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John T. Nichols Middle

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2018 Official Accountability Report - John T. Nichols Middle

Organization Information
DISTRICT NAME
Middleborough (01820000)
TITLE I STATUS
Non-Title I School
SCHOOL
John T. Nichols Middle (01820305)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
86% - Meeting targets46

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 achievement44-44-
Mathematics achievement44-44-
Science achievement24----
Achievement total101267.58867.5
GrowthEnglish language arts growth34-44-
Mathematics growth34-34-
Growth total6822.57822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total8.210.3-7.07.6-
Percentage of possible points 80%-92%-
Criterion-referenced target percentage86%
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 achievement44-
Science achievement34-
Achievement total111267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total8.910.3-
Percentage of possible points 86%-
Criterion-referenced target percentage86%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 38

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 497.7 500.6 2.9 499.2 7674Exceeded Target
Lowest Performing 471.5 478.7 7.2 477.0 1154Exceeded Target
High needs 486.3 489.2 2.9 488.1 3094Exceeded Target
Econ. Disadvantaged 488.9 491.7 2.8 490.2 2334Exceeded Target
EL and Former EL---- 6--
Students w/ disabilities 477.5 480.4 2.9 479.3 1414Exceeded Target
Amer. Ind. or Alaska Nat.---- 9--
Asian---- 15--
Afr. Amer./Black---- 17--
Hispanic/Latino 488.8 491.4 2.6 490.3 304Exceeded Target
Multi-race, Non-Hisp./Lat. 503.0 498.8 -4.2 504.6 260Declined
Nat. Haw. or Pacif. Isl.-------
White 498.0 501.6 3.6 499.7 6704Exceeded 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 494.6 498.1 3.5 496.1 7644Exceeded Target
Lowest Performing 471.8 476.7 4.9 474.8 1144Exceeded Target
High needs 485.1 488.1 3.0 486.7 3084Exceeded Target
Econ. Disadvantaged 487.4 490.5 3.1 488.4 2324Exceeded Target
EL and Former EL---- 6--
Students w/ disabilities 477.1 480.0 2.9 478.9 1404Exceeded Target
Amer. Ind. or Alaska Nat.---- 9--
Asian---- 15--
Afr. Amer./Black---- 17--
Hispanic/Latino 488.8 491.9 3.1 490.4 304Exceeded Target
Multi-race, Non-Hisp./Lat. 499.6 494.7 -4.9 501.1 260Declined
Nat. Haw. or Pacif. Isl.-------
White 494.8 498.8 4.0 496.5 6674Exceeded 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 70.9 71.0 0.1 73.6 2682Improved Below Target
Lowest Performing-------
High needs 59.3 61.6 2.3 62.7 1063Met Target
Econ. Disadvantaged 61.0 63.5 2.5 64.8 782Improved Below Target
EL and Former EL---- 1--
Students w/ disabilities 52.0 56.3 4.3 55.0 484Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 71.4 71.6 0.2 74.2 2422Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.3 50.0 7343Met Target
Lowest Performing 63.0 50.0 1144Exceeded Target
High needs 55.9 50.0 2923Met Target
Econ. Disadvantaged 53.9 50.0 2253Met Target
EL and Former EL-- 5--
Students w/ disabilities 57.4 50.0 1283Met Target
Amer. Ind. or Alaska Nat.-- 9--
Asian-- 14--
Afr. Amer./Black-- 16--
Hispanic/Latino 52.7 50.0 283Met Target
Multi-race, Non-Hisp./Lat. 53.4 50.0 253Met Target
Nat. Haw. or Pacif. Isl.-----
White 59.6 50.0 6423Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.5 50.0 7343Met Target
Lowest Performing 57.0 50.0 1143Met Target
High needs 53.0 50.0 2923Met Target
Econ. Disadvantaged 52.2 50.0 2243Met Target
EL and Former EL-- 5--
Students w/ disabilities 54.0 50.0 1283Met Target
Amer. Ind. or Alaska Nat.-- 9--
Asian-- 14--
Afr. Amer./Black-- 16--
Hispanic/Latino 46.9 50.0 282Below Target
Multi-race, Non-Hisp./Lat. 49.6 50.0 252Below Target
Nat. Haw. or Pacif. Isl.-----
White 55.1 50.0 6423Met 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 10.9 10.9 0.0 9.6 8041No Change
Lowest Performing 12.5 16.5 -4.0 8.6 1150Declined
High needs 17.2 17.4 -0.2 14.9 3391No Change
Econ. Disadvantaged 21.2 22.1 -0.9 18.1 2220Declined
EL and Former EL---- 14--
Students w/ disabilities 12.3 14.0 -1.7 8.5 1500Declined
Amer. Ind. or Alaska Nat.---- 12--
Asian---- 15--
Afr. Amer./Black---- 21--
Hispanic/Latino 16.7 20.6 -3.9 13.0 340Declined
Multi-race, Non-Hisp./Lat. 19.0 7.4 11.6 17.7 274Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 10.2 10.5 -0.3 8.5 6951No 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 787 786100Yes 1 789 787100Yes 1 272 271100Yes 1
Lowest Performing---------------
High needs 326 325100Yes 1 329 328100Yes 1 109 109100Yes 1
Econ. Disadvantaged 245 244100Yes 1 246 245100Yes 1 79 79100Yes 1
EL and Former EL 9---- 11---- 2----
Students w/ disabilities 149 149100Yes 1 150 14999Yes 1 49 49100Yes 1
Amer. Ind. or Alaska Nat. 10---- 12---- 2----
Asian 15---- 15---- 2----
Afr. Amer./Black 21 2095Yes 1 21 21100Yes 1 6----
Hispanic/Latino 32 32100Yes 1 32 32100Yes 1 13----
Multi-race, Non-Hisp./Lat. 27 27100Yes 1 27 27100Yes 1 5----
Nat. Haw. or Pacif. Isl.---------------
White 682 682100Yes 1 682 680100Yes 1 244 243100Yes 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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