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Dudley Middle School

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2018 Official Accountability Report - Dudley Middle School

Organization Information
DISTRICT NAME
Dudley-Charlton Reg (06580000)
TITLE I STATUS
Title I School
SCHOOL
Dudley Middle School (06580305)
GRADES SERVED
05,06,07,08
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 achievement44-04-
Mathematics achievement04-14-
Science achievement24----
Achievement total61267.51867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total5.310.3-2.07.6-
Percentage of possible points 51%-26%-
Criterion-referenced target percentage39%
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 achievement34-
Achievement total91267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total7.110.3-
Percentage of possible points 69%-
Criterion-referenced target percentage69%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 45

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 499.0 501.2 2.2 500.5 5634Exceeded Target
Lowest Performing 481.9 481.2 -0.7 487.4 1030Declined
High needs 489.0 492.7 3.7 490.8 1964Exceeded Target
Econ. Disadvantaged 492.7 496.7 4.0 494.0 1404Exceeded Target
EL and Former EL 491.2 497.0 5.8 492.5 324Exceeded Target
Students w/ disabilities 476.4 479.3 2.9 478.2 834Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 9--
Hispanic/Latino 489.9 493.6 3.7 491.4 404Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 499.9 501.9 2.0 501.6 4943Met 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 499.7 499.0 -0.7 501.2 5640Declined
Lowest Performing 480.1 479.7 -0.4 483.1 1031No Change
High needs 489.3 490.1 0.8 490.9 1962Improved Below Target
Econ. Disadvantaged 493.0 493.6 0.6 494.0 1403Met Target
EL and Former EL 494.7 495.7 1.0 496.2 323Met Target
Students w/ disabilities 475.9 475.8 -0.1 477.7 831No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 9--
Hispanic/Latino 490.9 492.8 1.9 492.5 403Met Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 500.4 499.5 -0.9 502.1 4950Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 73.0 73.7 0.7 75.7 2792Improved Below Target
Lowest Performing-------
High needs 60.3 64.6 4.3 63.7 963Met Target
Econ. Disadvantaged 65.1 67.2 2.1 68.9 672Improved Below Target
EL and Former EL---- 12--
Students w/ disabilities 41.7 52.3 10.6 44.7 444Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 74.5 75.2 0.7 77.3 2512Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.5 50.0 5512Below Target
Lowest Performing 49.1 50.0 1032Below Target
High needs 46.1 50.0 1892Below Target
Econ. Disadvantaged 47.8 50.0 1342Below Target
EL and Former EL 53.0 50.0 313Met Target
Students w/ disabilities 45.4 50.0 822Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black-- 9--
Hispanic/Latino 40.2 50.0 392Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 46.7 50.0 4842Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.4 50.0 5522Below Target
Lowest Performing 46.3 50.0 1032Below Target
High needs 42.0 50.0 1892Below Target
Econ. Disadvantaged 42.4 50.0 1342Below Target
EL and Former EL 50.7 50.0 313Met Target
Students w/ disabilities 40.7 50.0 822Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black-- 9--
Hispanic/Latino 40.9 50.0 392Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 41.4 50.0 4852Below 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 3.4 3.7 -0.3 2.1 5923Met Target
Lowest Performing 2.8 1.0 1.8 0.0 1034Exceeded Target
High needs 6.4 6.7 -0.3 4.1 2091No Change
Econ. Disadvantaged 7.5 7.2 0.3 4.4 1382Improved Below Target
EL and Former EL 4.4 5.7 -1.3 1.7 350Declined
Students w/ disabilities 8.2 6.0 2.2 4.4 842Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 11--
Hispanic/Latino 8.9 13.3 -4.4 5.2 450Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 3.0 2.7 0.3 1.3 5154Exceeded 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 583 58099Yes 1 584 582100Yes 1 290 290100Yes 1
Lowest Performing---------------
High needs 209 209100Yes 1 210 210100Yes 1 104 104100Yes 1
Econ. Disadvantaged 152 152100Yes 1 153 153100Yes 1 74 74100Yes 1
EL and Former EL 33 33100Yes 1 33 33100Yes 1 12----
Students w/ disabilities 87 87100Yes 1 87 87100Yes 1 45 45100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 8---- 8---- 2----
Afr. Amer./Black 9---- 9---- 4----
Hispanic/Latino 43 43100Yes 1 43 43100Yes 1 21 21100Yes 1
Multi-race, Non-Hisp./Lat. 13---- 13---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 510 50799Yes 1 511 509100Yes 1 259 259100Yes 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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