Massachusetts School and District Profiles

Abraham Lincoln

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2018 Official Accountability Report - Abraham Lincoln

Organization Information
DISTRICT NAME
Revere (02480000)
TITLE I STATUS
Title I School
SCHOOL
Abraham Lincoln (02480025)
GRADES SERVED
PK,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 achievement24-34-
Mathematics achievement24-24-
Science achievement14----
Achievement total51260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3820.03822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.89.6-4.17.6-
Percentage of possible points 40%-54%-
Criterion-referenced target percentage47%
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 achievement24-
Mathematics achievement34-
Science achievement24-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total5.410.3-
Percentage of possible points 52%-
Criterion-referenced target percentage52%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 27

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 497.4 498.2 0.8 498.9 2942Improved Below Target
Lowest Performing 469.0 474.1 5.1 474.5 483Met Target
High needs 492.8 493.0 0.2 494.6 2182Improved Below Target
Econ. Disadvantaged 494.9 494.8 -0.1 496.2 1621No Change
EL and Former EL 491.0 490.3 -0.7 492.3 1030Declined
Students w/ disabilities 478.3 478.0 -0.3 480.1 591No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 14--
Hispanic/Latino 493.9 496.4 2.5 495.4 1424Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 500.1 498.9 -1.2 501.8 1190Declined

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 492.0 492.1 0.1 493.5 2932Improved Below Target
Lowest Performing 463.8 465.8 2.0 466.8 482Improved Below Target
High needs 486.2 487.6 1.4 487.8 2173Met Target
Econ. Disadvantaged 488.1 489.6 1.5 489.1 1613Met Target
EL and Former EL 486.6 486.9 0.3 488.1 1032Improved Below Target
Students w/ disabilities 470.0 470.7 0.7 471.8 592Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 14--
Hispanic/Latino 489.0 489.5 0.5 490.6 1422Improved Below Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 494.3 493.2 -1.1 496.0 1180Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 64.9 63.5 -1.4 67.6 1111No Change
Lowest Performing-------
High needs 57.0 58.2 1.2 60.4 792Improved Below Target
Econ. Disadvantaged 57.1 62.1 5.0 60.9 583Met Target
EL and Former EL 59.1 54.8 -4.3 62.0 310Declined
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 3--
Hispanic/Latino 62.1 60.7 -1.4 64.9 491No Change
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 66.9 65.3 -1.6 69.7 491No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.7 50.0 2112Below Target
Lowest Performing 42.4 50.0 462Below Target
High needs 43.3 50.0 1522Below Target
Econ. Disadvantaged 43.2 50.0 1152Below Target
EL and Former EL 45.9 50.0 692Below Target
Students w/ disabilities 39.8 50.0 441Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black-- 9--
Hispanic/Latino 49.7 50.0 942Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 45.0 50.0 922Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.3 50.0 2101Below Target
Lowest Performing 36.8 50.0 461Below Target
High needs 37.5 50.0 1511Below Target
Econ. Disadvantaged 38.5 50.0 1141Below Target
EL and Former EL 36.8 50.0 691Below Target
Students w/ disabilities 37.5 50.0 441Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black-- 9--
Hispanic/Latino 38.2 50.0 941Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 37.8 50.0 911Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 64.0 62.4 -1.6 62.8 1332Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 64.0 62.4 -1.6 62.8 1332Improved 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 9.4 12.6 -3.2 8.1 5310Declined
Lowest Performing 6.0 14.6 -8.6 2.1 480Declined
High needs 10.4 15.8 -5.4 8.1 4040Declined
Econ. Disadvantaged 12.3 18.8 -6.5 9.2 2500Declined
EL and Former EL 8.9 11.9 -3.0 6.2 2270Declined
Students w/ disabilities 4.4 15.8 -11.4 0.6 1010Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 26--
Hispanic/Latino 7.4 13.8 -6.4 3.7 2690Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 11.0 13.3 -2.3 9.3 2110Declined

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 320 319100Yes 1 317 317100Yes 1 119 119100Yes 1
Lowest Performing---------------
High needs 243 242100Yes 1 240 240100Yes 1 87 87100Yes 1
Econ. Disadvantaged 181 18099Yes 1 180 180100Yes 1 64 64100Yes 1
EL and Former EL 125 12499Yes 1 123 123100Yes 1 37 37100Yes 1
Students w/ disabilities 63 63100Yes 1 62 62100Yes 1 23 23100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 15---- 15---- 7----
Afr. Amer./Black 14---- 14---- 3----
Hispanic/Latino 160 160100Yes 1 160 160100Yes 1 54 54100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 126 126100Yes 1 123 123100Yes 1 52 52100Yes 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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