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Dudley Middle School
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2019 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
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
33% - Moderate progress toward targets36

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage39%30%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		33%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement04-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.54867.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total1.210.3-3.67.6-
Percentage of possible points 12%-47%-
Criterion-referenced target percentage30%

2018 Points awarded

2018 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%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage69%22%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		41%
Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement24-
Science achievement04-
Achievement total21267.5
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 total2.310.3-
Percentage of possible points 22%-
2019 Annual criterion-referenced target percentage22%

2018 Points awarded

2018 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%-
2018 Annual criterion-referenced target percentage69%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
38

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 501.2 499.6 -1.6 502.2 5400Declined
Lowest Performing 478.6 479.1 0.5 483.7 1002Improved Below Target
High needs 492.7 491.1 -1.6 494.1 1940Declined
Econ. Disadvantaged 496.7 495.3 -1.4 497.7 1310Declined
EL and Former EL 497.0 495.2 -1.8 498.0 310Declined
Students w/ disabilities 479.3 478.6 -0.7 481.1 810Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 11--
Hispanic/Latino 493.6 495.9 2.3 494.7 414Exceeded Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 501.9 500.3 -1.6 503.2 4680Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 499.0 498.1 -0.9 500.6 5400Declined
Lowest Performing 478.3 480.4 2.1 482.0 1002Improved Below Target
High needs 490.1 490.2 0.1 491.6 1942Improved Below Target
Econ. Disadvantaged 493.6 493.9 0.3 494.7 1312Improved Below Target
EL and Former EL 495.7 492.7 -3.0 497.6 310Declined
Students w/ disabilities 475.8 478.0 2.2 477.6 813Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 11--
Hispanic/Latino 492.8 489.9 -2.9 494.2 410Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 499.5 499.3 -0.2 501.0 4681No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 73.7 70.4 -3.3 76.4 2740Declined
Lowest Performing-------
High needs 64.6 59.2 -5.4 68.1 950Declined
Econ. Disadvantaged 67.2 63.2 -4.0 70.6 680Declined
EL and Former EL---- 14--
Students w/ disabilities 52.3 44.2 -8.1 55.6 390Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 75.2 71.7 -3.5 78.1 2350Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.3 5322Typical Growth - Low
Lowest Performing 44.8 1002Typical Growth - Low
High needs 45.3 1902Typical Growth - Low
Econ. Disadvantaged 43.8 1292Typical Growth - Low
EL and Former EL 53.2 313Typical Growth - High
Students w/ disabilities 44.5 782Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 6--
Afr. Amer./Black- 11--
Hispanic/Latino 48.3 412Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 14--
Nat. Haw. or Pacif. Isl.----
White 44.3 4602Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 42.2 5342Typical Growth - Low
Lowest Performing 47.6 1002Typical Growth - Low
High needs 45.2 1922Typical Growth - Low
Econ. Disadvantaged 42.2 1302Typical Growth - Low
EL and Former EL 46.4 312Typical Growth - Low
Students w/ disabilities 50.3 793Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 6--
Afr. Amer./Black- 11--
Hispanic/Latino 38.0 411Low Growth
Multi-race, Non-Hisp./Lat.- 14--
Nat. Haw. or Pacif. Isl.----
White 42.6 4622Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 3.7 4.6 0.9 2.2 5703Met Target
Lowest Performing 5.0 6.0 1.0 0.4 1000Declined
High needs 6.5 9.3 2.8 4.1 2140Declined
Econ. Disadvantaged 7.2 10.2 3.0 4.0 1270Declined
EL and Former EL 5.7 13.2 7.5 2.2 380Declined
Students w/ disabilities 6.0 14.1 8.1 2.4 850Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 12--
Hispanic/Latino 13.3 16.0 2.7 9.1 500Declined
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 2.7 2.9 0.2 0.9 4844Exceeded Target

Assessment participation - All students
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 560 559100Yes 1 560 558100Yes 1 284 284100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 207 207 207 206 102 102 516 515100Yes1
Econ. Disadvantaged 142 142 142 141 73 73 357 356100Yes1
EL and Former EL 34 34 34 34 17 17 85 85100Yes1
Students w/ disabilities 82 82 82 82 40 40 204 204100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 6 6 6 6 4 4 16----
Afr. Amer./Black 12 12 12 12 8 8 32----
Hispanic/Latino 47 47 47 47 23 23 117 117100Yes1
Multi-race, Non-Hisp./Lat. 14 14 14 14 9 9 37----
Nat. Haw. or Pacif. Isl.-----------
White 481 480 481 479 240 240 1,202 1,199100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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