amer./Black 487.9 493.0 5.1 489.5 384Exceeded Target
Hispanic/Latino 486.5 487.1 0.6 488.0 2322Improved Below Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 489.8 494.5 4.7 491.5 204Exceeded 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 490.3 488.5 -1.8 491.8 3240Declined
Lowest Performing 468.9 477.6 8.7 471.9 444Exceeded Target
High needs 489.7 487.8 -1.9 491.3 2780Declined
Econ. Disadvantaged 489.5 487.3 -2.2 490.5 2430Declined
EL and Former EL 489.9 485.8 -4.1 491.4 1400Declined
Students w/ disabilities 488.3 483.8 -4.5 490.1 620Declined
Amer. Ind. or Alaska Nat.-------
Asian 494.1 500.0 5.9 496.9 244Exceeded Target
Afr. Amer./Black 488.5 488.8 0.3 490.8 382Improved Below Target
Hispanic/Latino 490.2 486.8 -3.4 491.8 2330Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 489.4 496.9 7.5 491.1 204Exceeded 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 71.9 72.8 0.9 74.6 1042Improved Below Target
Lowest Performing-------
High needs 70.0 70.3 0.3 73.4 862Improved Below Target
Econ. Disadvantaged 70.9 70.8 -0.1 74.7 711No Change
EL and Former EL 70.4 62.2 -8.2 73.3 390Declined
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 10--
Hispanic/Latino 73.4 71.9 -1.5 76.2 811No Change
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.3 50.0 1982Below Target
Lowest Performing 48.5 50.0 442Below Target
High needs 41.1 50.0 1652Below Target
Econ. Disadvantaged 40.6 50.0 1452Below Target
EL and Former EL 43.4 50.0 722Below Target
Students w/ disabilities 49.6 50.0 242Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 19--
Afr. Amer./Black 43.7 50.0 232Below Target
Hispanic/Latino 42.4 50.0 1362Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 14--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.6 50.0 1993Met Target
Lowest Performing 59.3 50.0 443Met Target
High needs 51.6 50.0 1663Met Target
Econ. Disadvantaged 50.2 50.0 1463Met Target
EL and Former EL 53.3 50.0 733Met Target
Students w/ disabilities 63.8 50.0 254Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-- 19--
Afr. Amer./Black 52.2 50.0 233Met Target
Hispanic/Latino 49.3 50.0 1372Below Target
Multi-race, Non-Hisp./Lat.-- 6--
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 65.6 49.1 -16.5 62.8 1751No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 65.6 49.1 -16.5 62.8 1751No Change
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 9.9 12.8 -2.9 8.6 5860Declined
Lowest Performing 12.5 13.6 -1.1 8.6 440Declined
High needs 11.3 13.6 -2.3 9.0 5000Declined
Econ. Disadvantaged 13.1 15.7 -2.6 10.0 3880Declined
EL and Former EL 5.7 5.5 0.2 3.0 2562Improved Below Target
Students w/ disabilities 16.5 17.2 -0.7 12.7 930Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 6.7 10.6 -3.9 3.6 470Declined
Afr. Amer./Black 5.7 10.2 -4.5 2.0 590Declined
Hispanic/Latino 9.2 11.7 -2.5 5.5 4100Declined
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.---- 1--
White 12.0 24.5 -12.5 10.3 490Declined

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 356 355100Yes 1 356 356100Yes 1 111 111100Yes 1
Lowest Performing---------------
High needs 309 308100Yes 1 309 309100Yes 1 93 93100Yes 1
Econ. Disadvantaged 267 266100Yes 1 267 267100Yes 1 77 77100Yes 1
EL and Former EL 163 16299Yes 1 163 163100Yes 1 43 43100Yes 1
Students w/ disabilities 67 67100Yes 1 67 67100Yes 1 20 20100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 25 25100Yes 1 25 25100Yes 1 7----
Afr. Amer./Black 42 42100Yes 1 42 42100Yes 1 11----
Hispanic/Latino 258 257100Yes 1 258 258100Yes 1 86 86100Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 3----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 22 22100Yes 1 22 22100Yes 1 4----


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