Massachusetts School and District Profiles

Thompson

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Thompson

Organization Information
DISTRICT NAME
Arlington (00100000)
TITLE I STATUS
Title I School
SCHOOL
Thompson (00100050)
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
77% - Meeting targets82

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 achievement34-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total71260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-34-
Growth total7820.06822.5
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 absenteeism14-14-
Advanced coursework completion------
Additional indicators total1410.01410.0
Weighted total6.09.6-6.97.6-
Percentage of possible points 63%-91%-
Criterion-referenced target percentage77%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total6.97.6-
Percentage of possible points 91%-
Criterion-referenced target percentage91%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 81

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 510.3 510.8 0.5 512.0 2353Met Target
Lowest Performing 481.4 489.0 7.6 485.3 354Exceeded Target
High needs 492.8 498.2 5.4 494.4 894Exceeded Target
Econ. Disadvantaged 493.0 494.5 1.5 494.6 523Met Target
EL and Former EL 493.6 498.5 4.9 495.0 354Exceeded Target
Students w/ disabilities 488.4 493.2 4.8 489.7 434Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 507.4 507.6 0.2 509.3 352Improved Below Target
Afr. Amer./Black---- 11--
Hispanic/Latino 499.6 507.9 8.3 501.0 234Exceeded Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 513.8 514.2 0.4 515.4 1484Exceeded 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 503.3 506.6 3.3 504.5 2364Exceeded Target
Lowest Performing 476.3 484.1 7.8 479.1 354Exceeded Target
High needs 487.6 494.1 6.5 489.0 894Exceeded Target
Econ. Disadvantaged 484.0 489.0 5.0 485.0 524Exceeded Target
EL and Former EL 491.6 497.4 5.8 493.2 354Exceeded Target
Students w/ disabilities 483.7 488.4 4.7 485.5 434Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 505.2 508.9 3.7 507.6 354Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino 488.3 501.2 12.9 490.2 234Exceeded Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 507.3 509.8 2.5 508.6 1494Exceeded 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 92.0 82.9 -9.1 94.2 790Declined
Lowest Performing-------
High needs---- 31--
Econ. Disadvantaged---- 17--
EL and Former EL---- 13--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 11--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 94.0 87.3 -6.7 96.1 533Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.5 50.0 1483Met Target
Lowest Performing 52.3 50.0 353Met Target
High needs 54.7 50.0 643Met Target
Econ. Disadvantaged 54.5 50.0 383Met Target
EL and Former EL 55.2 50.0 253Met Target
Students w/ disabilities 53.6 50.0 333Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 55.9 50.0 223Met Target
Afr. Amer./Black-- 7--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 59.1 50.0 933Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.2 50.0 1494Exceeded Target
Lowest Performing 57.0 50.0 343Met Target
High needs 57.8 50.0 633Met Target
Econ. Disadvantaged 57.6 50.0 383Met Target
EL and Former EL 60.7 50.0 254Exceeded Target
Students w/ disabilities 52.9 50.0 323Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 62.7 50.0 224Exceeded Target
Afr. Amer./Black-- 7--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 59.5 50.0 943Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 91.4 76.5 -14.9 70.2 343Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 91.4 76.5 -14.9 70.2 343Met 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 7.7 0.0 6.7 4161No Change
Lowest Performing 5.6 5.7 -0.1 2.4 351No Change
High needs 11.8 12.3 -0.5 9.8 1461No Change
Econ. Disadvantaged 12.5 10.4 2.1 8.3 672Improved Below Target
EL and Former EL 10.1 16.4 -6.3 6.0 610Declined
Students w/ disabilities 10.7 14.1 -3.4 8.0 640Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 6.7 8.2 -1.5 4.5 610Declined
Afr. Amer./Black---- 22--
Hispanic/Latino 13.2 13.6 -0.4 9.2 441No Change
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.8 7.6 -0.8 5.7 2630Declined

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 243 242100Yes 1 243 243100Yes 1 81 81100Yes 1
Lowest Performing---------------
High needs 94 94100Yes 1 94 94100Yes 1 32 32100Yes 1
Econ. Disadvantaged 54 54100Yes 1 54 54100Yes 1 18----
EL and Former EL 39 39100Yes 1 39 39100Yes 1 14----
Students w/ disabilities 44 44100Yes 1 44 44100Yes 1 18----
Amer. Ind. or Alaska Nat. 2---- 2---- 1----
Asian 38 38100Yes 1 38 38100Yes 1 12----
Afr. Amer./Black 11---- 11---- 4----
Hispanic/Latino 24 24100Yes 1 24 24100Yes 1 6----
Multi-race, Non-Hisp./Lat. 16---- 16---- 5----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 151 15099Yes 1 151 151100Yes 1 53 53100Yes 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