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Rice Square

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2018 Official Accountability Report - Rice Square

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Rice Square (03480215)
GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central
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 achievement44-24-
Mathematics achievement34-44-
Science achievement44----
Achievement total111260.06867.5
GrowthEnglish language arts growth34-14-
Mathematics growth34-24-
Growth total6820.03822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.19.6-4.77.6-
Percentage of possible points 84%-62%-
Criterion-referenced target percentage73%
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 achievement34-
Science achievement44-
Achievement total111267.5
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 total8.610.3-
Percentage of possible points 83%-
Criterion-referenced target percentage83%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 43

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 488.3 491.8 3.5 490.3 1944Exceeded Target
Lowest Performing 466.9 469.1 2.2 472.2 312Improved Below Target
High needs 486.3 489.9 3.6 488.3 1694Exceeded Target
Econ. Disadvantaged 486.3 490.2 3.9 487.9 1354Exceeded Target
EL and Former EL 487.6 492.2 4.6 489.2 944Exceeded Target
Students w/ disabilities 470.1 468.2 -1.9 471.9 380Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 489.6 493.7 4.1 491.2 284Exceeded Target
Hispanic/Latino 484.6 485.1 0.5 486.3 772Improved Below Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 489.2 493.6 4.4 491.3 604Exceeded 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 486.7 488.2 1.5 488.5 1953Met Target
Lowest Performing 460.3 466.5 6.2 463.6 314Exceeded Target
High needs 484.2 486.0 1.8 486.1 1703Met Target
Econ. Disadvantaged 484.3 485.5 1.2 485.7 1363Met Target
EL and Former EL 486.5 488.7 2.2 488.3 953Met Target
Students w/ disabilities 468.8 466.8 -2.0 470.9 390Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 488.1 489.8 1.7 489.9 293Met Target
Hispanic/Latino 483.2 480.0 -3.2 484.8 770Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 487.2 492.9 5.7 489.5 604Exceeded 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 70.1 5.0 68.0 564Exceeded Target
Lowest Performing-------
High needs 63.0 67.6 4.6 66.1 474Exceeded Target
Econ. Disadvantaged 63.1 72.7 9.6 65.6 334Exceeded Target
EL and Former EL 66.7 64.5 -2.2 70.0 311No Change
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 6--
Hispanic/Latino 60.0 66.7 6.7 63.1 244Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.0 50.0 1423Met Target
Lowest Performing 37.7 50.0 311Below Target
High needs 49.6 50.0 1222Below Target
Econ. Disadvantaged 50.1 50.0 973Met Target
EL and Former EL 51.3 50.0 653Met Target
Students w/ disabilities 36.4 50.0 251Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 13--
Afr. Amer./Black-- 18--
Hispanic/Latino 49.4 50.0 572Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 48.0 50.0 432Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.9 50.0 1433Met Target
Lowest Performing 49.7 50.0 312Below Target
High needs 56.9 50.0 1233Met Target
Econ. Disadvantaged 55.4 50.0 983Met Target
EL and Former EL 58.5 50.0 653Met Target
Students w/ disabilities 46.7 50.0 252Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 13--
Afr. Amer./Black-- 18--
Hispanic/Latino 55.7 50.0 583Met Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 64.1 50.0 434Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 44.1 52.4 8.3 62.8 1053Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 44.1 52.4 8.3 62.8 1053Met 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 11.7 12.7 -1.0 9.8 3690Declined
Lowest Performing 3.2 9.7 -6.5 0.0 310Declined
High needs 12.4 13.9 -1.5 10.1 3300Declined
Econ. Disadvantaged 13.9 15.0 -1.1 11.5 2330Declined
EL and Former EL 7.4 13.2 -5.8 3.7 2040Declined
Students w/ disabilities 12.9 19.4 -6.5 8.6 620Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 29--
Afr. Amer./Black 4.9 1.6 3.3 1.0 614Exceeded Target
Hispanic/Latino 15.8 20.4 -4.6 12.4 1620Declined
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.---- 0--
White 13.3 10.4 2.9 10.7 963Met 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 240 239100Yes 1 239 239100Yes 1 66 66100Yes 1
Lowest Performing---------------
High needs 215 214100Yes 1 214 214100Yes 1 57 57100Yes 1
Econ. Disadvantaged 166 16599Yes 1 165 165100Yes 1 42 42100Yes 1
EL and Former EL 133 13299Yes 1 133 133100Yes 1 36 36100Yes 1
Students w/ disabilities 46 4598Yes 1 45 45100Yes 1 9----
Amer. Ind. or Alaska Nat.---------------
Asian 20 20100Yes 1 20 20100Yes 1 6----
Afr. Amer./Black 42 4198Yes 1 42 42100Yes 1 9----
Hispanic/Latino 101 101100Yes 1 101 101100Yes 1 29 29100Yes 1
Multi-race, Non-Hisp./Lat. 14---- 14---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 63 63100Yes 1 62 62100Yes 1 18----


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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