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Peirce

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2018 Official Accountability Report - Peirce

Organization Information
DISTRICT NAME
Arlington (00100000)
TITLE I STATUS
Non-Title I School
SCHOOL
Peirce (00100045)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
91% - Meeting targets83

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 achievement44-44-
Science achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total9.210.3-7.07.6-
Percentage of possible points 89%-92%-
Criterion-referenced target percentage91%
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 achievement24-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total3.47.6-
Percentage of possible points 45%-
Criterion-referenced target percentage45%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 62

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 506.6 509.0 2.4 508.1 1354Exceeded Target
Lowest Performing 484.1 492.6 8.5 488.8 214Exceeded Target
High needs 492.0 491.8 -0.2 493.6 401No Change
Econ. Disadvantaged---- 13--
EL and Former EL---- 11--
Students w/ disabilities 490.9 492.8 1.9 492.6 263Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 507.7 509.5 1.8 509.3 953Met 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 502.9 505.7 2.8 504.3 1354Exceeded Target
Lowest Performing 479.2 487.1 7.9 482.8 214Exceeded Target
High needs 492.2 492.9 0.7 493.9 402Improved Below Target
Econ. Disadvantaged---- 13--
EL and Former EL---- 11--
Students w/ disabilities 490.7 491.7 1.0 492.8 262Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 504.6 506.0 1.4 506.1 953Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 87.2 88.9 1.7 89.6 453Met Target
Lowest Performing-------
High needs---- 14--
Econ. Disadvantaged---- 4--
EL and Former EL---- 4--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 92.7 93.5 0.8 95.1 314Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.5 50.0 893Met Target
Lowest Performing 54.5 50.0 213Met Target
High needs 50.3 50.0 263Met Target
Econ. Disadvantaged-- 7--
EL and Former EL-- 4--
Students w/ disabilities 50.8 50.0 213Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 52.6 50.0 703Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.2 50.0 893Met Target
Lowest Performing 60.0 50.0 214Exceeded Target
High needs 54.8 50.0 263Met Target
Econ. Disadvantaged-- 7--
EL and Former EL-- 4--
Students w/ disabilities 54.2 50.0 213Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 52.5 50.0 703Met 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 4.6 2.9 1.7 3.5 2444Exceeded Target
Lowest Performing 0.0 4.8 -4.8 0.0 210Declined
High needs 3.0 5.3 -2.3 0.6 750Declined
Econ. Disadvantaged---- 17--
EL and Former EL---- 33--
Students w/ disabilities 2.9 2.5 0.4 0.0 404Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 36--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 4.1 2.4 1.7 2.8 1704Exceeded 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 142 14199Yes 1 142 14199Yes 1 48 4696Yes 1
Lowest Performing---------------
High needs 44 44100Yes 1 44 44100Yes 1 15----
Econ. Disadvantaged 15---- 15---- 4----
EL and Former EL 14---- 14---- 5----
Students w/ disabilities 27 27100Yes 1 27 27100Yes 1 10----
Amer. Ind. or Alaska Nat.---------------
Asian 15---- 15---- 5----
Afr. Amer./Black 7---- 7---- 2----
Hispanic/Latino 16---- 16---- 5----
Multi-race, Non-Hisp./Lat. 6---- 6---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 98 9799Yes 1 98 9799Yes 1 33 3197Yes 2


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