Massachusetts School and District Profiles

Abraham Lincoln

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Abraham Lincoln

Organization Information
DISTRICT NAME
New Bedford (02010000)
TITLE I STATUS
Title I School
SCHOOL
Abraham Lincoln (02010095)
GRADES SERVED
K,01,02,03,04,05
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 achievement44-44-
Science achievement44----
Achievement total121260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-34-
Growth total6820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism24-24-
Advanced coursework completion------
Additional indicators total2410.02410.0
Weighted total9.09.6-6.17.6-
Percentage of possible points 94%-80%-
Criterion-referenced target percentage87%
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 achievement44-
Achievement total121267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total9.410.3-
Percentage of possible points 91%-
Criterion-referenced target percentage91%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 52

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 489.4 494.8 5.4 491.4 3584Exceeded Target
Lowest Performing 471.0 476.5 5.5 476.3 583Met Target
High needs 487.8 493.0 5.2 489.8 2904Exceeded Target
Econ. Disadvantaged 488.8 493.6 4.8 490.4 2624Exceeded Target
EL and Former EL 484.3 491.1 6.8 485.9 684Exceeded Target
Students w/ disabilities 469.2 473.5 4.3 471.0 564Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 492.7 493.5 0.8 494.3 342Improved Below Target
Hispanic/Latino 487.0 492.7 5.7 488.7 1254Exceeded Target
Multi-race, Non-Hisp./Lat. 493.8 497.3 3.5 495.4 234Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 489.9 496.1 6.2 492.0 1744Exceeded 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 485.7 493.1 7.4 487.5 3584Exceeded Target
Lowest Performing 463.6 474.9 11.3 466.9 584Exceeded Target
High needs 484.7 491.5 6.8 486.6 2904Exceeded Target
Econ. Disadvantaged 485.6 492.2 6.6 487.0 2624Exceeded Target
EL and Former EL 480.1 490.9 10.8 481.9 684Exceeded Target
Students w/ disabilities 470.1 477.2 7.1 472.2 564Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 488.6 491.7 3.1 490.4 344Exceeded Target
Hispanic/Latino 481.6 490.0 8.4 483.2 1254Exceeded Target
Multi-race, Non-Hisp./Lat. 487.6 495.6 8.0 489.1 234Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 487.9 495.2 7.3 490.2 1744Exceeded 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 56.7 62.0 5.3 59.6 1214Exceeded Target
Lowest Performing-------
High needs 54.2 61.3 7.1 57.3 1024Exceeded Target
Econ. Disadvantaged 56.8 63.1 6.3 59.3 904Exceeded Target
EL and Former EL---- 24--
Students w/ disabilities 39.8 43.8 4.0 43.3 203Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 13--
Hispanic/Latino 50.8 59.0 8.2 53.9 474Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 61.9 61.7 -0.2 65.1 491No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.2 50.0 2472Below Target
Lowest Performing 40.7 50.0 552Below Target
High needs 43.9 50.0 1992Below Target
Econ. Disadvantaged 43.3 50.0 1812Below Target
EL and Former EL 45.8 50.0 472Below Target
Students w/ disabilities 33.9 50.0 401Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 40.1 50.0 232Below Target
Hispanic/Latino 47.2 50.0 892Below Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 44.4 50.0 1172Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.4 50.0 2464Exceeded Target
Lowest Performing 58.9 50.0 553Met Target
High needs 59.4 50.0 1983Met Target
Econ. Disadvantaged 59.1 50.0 1813Met Target
EL and Former EL 56.7 50.0 473Met Target
Students w/ disabilities 48.9 50.0 392Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 57.2 50.0 233Met Target
Hispanic/Latino 62.1 50.0 894Exceeded Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 59.1 50.0 1163Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 57.3 79.4 22.1 70.2 974Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 57.3 79.4 22.1 70.2 974Exceeded 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 13.9 13.3 0.6 12.0 6092Improved Below Target
Lowest Performing 6.8 5.2 1.6 2.1 582Improved Below Target
High needs 15.5 14.7 0.8 13.2 5022Improved Below Target
Econ. Disadvantaged 16.9 15.8 1.1 14.5 3992Improved Below Target
EL and Former EL 13.2 12.2 1.0 9.5 1312Improved Below Target
Students w/ disabilities 18.1 11.5 6.6 13.8 874Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black 10.3 18.2 -7.9 6.4 550Declined
Hispanic/Latino 17.6 17.4 0.2 14.2 2072Improved Below Target
Multi-race, Non-Hisp./Lat. 17.4 18.9 -1.5 15.5 370Declined
Nat. Haw. or Pacif. Isl.-------
White 11.9 9.2 2.7 9.3 3063Met 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 371 371100Yes 1 371 371100Yes 1 123 123100Yes 1
Lowest Performing---------------
High needs 302 302100Yes 1 302 302100Yes 1 104 104100Yes 1
Econ. Disadvantaged 270 270100Yes 1 270 270100Yes 1 92 92100Yes 1
EL and Former EL 75 75100Yes 1 75 75100Yes 1 24 24100Yes 1
Students w/ disabilities 60 60100Yes 1 60 60100Yes 1 20 20100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 35 35100Yes 1 35 35100Yes 1 14----
Hispanic/Latino 131 131100Yes 1 131 131100Yes 1 47 47100Yes 1
Multi-race, Non-Hisp./Lat. 24 24100Yes 1 24 24100Yes 1 11----
Nat. Haw. or Pacif. Isl.---------------
White 179 179100Yes 1 179 179100Yes 1 50 50100Yes 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

School and District Profiles