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John W McCormack

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2018 Official Accountability Report - John W McCormack

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
John W McCormack (00350179)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: Afr. Amer./Black -Students w/disabilities -Economically disadvantaged -High needs
Progress toward improvement targetsAccountability percentile
44% - Partially meeting targets3

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 achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4820.05822.5
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 total1410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total1.39.6-5.67.6-
Percentage of possible points 14%-74%-
Criterion-referenced target percentage44%
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 achievement04-
Science achievement04-
Achievement total01267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.310.3-
Percentage of possible points 13%-
Criterion-referenced target percentage13%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 4

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 481.9 474.7 -7.2 483.9 3240Declined
Lowest Performing 457.1 457.3 0.2 462.4 422Improved Below Target
High needs 480.7 473.1 -7.6 482.7 3010Declined
Econ. Disadvantaged 480.6 474.1 -6.5 482.2 2620Declined
EL and Former EL 481.6 469.4 -12.2 483.2 1490Declined
Students w/ disabilities 468.0 461.9 -6.1 469.8 1000Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black 479.1 472.4 -6.7 480.7 1000Declined
Hispanic/Latino 480.2 473.6 -6.6 481.9 1820Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

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 483.7 480.6 -3.1 485.5 3200Declined
Lowest Performing 457.7 466.3 8.6 461.0 424Exceeded Target
High needs 482.4 479.2 -3.2 484.3 2970Declined
Econ. Disadvantaged 482.1 479.3 -2.8 483.5 2590Declined
EL and Former EL 483.9 479.7 -4.2 485.7 1480Declined
Students w/ disabilities 469.8 465.6 -4.2 471.9 980Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black 480.4 476.6 -3.8 482.2 980Declined
Hispanic/Latino 481.8 480.3 -1.5 483.4 1800Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 42.6 34.4 -8.2 45.5 1170Declined
Lowest Performing-------
High needs 41.5 32.1 -9.4 44.6 1050Declined
Econ. Disadvantaged 41.6 32.2 -9.4 44.1 900Declined
EL and Former EL 41.1 33.7 -7.4 44.4 520Declined
Students w/ disabilities 28.8 20.6 -8.2 32.3 400Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black 41.3 27.3 -14.0 44.6 330Declined
Hispanic/Latino 38.5 34.7 -3.8 41.6 720Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.3 50.0 2852Below Target
Lowest Performing 46.7 50.0 402Below Target
High needs 41.9 50.0 2622Below Target
Econ. Disadvantaged 43.3 50.0 2292Below Target
EL and Former EL 39.6 50.0 1171Below Target
Students w/ disabilities 41.2 50.0 912Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 17--
Afr. Amer./Black 40.0 50.0 962Below Target
Hispanic/Latino 45.3 50.0 1522Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White-- 12--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.2 50.0 2832Below Target
Lowest Performing 53.3 50.0 383Met Target
High needs 48.4 50.0 2602Below Target
Econ. Disadvantaged 48.2 50.0 2262Below Target
EL and Former EL 50.0 50.0 1173Met Target
Students w/ disabilities 39.5 50.0 871Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 17--
Afr. Amer./Black 47.2 50.0 932Below Target
Hispanic/Latino 48.0 50.0 1512Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White-- 14--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 18.7 23.7 5.0 45.3 931No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 18.7 23.7 5.0 45.3 931No Change
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 31.9 28.8 3.1 30.0 4004Exceeded Target
Lowest Performing 41.7 27.9 13.8 37.0 434Exceeded Target
High needs 33.0 29.8 3.2 30.7 3734Exceeded Target
Econ. Disadvantaged 37.5 31.7 5.8 35.1 3004Exceeded Target
EL and Former EL 27.1 28.2 -1.1 23.4 2090Declined
Students w/ disabilities 39.5 35.8 3.7 35.2 1092Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black 30.0 26.2 3.8 26.1 1073Met Target
Hispanic/Latino 35.7 31.3 4.4 32.3 2464Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

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 389 38298Yes 1 393 38498Yes 1 140 13999Yes 1
Lowest Performing---------------
High needs 365 35998Yes 1 369 36198Yes 1 127 127100Yes 1
Econ. Disadvantaged 314 30998Yes 1 318 31298Yes 1 107 107100Yes 1
EL and Former EL 203 19898Yes 1 205 20198Yes 1 68 68100Yes 1
Students w/ disabilities 117 11598Yes 1 118 11497Yes 1 48 48100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 19---- 19---- 11----
Afr. Amer./Black 105 105100Yes 1 106 10498Yes 1 36 36100Yes 1
Hispanic/Latino 240 23397Yes 1 242 23597Yes 1 89 8899Yes 1
Multi-race, Non-Hisp./Lat. 10---- 11---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 15---- 15---- 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