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Frederick W. Hartnett Middle School

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2018 Official Accountability Report - Frederick W. Hartnett Middle School

Organization Information
DISTRICT NAME
Blackstone-Millville (06220000)
TITLE I STATUS
Title I School
SCHOOL
Frederick W. Hartnett Middle School (06220405)
GRADES SERVED
06,07,08
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
33% - Partially meeting targets25

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 achievement04-04-
Mathematics achievement04-34-
Science achievement24----
Achievement total21267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4822.55822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total2.510.3-3.27.6-
Percentage of possible points 24%-42%-
Criterion-referenced target percentage33%
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 achievement04-
Mathematics achievement04-
Science achievement34-
Achievement total31267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.910.3-
Percentage of possible points 28%-
Criterion-referenced target percentage28%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 21

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 498.3 495.7 -2.6 499.8 4200Declined
Lowest Performing 480.4 477.3 -3.1 485.9 690Declined
High needs 487.6 486.1 -1.5 489.4 1280Declined
Econ. Disadvantaged 494.4 492.2 -2.2 495.7 830Declined
EL and Former EL---- 9--
Students w/ disabilities 473.1 472.8 -0.3 474.9 561No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 498.4 495.7 -2.7 500.1 3780Declined

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 497.3 496.2 -1.1 498.8 4170Declined
Lowest Performing 480.5 483.5 3.0 483.5 683Met Target
High needs 487.9 487.2 -0.7 489.5 1260Declined
Econ. Disadvantaged 492.5 493.3 0.8 493.5 833Met Target
EL and Former EL---- 9--
Students w/ disabilities 477.0 475.4 -1.6 478.8 540Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 497.2 496.2 -1.0 498.9 3760Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 70.1 70.3 0.2 72.8 1542Improved Below Target
Lowest Performing-------
High needs 57.1 59.7 2.6 60.5 493Met Target
Econ. Disadvantaged 68.3 64.6 -3.7 72.1 360Declined
EL and Former EL---- 5--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 70.4 70.3 -0.1 73.2 1391No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.4 50.0 4082Below Target
Lowest Performing 44.9 50.0 692Below Target
High needs 45.5 50.0 1212Below Target
Econ. Disadvantaged 45.6 50.0 792Below Target
EL and Former EL-- 9--
Students w/ disabilities 42.8 50.0 512Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 2--
Afr. Amer./Black-- 6--
Hispanic/Latino-- 16--
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 42.9 50.0 3682Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.3 50.0 4052Below Target
Lowest Performing 54.5 50.0 683Met Target
High needs 48.4 50.0 1192Below Target
Econ. Disadvantaged 52.8 50.0 793Met Target
EL and Former EL-- 9--
Students w/ disabilities 44.4 50.0 492Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 2--
Afr. Amer./Black-- 6--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 48.5 50.0 3662Below 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 8.6 8.4 0.2 7.3 4272Improved Below Target
Lowest Performing 12.5 14.5 -2.0 8.6 690Declined
High needs 14.4 15.9 -1.5 12.1 1320Declined
Econ. Disadvantaged 15.4 19.2 -3.8 12.3 730Declined
EL and Former EL---- 10--
Students w/ disabilities 17.3 19.6 -2.3 13.5 560Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 8.3 7.8 0.5 6.6 3842Improved Below 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 426 424100Yes 1 424 42199Yes 1 157 15699Yes 1
Lowest Performing---------------
High needs 132 13199Yes 1 131 12998Yes 1 51 5098Yes 1
Econ. Disadvantaged 87 8699Yes 1 87 8699Yes 1 38 3797Yes 1
EL and Former EL 9---- 9---- 5----
Students w/ disabilities 57 57100Yes 1 56 5598Yes 1 18----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 2---- 2---- 2----
Afr. Amer./Black 7---- 7---- 1----
Hispanic/Latino 16---- 15---- 7----
Multi-race, Non-Hisp./Lat. 16---- 16---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 384 38299Yes 1 383 38099Yes 1 142 14199Yes 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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