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Abington High

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2018 Official Accountability Report - Abington High

Organization Information
DISTRICT NAME
Abington (00010000)
TITLE I STATUS
Non-Title I School
SCHOOL
Abington High (00010505)
GRADES SERVED
09,10,11,12
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
2018 National Blue Ribbon School - Gap Closing
Progress toward improvement targetsAccountability percentile
38% - Partially meeting targets68

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-04-
Mathematics achievement14-14-
Science achievement14-04-
Achievement total61247.511267.5
GrowthEnglish language arts growth24-04-
Mathematics growth44-24-
Growth total6822.52822.5
High school completionFour-year cohort graduation rate24----
Extended engagement rate34----
Annual dropout rate34----
High school completion total81220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion34----
Additional indicators total7810.04410.0
Weighted total6.510.7-1.510.3-
Percentage of possible points 61%-15%-
Criterion-referenced target percentage38%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement14-
Science achievement04-
Achievement total11247.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate04-
Annual dropout rate04-
High school completion total01220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion24-
Additional indicators total4810.0
Weighted total2.010.7-
Percentage of possible points 19%-
Criterion-referenced target percentage19%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 72

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 99.3 97.6 -1.7 100.0 1244Exceeded Target
Lowest Performing 99.0 95.7 -3.3 100.0 290Declined
High needs 98.5 93.1 -5.4 100.0 400Declined
Econ. Disadvantaged 98.3 95.4 -2.9 100.0 270Declined
EL and Former EL---- 8--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 99.1 99.8 0.7 100.0 1054Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 97.5 96.8 -0.7 99.2 1241No Change
Lowest Performing 94.6 93.1 -1.5 97.4 291No Change
High needs 93.2 91.3 -1.9 95.3 401No Change
Econ. Disadvantaged 95.7 94.4 -1.3 98.8 273Met Target
EL and Former EL---- 8--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 97.6 98.8 1.2 99.2 1054Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 96.4 95.2 -1.2 98.1 1141No Change
Lowest Performing 89.1 83.6 -5.5 93.4 290Declined
High needs 92.6 85.3 -7.3 95.4 340Declined
Econ. Disadvantaged 94.6 85.9 -8.7 97.5 230Declined
EL and Former EL---- 5--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 96.2 96.5 0.3 98.0 992Improved Below Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.7 50.0 1142Below Target
Lowest Performing 28.6 50.0 290Below Target
High needs 47.1 50.0 302Below Target
Econ. Disadvantaged 46.3 50.0 222Below Target
EL and Former EL-- 4--
Students w/ disabilities-- 7--
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 3--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 48.5 50.0 1012Below Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.4 50.0 1134Exceeded Target
Lowest Performing 46.8 50.0 292Below Target
High needs 58.5 50.0 303Met Target
Econ. Disadvantaged 56.3 50.0 223Met Target
EL and Former EL-- 4--
Students w/ disabilities-- 7--
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 3--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 59.5 50.0 1003Met Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 94.7 94.8 0.1 97.0 972Improved Below Target
Lowest Performing-------
High needs 89.1 87.2 -1.9 93.2 390Declined
Econ. Disadvantaged 92.5 90.9 -1.6 97.6 330Declined
EL and Former EL---- 1--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 0--
Nat. Haw. or Pacif. Isl.-------
White 94.0 95.3 1.3 96.1 853Met Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 93.9 95.6 1.7 95.6 1143Met Target
Lowest Performing-------
High needs 93.0 91.3 -1.7 97.0 460Declined
Econ. Disadvantaged 89.3 95.0 5.7 93.6 404Exceeded Target
EL and Former EL---- 1--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 95.0 95.0 0.0 96.8 1003Met Target

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 0.7 0.7 0.0 1.0 4483Met Target
Lowest Performing-------
High needs 0.8 1.6 -0.8 1.0 1260Declined
Econ. Disadvantaged 0.0 2.1 -2.1 1.0 940Declined
EL and Former EL---- 11--
Students w/ disabilities---- 40--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 41--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White 0.8 0.5 0.3 1.0 3844Exceeded Target

Progress toward attaining English language proficiency - 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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 14.7 12.1 2.6 13.6 5314Exceeded Target
Lowest Performing 25.0 6.9 18.1 18.4 294Exceeded Target
High needs 23.8 23.2 0.6 21.4 1772Improved Below Target
Econ. Disadvantaged 24.5 27.2 -2.7 19.9 1140Declined
EL and Former EL---- 38--
Students w/ disabilities---- 51--
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 9--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 56--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White 14.7 11.1 3.6 13.5 4414Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 75.8 80.8 5.0 81.5 2343Met Target
Lowest Performing-------
High needs 51.6 57.4 5.8 60.1 682Improved Below Target
Econ. Disadvantaged 63.0 68.5 5.5 73.4 542Improved Below Target
EL and Former EL---- 9--
Students w/ disabilities---- 20--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White 77.5 84.2 6.7 82.8 1964Exceeded 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 125 125100Yes 1 125 125100Yes 1 125 125100Yes 1
Lowest Performing---------------
High needs 41 41100Yes 1 41 41100Yes 1 41 41100Yes 1
Econ. Disadvantaged 27 27100Yes 1 27 27100Yes 1 27 27100Yes 1
EL and Former EL 9---- 9---- 9----
Students w/ disabilities 11---- 11---- 11----
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 4---- 4---- 4----
Afr. Amer./Black 3---- 3---- 3----
Hispanic/Latino 10---- 10---- 10----
Multi-race, Non-Hisp./Lat. 2---- 2---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 105 105100Yes 1 105 105100Yes 1 105 105100Yes 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

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