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James Russell Lowell

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2018 Official Accountability Report - James Russell Lowell

Organization Information
DISTRICT NAME
Watertown (03140000)
TITLE I STATUS
Title I School
SCHOOL
James Russell Lowell (03140025)
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 achievement34-44-
Mathematics achievement04-24-
Science achievement44----
Achievement total71260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-24-
Growth total7820.05822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.09.6-5.27.6-
Percentage of possible points 63%-68%-
Criterion-referenced target percentage66%
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 achievement24-
Science achievement44-
Achievement total101267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.110.3-
Percentage of possible points 79%-
Criterion-referenced target percentage79%
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 501.1 503.0 1.9 502.6 1853Met Target
Lowest Performing 474.7 484.4 9.7 479.4 254Exceeded Target
High needs 489.5 494.1 4.6 491.1 1004Exceeded Target
Econ. Disadvantaged 490.6 494.5 3.9 492.0 614Exceeded Target
EL and Former EL 491.8 492.7 0.9 493.8 382Improved Below Target
Students w/ disabilities 478.8 483.3 4.5 480.5 514Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 501.5 503.3 1.8 503.6 223Met Target
Afr. Amer./Black---- 6--
Hispanic/Latino 484.4 486.3 1.9 485.5 294Exceeded Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 504.2 506.1 1.9 505.8 1153Met 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 500.2 499.6 -0.6 501.6 1880Declined
Lowest Performing 472.9 475.8 2.9 476.5 262Improved Below Target
High needs 489.1 490.2 1.1 490.8 1032Improved Below Target
Econ. Disadvantaged 491.3 492.0 0.7 492.4 633Met Target
EL and Former EL 493.6 494.1 0.5 495.8 392Improved Below Target
Students w/ disabilities 478.5 478.1 -0.4 480.6 511No Change
Amer. Ind. or Alaska Nat.-------
Asian 504.2 505.2 1.0 506.7 232Improved Below Target
Afr. Amer./Black---- 6--
Hispanic/Latino 484.6 486.2 1.6 486.2 303Met Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 502.8 501.0 -1.8 504.3 1160Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 75.9 86.3 10.4 78.3 624Exceeded Target
Lowest Performing-------
High needs 59.8 76.6 16.8 62.6 324Exceeded Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 9--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 80.1 84.8 4.7 82.5 464Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.8 50.0 1103Met Target
Lowest Performing 55.3 50.0 253Met Target
High needs 53.4 50.0 633Met Target
Econ. Disadvantaged 48.7 50.0 362Below Target
EL and Former EL 55.9 50.0 203Met Target
Students w/ disabilities 46.2 50.0 332Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 63.4 50.0 724Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.6 50.0 1124Exceeded Target
Lowest Performing 47.8 50.0 262Below Target
High needs 57.2 50.0 653Met Target
Econ. Disadvantaged 56.8 50.0 373Met Target
EL and Former EL 64.4 50.0 214Exceeded Target
Students w/ disabilities 49.0 50.0 332Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 16--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 61.9 50.0 724Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 57.9 77.8 19.9 62.8 364Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 57.9 77.8 19.9 62.8 364Exceeded 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 5.2 8.1 -2.9 4.1 3330Declined
Lowest Performing 7.4 11.5 -4.1 3.8 260Declined
High needs 6.5 12.3 -5.8 4.1 1620Declined
Econ. Disadvantaged 9.3 14.3 -5.0 5.8 840Declined
EL and Former EL 2.9 7.9 -5.0 0.0 630Declined
Students w/ disabilities 7.6 14.3 -6.7 4.3 700Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 0.0 12.1 -12.1 0.0 330Declined
Afr. Amer./Black---- 10--
Hispanic/Latino 8.3 14.9 -6.6 4.7 470Declined
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 4.7 6.8 -2.1 3.4 2190Declined

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 195 19198Yes 1 195 19499Yes 1 66 6598Yes 1
Lowest Performing---------------
High needs 109 10596Yes 1 109 10899Yes 1 35 3497Yes 1
Econ. Disadvantaged 66 6497Yes 1 66 66100Yes 1 19----
EL and Former EL 43 4298Yes 1 43 43100Yes 1 10----
Students w/ disabilities 52 5198Yes 1 52 5198Yes 1 17----
Amer. Ind. or Alaska Nat.---------------
Asian 25 2496Yes 1 25 25100Yes 1 7----
Afr. Amer./Black 6---- 6---- 3----
Hispanic/Latino 32 3197Yes 1 32 32100Yes 1 4----
Multi-race, Non-Hisp./Lat. 13---- 13---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 119 11798Yes 1 119 11899Yes 1 48 4798Yes 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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