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Beverly Middle School

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2018 Official Accountability Report - Briscoe Middle

Organization Information
DISTRICT NAME
Beverly (00300000)
TITLE I STATUS
Non-Title I School
SCHOOL
Briscoe Middle (00300305)
GRADES SERVED
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
34% - Partially meeting targets34

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 achievement14-04-
Mathematics achievement24-24-
Science achievement14----
Achievement total41267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.810.3-2.37.6-
Percentage of possible points 37%-30%-
Criterion-referenced target percentage34%
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 achievement04-
Mathematics achievement24-
Science achievement14-
Achievement total31267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.210.3-
Percentage of possible points 31%-
Criterion-referenced target percentage31%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 21

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 499.2 499.0 -0.2 500.7 9661No Change
Lowest Performing 477.8 476.2 -1.6 483.3 1530Declined
High needs 488.6 487.7 -0.9 490.4 3910Declined
Econ. Disadvantaged 491.5 489.8 -1.7 492.8 2680Declined
EL and Former EL 483.7 482.6 -1.1 485.0 520Declined
Students w/ disabilities 481.6 478.6 -3.0 483.4 1970Declined
Amer. Ind. or Alaska Nat.-------
Asian 498.6 495.9 -2.7 500.4 220Declined
Afr. Amer./Black 485.4 487.2 1.8 487.0 343Met Target
Hispanic/Latino 490.5 490.1 -0.4 492.0 1051No Change
Multi-race, Non-Hisp./Lat. 501.2 497.5 -3.7 502.8 310Declined
Nat. Haw. or Pacif. Isl.-------
White 500.7 500.9 0.2 502.4 7742Improved 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 498.6 499.0 0.4 500.1 9632Improved Below Target
Lowest Performing 474.9 475.9 1.0 477.9 1502Improved Below Target
High needs 487.6 488.4 0.8 489.2 3892Improved Below Target
Econ. Disadvantaged 489.7 490.2 0.5 490.7 2663Met Target
EL and Former EL 488.5 486.2 -2.3 490.0 520Declined
Students w/ disabilities 481.6 480.2 -1.4 483.4 1960Declined
Amer. Ind. or Alaska Nat.-------
Asian 502.8 500.0 -2.8 505.6 220Declined
Afr. Amer./Black 483.5 489.6 6.1 485.8 344Exceeded Target
Hispanic/Latino 490.5 490.0 -0.5 492.1 1051No Change
Multi-race, Non-Hisp./Lat. 500.5 496.5 -4.0 502.0 310Declined
Nat. Haw. or Pacif. Isl.-------
White 499.9 500.8 0.9 501.6 7712Improved Below 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 73.0 71.4 -1.6 75.7 3381No Change
Lowest Performing-------
High needs 59.1 57.5 -1.6 62.5 1341No Change
Econ. Disadvantaged 63.9 64.1 0.2 67.7 872Improved Below Target
EL and Former EL---- 13--
Students w/ disabilities 50.7 48.6 -2.1 53.7 741No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 13--
Hispanic/Latino 61.1 54.2 -6.9 63.9 300Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 75.4 73.6 -1.8 78.2 2761No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.6 50.0 9412Below Target
Lowest Performing 44.5 50.0 1522Below Target
High needs 44.5 50.0 3732Below Target
Econ. Disadvantaged 45.0 50.0 2552Below Target
EL and Former EL 46.3 50.0 492Below Target
Students w/ disabilities 42.8 50.0 1862Below Target
Amer. Ind. or Alaska Nat.-----
Asian 50.0 50.0 203Met Target
Afr. Amer./Black 47.2 50.0 312Below Target
Hispanic/Latino 47.9 50.0 1032Below Target
Multi-race, Non-Hisp./Lat. 43.7 50.0 312Below Target
Nat. Haw. or Pacif. Isl.-----
White 45.2 50.0 7562Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.2 50.0 9383Met Target
Lowest Performing 48.8 50.0 1502Below Target
High needs 50.6 50.0 3713Met Target
Econ. Disadvantaged 50.9 50.0 2533Met Target
EL and Former EL 46.7 50.0 492Below Target
Students w/ disabilities 49.7 50.0 1852Below Target
Amer. Ind. or Alaska Nat.-----
Asian 58.4 50.0 203Met Target
Afr. Amer./Black 63.1 50.0 314Exceeded Target
Hispanic/Latino 51.0 50.0 1033Met Target
Multi-race, Non-Hisp./Lat. 44.4 50.0 312Below Target
Nat. Haw. or Pacif. Isl.-----
White 52.0 50.0 7533Met 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 10.4 13.3 -2.9 9.1 1,0140Declined
Lowest Performing 18.2 27.5 -9.3 14.3 1530Declined
High needs 18.3 26.6 -8.3 16.0 4170Declined
Econ. Disadvantaged 20.8 33.8 -13.0 17.7 2630Declined
EL and Former EL 13.0 15.2 -2.2 10.3 660Declined
Students w/ disabilities 19.3 28.4 -9.1 15.5 2010Declined
Amer. Ind. or Alaska Nat.-------
Asian 7.7 20.0 -12.3 4.6 250Declined
Afr. Amer./Black 12.5 29.4 -16.9 8.8 340Declined
Hispanic/Latino 14.4 24.6 -10.2 10.7 1220Declined
Multi-race, Non-Hisp./Lat. 6.7 6.1 0.6 5.4 332Improved Below Target
Nat. Haw. or Pacif. Isl.-------
White 10.0 11.0 -1.0 8.3 8000Declined

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 1,000 99299Yes 1 998 98999Yes 1 350 34799Yes 1
Lowest Performing---------------
High needs 417 41299Yes 1 415 41099Yes 1 144 14299Yes 1
Econ. Disadvantaged 286 28499Yes 1 284 28199Yes 1 93 9299Yes 1
EL and Former EL 65 6498Yes 1 65 65100Yes 1 18----
Students w/ disabilities 203 20099Yes 1 201 19999Yes 1 75 7499Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 25 2496Yes 1 25 2496Yes 1 9----
Afr. Amer./Black 34 34100Yes 1 34 34100Yes 1 13----
Hispanic/Latino 118 11799Yes 1 117 117100Yes 1 35 35100Yes 1
Multi-race, Non-Hisp./Lat. 32 32100Yes 1 32 32100Yes 1 11----
Nat. Haw. or Pacif. Isl.---------------
White 791 78599Yes 1 790 78299Yes 1 282 27999Yes 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