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Wm Diamond Middle
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2022 Official Accountability Report - Wm Diamond Middle
Organization Information
DISTRICT NAME
Lexington (01550000)		TITLE I STATUS
Non-Title I School
SCHOOL
Wm Diamond Middle (01550310)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-
Accountability information
Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022
School accountability percentile
99

Student group percentile

Group2022 percentile
High needs 99
Low income 96
English learner (EL) and Former EL 98
Students with disabilities 98
American Indian or Alaskan Native -
Asian 96
African American/Black 69
Hispanic or Latino 97
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 98

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 521.7 514.9 895
High needs 505.6 502.1 274
Low income 499.5 494.6 78
EL and Former EL 511.5 507.3 134
Students w/ disabilities 498.0 494.2 125
Amer. Ind. or Alaska Nat.---
Asian 527.3 521.1 394
Afr. Amer./Black 496.9 482.7 35
Hispanic/Latino 514.9 500.8 32
Multi-race, Non-Hisp./Lat. 519.9 517.4 71
Nat. Haw. or Pacif. Isl.---
White 519.2 511.9 363

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 525.6 521.6 890
High needs 513.3 510.9 271
Low income 503.6 501.3 75
EL and Former EL 521.5 519.4 132
Students w/ disabilities 503.1 500.8 124
Amer. Ind. or Alaska Nat.---
Asian 535.5 531.9 392
Afr. Amer./Black 499.2 483.1 35
Hispanic/Latino 516.9 504.5 30
Multi-race, Non-Hisp./Lat. 522.8 523.3 70
Nat. Haw. or Pacif. Isl.---
White 519.8 515.3 363

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 518.5 518.7 295
High needs 503.5 508.0 85
Low income- 502.0 24
EL and Former EL 508.5 512.8 40
Students w/ disabilities 497.9 497.7 36
Amer. Ind. or Alaska Nat.---
Asian 523.1 524.7 137
Afr. Amer./Black-- 14
Hispanic/Latino-- 8
Multi-race, Non-Hisp./Lat. 525.4 520.6 25
Nat. Haw. or Pacif. Isl.---
White 514.2 515.0 111

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 56.9 61.5 828
High needs 51.5 59.2 249
Low income 48.3 50.4 71
EL and Former EL 56.0 64.1 126
Students w/ disabilities 47.6 56.3 107
Amer. Ind. or Alaska Nat.---
Asian 60.2 66.1 367
Afr. Amer./Black 36.8 50.7 34
Hispanic/Latino 51.9 51.2 28
Multi-race, Non-Hisp./Lat. 53.6 62.7 64
Nat. Haw. or Pacif. Isl.---
White 56.5 58.1 335

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 62.8 65.7 827
High needs 63.1 66.4 247
Low income 61.0 61.4 68
EL and Former EL 62.3 69.4 124
Students w/ disabilities 63.0 62.6 107
Amer. Ind. or Alaska Nat.---
Asian 65.0 69.4 367
Afr. Amer./Black 57.4 59.5 34
Hispanic/Latino 60.7 65.5 26
Multi-race, Non-Hisp./Lat. 59.4 65.2 63
Nat. Haw. or Pacif. Isl.---
White 62.0 62.4 337

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 85.2 84.1 44
High needs---
Low income---
EL and Former EL 85.2 84.1 44
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 3.5 1.6 938
High needs 5.3 3.7 295
Low income 7.5 6.0 83
EL and Former EL 4.1 3.2 156
Students w/ disabilities 6.6 6.5 123
Amer. Ind. or Alaska Nat.---
Asian 2.4 0.7 413
Afr. Amer./Black 6.3 2.7 37
Hispanic/Latino 5.6 6.1 33
Multi-race, Non-Hisp./Lat. 2.5 3.9 76
Nat. Haw. or Pacif. Isl.---
White 4.4 1.6 379

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 931 92699 928 924100 305 30399

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 296 292 294 291 92 90 682 67399
Low income 80 79 78 76 25 24 183 17998
EL and Former EL 152 150 150 150 44 44 346 34499
Students w/ disabilities 129 127 129 126 39 37 297 29098
Amer. Ind. or Alaska Nat.---------
Asian 413 413 412 412 141 141 966 966100
Afr. Amer./Black 37 37 37 37 14- 88 88100
Hispanic/Latino 33 33 32 31 9- 74 7297
Multi-race, Non-Hisp./Lat. 73 71 72 70 25 25 170 16698
Nat. Haw. or Pacif. Isl.---------
White 375 372 375 374 116 115 866 86199


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

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