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Massachusetts School and District Profiles

John F Kennedy Middle School

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2018 Official Accountability Report - John F Kennedy Middle School

Organization Information
DISTRICT NAME
Woburn (03470000)
TITLE I STATUS
Non-Title I School
SCHOOL
John F Kennedy Middle School (03470405)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
37% - Partially meeting targets26

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 achievement24-04-
Mathematics achievement24-24-
Science achievement14----
Achievement total51267.52867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4822.53822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total4.610.3-2.27.6-
Percentage of possible points 45%-29%-
Criterion-referenced target percentage37%
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 achievement34-
Mathematics achievement34-
Science achievement04-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 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 20

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 497.9 498.7 0.8 499.9 4592Improved Below Target
Lowest Performing 477.0 472.7 -4.3 482.3 740Declined
High needs 488.8 490.3 1.5 490.8 2103Met Target
Econ. Disadvantaged 492.0 492.8 0.8 493.6 1392Improved Below Target
EL and Former EL 483.6 481.7 -1.9 485.2 330Declined
Students w/ disabilities 480.6 480.6 0.0 482.4 881No Change
Amer. Ind. or Alaska Nat.---- 3--
Asian 504.5 507.2 2.7 506.6 324Exceeded Target
Afr. Amer./Black 491.1 491.5 0.4 492.7 282Improved Below Target
Hispanic/Latino 493.1 490.5 -2.6 494.8 440Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 498.5 499.3 0.8 500.6 3422Improved Below 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 495.6 496.4 0.8 497.4 4572Improved Below Target
Lowest Performing 474.5 475.1 0.6 477.8 742Improved Below Target
High needs 487.0 488.6 1.6 488.9 2103Met Target
Econ. Disadvantaged 488.9 491.5 2.6 490.3 1394Exceeded Target
EL and Former EL 485.4 484.6 -0.8 487.2 330Declined
Students w/ disabilities 479.5 479.8 0.3 481.6 882Improved Below Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 504.5 506.9 2.4 506.8 323Met Target
Afr. Amer./Black 486.6 484.8 -1.8 488.4 280Declined
Hispanic/Latino 489.0 488.4 -0.6 490.6 440Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 496.6 497.1 0.5 498.9 3402Improved Below 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 65.1 64.1 -1.0 68.0 1811No Change
Lowest Performing-------
High needs 52.2 49.6 -2.6 55.3 700Declined
Econ. Disadvantaged 55.4 52.2 -3.2 57.9 460Declined
EL and Former EL---- 9--
Students w/ disabilities 48.8 37.9 -10.9 52.3 350Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 12--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 66.7 68.0 1.3 69.9 1362Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.6 50.0 4512Below Target
Lowest Performing 39.0 50.0 731Below Target
High needs 42.8 50.0 2052Below Target
Econ. Disadvantaged 42.2 50.0 1352Below Target
EL and Former EL 51.8 50.0 293Met Target
Students w/ disabilities 40.5 50.0 882Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 45.3 50.0 322Below Target
Afr. Amer./Black 41.1 50.0 272Below Target
Hispanic/Latino 42.9 50.0 402Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 46.5 50.0 3392Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.9 50.0 4492Below Target
Lowest Performing 49.0 50.0 742Below Target
High needs 45.1 50.0 2062Below Target
Econ. Disadvantaged 48.3 50.0 1362Below Target
EL and Former EL 45.2 50.0 292Below Target
Students w/ disabilities 40.0 50.0 882Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 52.8 50.0 323Met Target
Afr. Amer./Black 46.4 50.0 282Below Target
Hispanic/Latino 40.4 50.0 402Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 48.5 50.0 3362Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 9.6 8.1 1.5 7.7 4953Met Target
Lowest Performing 10.3 9.5 0.8 5.6 742Improved Below Target
High needs 16.8 13.4 3.4 14.5 2314Exceeded Target
Econ. Disadvantaged 20.0 16.2 3.8 17.6 1364Exceeded Target
EL and Former EL 11.1 12.5 -1.4 7.4 480Declined
Students w/ disabilities 19.8 12.4 7.4 15.5 894Exceeded Target
Amer. Ind. or Alaska Nat.---- 4--
Asian 3.6 5.6 -2.0 0.7 360Declined
Afr. Amer./Black 11.1 9.1 2.0 7.2 332Improved Below Target
Hispanic/Latino 14.6 6.3 8.3 11.2 484Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 8.6 8.8 -0.2 6.0 3621No Change

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 482 47999Yes 1 481 479100Yes 1 192 19199Yes 1
Lowest Performing---------------
High needs 229 22699Yes 1 229 228100Yes 1 80 7999Yes 1
Econ. Disadvantaged 153 15199Yes 1 153 15299Yes 1 54 5398Yes 1
EL and Former EL 48 4696Yes 1 48 48100Yes 1 16----
Students w/ disabilities 89 8899Yes 1 89 8899Yes 1 36 3597Yes 1
Amer. Ind. or Alaska Nat. 4---- 4---- 0----
Asian 34 3397Yes 1 34 34100Yes 1 13----
Afr. Amer./Black 30 30100Yes 1 30 30100Yes 1 13----
Hispanic/Latino 49 49100Yes 1 49 49100Yes 1 20 20100Yes 1
Multi-race, Non-Hisp./Lat. 12---- 12---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 353 35199Yes 1 352 35099Yes 1 143 14299Yes 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
Glossary of 2018 Accountability Terms

School and District Profiles