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Paul Revere

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2018 Official Accountability Report - Paul Revere

Organization Information
DISTRICT NAME
Revere (02480000)
TITLE I STATUS
Title I School
SCHOOL
Paul Revere (02480050)
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 achievement34-44-
Mathematics achievement34-24-
Science achievement44----
Achievement total101260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
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 total3410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total7.59.6-5.67.6-
Percentage of possible points 78%-74%-
Criterion-referenced target percentage76%
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 achievement34-
Mathematics achievement34-
Science achievement44-
Achievement total101267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.910.3-
Percentage of possible points 77%-
Criterion-referenced target percentage77%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 90

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 502.9 504.4 1.5 504.4 2263Met Target
Lowest Performing 481.1 487.9 6.8 485.8 344Exceeded Target
High needs 499.0 500.8 1.8 500.6 1543Met Target
Econ. Disadvantaged 500.2 502.4 2.2 501.6 1234Exceeded Target
EL and Former EL 497.5 498.4 0.9 499.5 782Improved Below Target
Students w/ disabilities 483.2 489.4 6.2 484.9 424Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 9--
Hispanic/Latino 499.3 499.4 0.1 500.4 1052Improved Below Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 506.2 509.1 2.9 507.8 924Exceeded 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 500.9 502.7 1.8 502.3 2263Met Target
Lowest Performing 479.6 482.6 3.0 483.2 342Improved Below Target
High needs 496.4 498.2 1.8 498.1 1543Met Target
Econ. Disadvantaged 497.7 499.7 2.0 498.8 1234Exceeded Target
EL and Former EL 493.6 495.4 1.8 495.8 783Met Target
Students w/ disabilities 476.2 484.6 8.4 478.3 424Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 9--
Hispanic/Latino 495.8 497.5 1.7 497.4 1053Met Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 506.5 508.5 2.0 508.0 923Met 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 73.3 84.6 11.3 75.7 784Exceeded Target
Lowest Performing-------
High needs 69.5 78.5 9.0 72.3 504Exceeded Target
Econ. Disadvantaged 70.2 79.2 9.0 73.1 424Exceeded Target
EL and Former EL 74.1 76.1 2.0 76.7 223Met Target
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino 67.1 77.3 10.2 71.0 434Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 79.3 94.6 15.3 81.7 284Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.3 50.0 1493Met Target
Lowest Performing 49.7 50.0 332Below Target
High needs 48.8 50.0 952Below Target
Econ. Disadvantaged 49.4 50.0 802Below Target
EL and Former EL 49.0 50.0 412Below Target
Students w/ disabilities 50.5 50.0 253Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 3--
Hispanic/Latino 46.1 50.0 642Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 52.1 50.0 703Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.9 50.0 1493Met Target
Lowest Performing 54.5 50.0 333Met Target
High needs 52.5 50.0 953Met Target
Econ. Disadvantaged 54.7 50.0 803Met Target
EL and Former EL 50.3 50.0 413Met Target
Students w/ disabilities 42.9 50.0 252Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 3--
Hispanic/Latino 53.2 50.0 643Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 51.9 50.0 703Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 71.6 80.8 9.2 70.2 993Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 71.6 80.8 9.2 70.2 993Met 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 3.8 4.5 -0.7 2.7 4190Declined
Lowest Performing 0.0 0.0 0.0 0.0 344Exceeded Target
High needs 4.8 5.5 -0.7 2.4 2930Declined
Econ. Disadvantaged 5.3 6.9 -1.6 1.8 1890Declined
EL and Former EL 1.4 4.4 -3.0 0.0 1600Declined
Students w/ disabilities 6.3 2.7 3.6 3.0 744Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 22--
Afr. Amer./Black---- 13--
Hispanic/Latino 3.7 4.3 -0.6 0.1 1860Declined
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 3.9 5.1 -1.2 2.6 1780Declined

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 241 241100Yes 1 241 241100Yes 1 79 79100Yes 1
Lowest Performing---------------
High needs 168 168100Yes 1 168 168100Yes 1 51 51100Yes 1
Econ. Disadvantaged 135 135100Yes 1 135 135100Yes 1 43 43100Yes 1
EL and Former EL 88 88100Yes 1 88 88100Yes 1 23 23100Yes 1
Students w/ disabilities 44 44100Yes 1 44 44100Yes 1 13----
Amer. Ind. or Alaska Nat.---------------
Asian 9---- 9---- 1----
Afr. Amer./Black 9---- 9---- 1----
Hispanic/Latino 116 116100Yes 1 116 116100Yes 1 44 44100Yes 1
Multi-race, Non-Hisp./Lat. 11---- 11---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 96 96100Yes 1 96 96100Yes 1 28 28100Yes 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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