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Hardy

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2018 Official Accountability Report - Hardy

Organization Information
DISTRICT NAME
Arlington (00100000)
TITLE I STATUS
Title I School
SCHOOL
Hardy (00100030)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
67% - Partially meeting targets67

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 achievement44-44-
Mathematics achievement04-24-
Science achievement34----
Achievement total71260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total5.89.6-5.67.6-
Percentage of possible points 60%-74%-
Criterion-referenced target percentage67%
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 achievement34-
Mathematics achievement24-
Science achievement44-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.010.3-
Percentage of possible points 68%-
Criterion-referenced target percentage68%
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 - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 507.2 509.7 2.5 508.9 1974Exceeded Target
Lowest Performing 482.3 492.7 10.4 486.2 264Exceeded Target
High needs 497.0 498.2 1.2 498.6 643Met Target
Econ. Disadvantaged---- 13--
EL and Former EL 497.9 507.3 9.4 499.3 234Exceeded Target
Students w/ disabilities 496.4 493.2 -3.2 497.7 360Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 505.9 516.0 10.1 507.8 244Exceeded Target
Afr. Amer./Black---- 14--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 510.0 511.3 1.3 511.6 1313Met 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 506.6 505.2 -1.4 507.8 1950Declined
Lowest Performing 479.8 481.7 1.9 482.6 262Improved Below Target
High needs 495.8 496.1 0.3 497.2 642Improved Below Target
Econ. Disadvantaged---- 13--
EL and Former EL 502.3 504.9 2.6 503.9 234Exceeded Target
Students w/ disabilities 492.2 493.1 0.9 494.0 363Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 512.1 517.4 5.3 514.5 244Exceeded Target
Afr. Amer./Black---- 14--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 508.7 506.0 -2.7 510.0 1290Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 81.5 84.9 3.4 83.7 583Met Target
Lowest Performing-------
High needs 68.3 80.8 12.5 71.5 264Exceeded Target
Econ. Disadvantaged---- 4--
EL and Former EL---- 10--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 84.4 88.2 3.8 86.5 384Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.6 50.0 1183Met Target
Lowest Performing 57.0 50.0 263Met Target
High needs 44.1 50.0 442Below Target
Econ. Disadvantaged-- 11--
EL and Former EL-- 13--
Students w/ disabilities 37.2 50.0 251Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 48.4 50.0 812Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.1 50.0 1182Below Target
Lowest Performing 42.6 50.0 262Below Target
High needs 43.4 50.0 442Below Target
Econ. Disadvantaged-- 11--
EL and Former EL-- 13--
Students w/ disabilities 42.0 50.0 252Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 41.3 50.0 812Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 83.3 67.7 -15.6 62.8 313Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 83.3 67.7 -15.6 62.8 313Met Target
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 7.7 6.7 1.0 6.7 3753Met Target
Lowest Performing 7.1 0.0 7.1 3.9 264Exceeded Target
High needs 9.5 11.0 -1.5 7.5 1270Declined
Econ. Disadvantaged---- 25--
EL and Former EL 5.8 8.6 -2.8 1.7 580Declined
Students w/ disabilities 6.5 6.5 0.0 3.8 621No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian 9.3 8.6 0.7 7.1 582Improved Below Target
Afr. Amer./Black---- 20--
Hispanic/Latino---- 31--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 7.3 6.8 0.5 6.2 2492Improved Below 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 202 202100Yes 1 200 200100Yes 1 61 6098Yes 1
Lowest Performing---------------
High needs 69 69100Yes 1 69 69100Yes 1 28 28100Yes 1
Econ. Disadvantaged 14---- 14---- 5----
EL and Former EL 28 28100Yes 1 28 28100Yes 1 12----
Students w/ disabilities 36 36100Yes 1 36 36100Yes 1 15----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 28 28100Yes 1 28 28100Yes 1 9----
Afr. Amer./Black 14---- 14---- 3----
Hispanic/Latino 16---- 16---- 5----
Multi-race, Non-Hisp./Lat. 11---- 11---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 132 132100Yes 1 130 130100Yes 1 40 3998Yes 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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