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Quashnet School

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2018 Official Accountability Report - Quashnet School

Organization Information
DISTRICT NAME
Mashpee (01720000)
TITLE I STATUS
Title I School
SCHOOL
Quashnet School (01720035)
GRADES SERVED
03,04,05,06
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 achievement44-34-
Mathematics achievement04-44-
Science achievement34----
Achievement total71267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 total6.410.3-6.17.6-
Percentage of possible points 62%-80%-
Criterion-referenced target percentage71%
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 achievement44-
Mathematics achievement24-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total8.110.3-
Percentage of possible points 79%-
Criterion-referenced target percentage79%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 63

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 497.3 501.2 3.9 498.8 4774Exceeded Target
Lowest Performing 475.5 481.4 5.9 481.0 813Met Target
High needs 490.3 494.0 3.7 492.1 2334Exceeded Target
Econ. Disadvantaged 492.1 495.1 3.0 493.4 1724Exceeded Target
EL and Former EL 494.4 498.0 3.6 495.7 404Exceeded Target
Students w/ disabilities 477.9 480.2 2.3 479.7 843Met Target
Amer. Ind. or Alaska Nat. 489.3 489.5 0.2 490.9 322Improved Below Target
Asian---- 8--
Afr. Amer./Black---- 14--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat. 495.1 494.2 -0.9 496.7 380Declined
Nat. Haw. or Pacif. Isl.-------
White 498.5 503.0 4.5 500.2 3684Exceeded 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 498.9 498.1 -0.8 500.4 4760Declined
Lowest Performing 471.8 476.9 5.1 474.8 814Exceeded Target
High needs 490.4 490.5 0.1 492.0 2322Improved Below Target
Econ. Disadvantaged 492.0 490.8 -1.2 493.0 1710Declined
EL and Former EL 497.8 497.4 -0.4 499.3 401No Change
Students w/ disabilities 478.0 477.9 -0.1 479.8 841No Change
Amer. Ind. or Alaska Nat. 489.5 486.9 -2.6 491.0 320Declined
Asian---- 8--
Afr. Amer./Black---- 14--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat. 497.1 491.7 -5.4 498.6 380Declined
Nat. Haw. or Pacif. Isl.-------
White 499.9 499.7 -0.2 501.6 3671No 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 80.7 82.3 1.6 83.4 1343Met Target
Lowest Performing-------
High needs 66.7 76.1 9.4 70.1 694Exceeded Target
Econ. Disadvantaged 65.7 80.0 14.3 69.5 504Exceeded Target
EL and Former EL---- 15--
Students w/ disabilities---- 26--
Amer. Ind. or Alaska Nat.---- 9--
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 81.0 83.2 2.2 83.8 1043Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.2 50.0 3543Met Target
Lowest Performing 52.1 50.0 813Met Target
High needs 52.1 50.0 1773Met Target
Econ. Disadvantaged 51.3 50.0 1303Met Target
EL and Former EL 50.4 50.0 313Met Target
Students w/ disabilities 47.1 50.0 662Below Target
Amer. Ind. or Alaska Nat. 37.0 50.0 221Below Target
Asian-- 5--
Afr. Amer./Black-- 12--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat. 43.5 50.0 262Below Target
Nat. Haw. or Pacif. Isl.-----
White 56.1 50.0 2803Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.6 50.0 3523Met Target
Lowest Performing 52.5 50.0 813Met Target
High needs 49.4 50.0 1752Below Target
Econ. Disadvantaged 47.4 50.0 1282Below Target
EL and Former EL 50.2 50.0 313Met Target
Students w/ disabilities 47.5 50.0 662Below Target
Amer. Ind. or Alaska Nat. 45.4 50.0 222Below Target
Asian-- 5--
Afr. Amer./Black-- 12--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat. 50.0 50.0 263Met Target
Nat. Haw. or Pacif. Isl.-----
White 51.2 50.0 2783Met 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 10.4 9.6 0.8 9.1 5003Met Target
Lowest Performing 7.3 12.3 -5.0 3.4 810Declined
High needs 15.8 15.3 0.5 13.5 2422Improved Below Target
Econ. Disadvantaged 16.9 13.7 3.2 13.8 1533Met Target
EL and Former EL 11.1 15.2 -4.1 8.4 460Declined
Students w/ disabilities 19.4 17.6 1.8 15.6 852Improved Below Target
Amer. Ind. or Alaska Nat. 13.5 5.9 7.6 12.2 344Exceeded Target
Asian---- 10--
Afr. Amer./Black---- 15--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat. 13.9 7.9 6.0 12.6 384Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 10.1 9.6 0.5 8.4 3852Improved Below 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 490 489100Yes 1 489 488100Yes 1 137 137100Yes 1
Lowest Performing---------------
High needs 243 242100Yes 1 242 241100Yes 1 70 70100Yes 1
Econ. Disadvantaged 179 17899Yes 1 178 17799Yes 1 50 50100Yes 1
EL and Former EL 43 43100Yes 1 43 43100Yes 1 15----
Students w/ disabilities 85 85100Yes 1 85 85100Yes 1 27 27100Yes 1
Amer. Ind. or Alaska Nat. 34 3397Yes 1 34 3397Yes 1 9----
Asian 10---- 10---- 4----
Afr. Amer./Black 14---- 14---- 3----
Hispanic/Latino 17---- 17---- 3----
Multi-race, Non-Hisp./Lat. 38 38100Yes 1 38 38100Yes 1 11----
Nat. Haw. or Pacif. Isl.---------------
White 377 377100Yes 1 376 376100Yes 1 107 107100Yes 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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