Massachusetts School and District Profiles

Abington Middle School

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Abington Middle School

Organization Information
DISTRICT NAME
Abington (00010000)
TITLE I STATUS
Non-Title I School
SCHOOL
Abington Middle School (00010405)
GRADES SERVED
05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
62% - Partially meeting targets39

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 achievement24-24-
Mathematics achievement04-44-
Science achievement34----
Achievement total51267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5822.56822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.910.3-5.87.6-
Percentage of possible points 48%-76%-
Criterion-referenced target percentage62%
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 achievement14-
Mathematics achievement04-
Science achievement14-
Achievement total21267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
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 33

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 501.3 501.6 0.3 502.8 6742Improved Below Target
Lowest Performing 474.9 477.8 2.9 479.6 372Improved Below Target
High needs 491.1 491.1 0.0 492.7 2401No Change
Econ. Disadvantaged 494.9 494.1 -0.8 496.3 1750Declined
EL and Former EL 495.3 492.1 -3.2 497.3 380Declined
Students w/ disabilities 478.2 478.4 0.2 479.9 902Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black---- 15--
Hispanic/Latino 490.9 493.2 2.3 492.0 424Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 501.8 502.2 0.4 503.4 5962Improved Below 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 501.1 498.4 -2.7 502.5 6730Declined
Lowest Performing 475.2 480.5 5.3 478.8 374Exceeded Target
High needs 491.4 488.1 -3.3 493.1 2400Declined
Econ. Disadvantaged 495.9 491.6 -4.3 497.0 1750Declined
EL and Former EL 493.9 490.8 -3.1 496.1 380Declined
Students w/ disabilities 478.3 476.4 -1.9 480.4 900Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black---- 15--
Hispanic/Latino 491.5 491.0 -0.5 493.1 421No Change
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 501.6 499.2 -2.4 503.1 5950Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 72.9 74.2 1.3 75.3 3183Met Target
Lowest Performing-------
High needs 62.4 62.1 -0.3 65.2 1141No Change
Econ. Disadvantaged 69.5 65.2 -4.3 72.4 840Declined
EL and Former EL---- 17--
Students w/ disabilities 45.7 49.5 3.8 48.8 473Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 73.2 74.8 1.6 75.6 2763Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.4 50.0 6433Met Target
Lowest Performing 54.0 50.0 373Met Target
High needs 52.2 50.0 2273Met Target
Econ. Disadvantaged 52.0 50.0 1663Met Target
EL and Former EL 55.9 50.0 353Met Target
Students w/ disabilities 50.3 50.0 853Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 11--
Afr. Amer./Black-- 15--
Hispanic/Latino 47.6 50.0 402Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 50.7 50.0 5683Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.3 50.0 6442Below Target
Lowest Performing 54.4 50.0 373Met Target
High needs 44.9 50.0 2272Below Target
Econ. Disadvantaged 44.4 50.0 1662Below Target
EL and Former EL 53.6 50.0 353Met Target
Students w/ disabilities 45.7 50.0 862Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 11--
Afr. Amer./Black-- 15--
Hispanic/Latino 46.3 50.0 402Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 45.8 50.0 5692Below 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 14.3 12.4 1.9 13.2 6964Exceeded Target
Lowest Performing 28.2 21.6 6.6 24.6 374Exceeded Target
High needs 29.0 22.2 6.8 26.6 2524Exceeded Target
Econ. Disadvantaged 31.1 27.7 3.4 27.6 1553Met Target
EL and Former EL 11.9 11.4 0.5 7.5 442Improved Below Target
Students w/ disabilities 21.3 16.3 5.0 18.0 924Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black---- 16--
Hispanic/Latino 19.5 20.4 -0.9 15.9 490Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 14.2 11.7 2.5 12.9 6084Exceeded 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 687 686100Yes 1 687 685100Yes 1 324 323100Yes 1
Lowest Performing---------------
High needs 249 248100Yes 1 249 248100Yes 1 117 117100Yes 1
Econ. Disadvantaged 181 18099Yes 1 181 18099Yes 1 85 85100Yes 1
EL and Former EL 43 43100Yes 1 43 43100Yes 1 19----
Students w/ disabilities 92 9199Yes 1 92 9199Yes 1 48 48100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 12---- 12---- 7----
Afr. Amer./Black 16---- 16---- 6----
Hispanic/Latino 47 47100Yes 1 47 47100Yes 1 24 24100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 7----
Nat. Haw. or Pacif. Isl.---------------
White 602 601100Yes 1 602 600100Yes 1 279 278100Yes 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
Glossary of 2018 Accountability Terms

School and District Profiles