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Lincoln-Eliot

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2018 Official Accountability Report - Lincoln-Eliot

Organization Information
DISTRICT NAME
Newton (02070000)
TITLE I STATUS
Title I School
SCHOOL
Lincoln-Eliot (02070070)
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 achievement44-44-
Mathematics achievement04-24-
Science achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5820.04822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total6.39.6-5.47.6-
Percentage of possible points 66%-71%-
Criterion-referenced target percentage69%
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 achievement04-
Science achievement34-
Achievement total71267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 72

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 499.0 504.0 5.0 500.5 1684Exceeded Target
Lowest Performing 472.4 480.0 7.6 477.1 244Exceeded Target
High needs 489.9 496.0 6.1 491.5 874Exceeded Target
Econ. Disadvantaged 488.9 497.2 8.3 490.3 384Exceeded Target
EL and Former EL 495.5 501.6 6.1 497.5 424Exceeded Target
Students w/ disabilities 483.5 485.7 2.2 485.2 403Met Target
Amer. Ind. or Alaska Nat.-------
Asian 499.5 507.9 8.4 501.6 234Exceeded Target
Afr. Amer./Black---- 20--
Hispanic/Latino 497.1 498.2 1.1 498.2 253Met Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 501.7 505.1 3.4 503.3 904Exceeded 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 501.4 500.2 -1.2 502.8 1670Declined
Lowest Performing 471.8 472.3 0.5 475.4 242Improved Below Target
High needs 495.2 493.6 -1.6 496.9 870Declined
Econ. Disadvantaged 491.4 489.4 -2.0 492.5 380Declined
EL and Former EL 504.6 501.1 -3.5 506.8 420Declined
Students w/ disabilities 487.6 485.0 -2.6 489.7 400Declined
Amer. Ind. or Alaska Nat.-------
Asian 509.2 508.1 -1.1 511.7 233Met Target
Afr. Amer./Black---- 20--
Hispanic/Latino 494.5 490.2 -4.3 496.1 250Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 504.4 501.6 -2.8 505.9 890Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 74.5 78.4 3.9 76.9 524Exceeded Target
Lowest Performing-------
High needs 65.8 68.0 2.2 68.6 323Met Target
Econ. Disadvantaged---- 14--
EL and Former EL---- 17--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 78.1 87.0 8.9 80.5 234Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.0 50.0 1083Met Target
Lowest Performing 49.8 50.0 242Below Target
High needs 59.6 50.0 593Met Target
Econ. Disadvantaged 63.9 50.0 274Exceeded Target
EL and Former EL 67.9 50.0 274Exceeded Target
Students w/ disabilities 50.2 50.0 293Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 16--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 56.8 50.0 593Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.2 50.0 1072Below Target
Lowest Performing 41.9 50.0 242Below Target
High needs 46.2 50.0 592Below Target
Econ. Disadvantaged 49.7 50.0 272Below Target
EL and Former EL 54.5 50.0 273Met Target
Students w/ disabilities 39.6 50.0 291Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 16--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 45.3 50.0 582Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 72.2 75.0 2.8 78.2 402Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 72.2 75.0 2.8 78.2 402Improved 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 7.7 1.3 7.9 3133Met Target
Lowest Performing 16.7 12.5 4.2 13.1 244Exceeded Target
High needs 13.6 10.4 3.2 11.2 1734Exceeded Target
Econ. Disadvantaged 26.3 9.5 16.8 22.8 634Exceeded Target
EL and Former EL 10.7 11.5 -0.8 6.3 960Declined
Students w/ disabilities 14.5 8.8 5.7 11.2 684Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 1.9 6.9 -5.0 0.0 580Declined
Afr. Amer./Black---- 30--
Hispanic/Latino 9.5 6.3 3.2 5.9 483Met Target
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 10.6 10.2 0.4 9.3 1572Improved 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 184 184100Yes 1 184 18399Yes 1 59 59100Yes 1
Lowest Performing---------------
High needs 103 103100Yes 1 103 103100Yes 1 39 39100Yes 1
Econ. Disadvantaged 46 46100Yes 1 46 46100Yes 1 16----
EL and Former EL 58 58100Yes 1 58 58100Yes 1 24 24100Yes 1
Students w/ disabilities 42 42100Yes 1 42 42100Yes 1 17----
Amer. Ind. or Alaska Nat.---------------
Asian 32 32100Yes 1 32 32100Yes 1 13----
Afr. Amer./Black 21 21100Yes 1 21 21100Yes 1 7----
Hispanic/Latino 28 28100Yes 1 28 28100Yes 1 13----
Multi-race, Non-Hisp./Lat. 10---- 10---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 93 93100Yes 1 93 9299Yes 1 24 24100Yes 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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