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Maurice J Tobin

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2018 Official Accountability Report - Maurice J Tobin

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Maurice J Tobin (00350229)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
79% - Meeting targets10

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 achievement44-24-
Science achievement34----
Achievement total111260.06867.5
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 total1410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.19.6-5.67.6-
Percentage of possible points 84%-74%-
Criterion-referenced target percentage79%
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 achievement24-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total8.310.3-
Percentage of possible points 81%-
Criterion-referenced target percentage81%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 16

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 484.4 487.6 3.2 486.4 2354Exceeded Target
Lowest Performing 464.9 474.1 9.2 470.2 344Exceeded Target
High needs 483.7 487.5 3.8 485.7 2144Exceeded Target
Econ. Disadvantaged 484.1 487.2 3.1 485.7 1974Exceeded Target
EL and Former EL 483.0 488.8 5.8 484.6 934Exceeded Target
Students w/ disabilities 474.9 479.5 4.6 476.7 394Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 485.6 485.9 0.3 487.2 762Improved Below Target
Hispanic/Latino 483.7 487.9 4.2 485.4 1504Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

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 481.7 484.3 2.6 483.5 2354Exceeded Target
Lowest Performing 464.8 464.9 0.1 468.1 342Improved Below Target
High needs 481.2 484.0 2.8 483.1 2144Exceeded Target
Econ. Disadvantaged 481.2 482.9 1.7 482.6 1973Met Target
EL and Former EL 479.9 485.8 5.9 481.7 934Exceeded Target
Students w/ disabilities 473.3 471.0 -2.3 475.4 390Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 479.9 481.5 1.6 481.7 763Met Target
Hispanic/Latino 481.9 484.9 3.0 483.5 1504Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 44.9 47.1 2.2 47.8 703Met Target
Lowest Performing-------
High needs 44.9 45.2 0.3 48.0 632Improved Below Target
Econ. Disadvantaged 45.5 45.2 -0.3 48.0 571No Change
EL and Former EL 43.1 40.9 -2.2 46.4 331No Change
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 16--
Hispanic/Latino 41.1 47.1 6.0 44.2 524Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 1--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.0 50.0 1683Met Target
Lowest Performing 57.1 50.0 343Met Target
High needs 57.1 50.0 1513Met Target
Econ. Disadvantaged 56.4 50.0 1393Met Target
EL and Former EL 62.1 50.0 684Exceeded Target
Students w/ disabilities 56.8 50.0 323Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 48.4 50.0 492Below Target
Hispanic/Latino 59.1 50.0 1133Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.9 50.0 1682Below Target
Lowest Performing 40.5 50.0 342Below Target
High needs 46.1 50.0 1512Below Target
Econ. Disadvantaged 44.4 50.0 1392Below Target
EL and Former EL 50.4 50.0 683Met Target
Students w/ disabilities 37.8 50.0 321Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 42.8 50.0 492Below Target
Hispanic/Latino 47.7 50.0 1132Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 59.0 44.9 -14.1 62.8 781No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 59.0 44.9 -14.1 62.8 781No 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 33.3 18.8 14.5 31.4 3984Exceeded Target
Lowest Performing 35.9 20.6 15.3 31.2 344Exceeded Target
High needs 34.2 18.9 15.3 31.9 3654Exceeded Target
Econ. Disadvantaged 36.5 19.9 16.6 34.1 3114Exceeded Target
EL and Former EL 27.5 17.1 10.4 23.8 1644Exceeded Target
Students w/ disabilities 53.1 22.2 30.9 48.8 454Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black 27.0 11.3 15.7 23.1 1244Exceeded Target
Hispanic/Latino 32.7 21.2 11.5 29.3 2504Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White---- 11--

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 261 25798Yes 1 260 25899Yes 1 75 7499Yes 1
Lowest Performing---------------
High needs 238 23498Yes 1 237 23599Yes 1 67 6699Yes 1
Econ. Disadvantaged 219 21598Yes 1 218 21699Yes 1 61 6098Yes 1
EL and Former EL 107 10598Yes 1 107 107100Yes 1 35 35100Yes 1
Students w/ disabilities 41 3896Yes 2 41 4098Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 87 8598Yes 1 86 8498Yes 1 19----
Hispanic/Latino 162 16099Yes 1 162 162100Yes 1 54 54100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 5---- 5---- 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