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Clarence R Edwards Middle

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2018 Official Accountability Report - Clarence R Edwards Middle

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Clarence R Edwards Middle (00350430)
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 -Hispanic/Latino -EL and former EL -High needs

Low participation rate: Afr. Amer./Black
Progress toward improvement targetsAccountability percentile
18% - Partially meeting targets1

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 achievement04-04-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.02867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3820.03822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total0.99.6-2.07.6-
Percentage of possible points 9%-26%-
Criterion-referenced target percentage18%
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 growth14-
Growth total3822.5
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 total0.810.3-
Percentage of possible points 8%-
Criterion-referenced target percentage8%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 2

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 486.8 477.1 -9.7 488.8 2520Declined
Lowest Performing 465.2 459.5 -5.7 470.5 350Declined
High needs 485.2 476.6 -8.6 487.2 2420Declined
Econ. Disadvantaged 487.1 475.6 -11.5 488.7 1920Declined
EL and Former EL 484.6 475.5 -9.1 486.2 1570Declined
Students w/ disabilities 475.3 468.0 -7.3 477.1 1020Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black 483.7 477.9 -5.8 485.3 310Declined
Hispanic/Latino 486.6 475.9 -10.7 488.3 1790Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

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 483.5 478.1 -5.4 485.3 2510Declined
Lowest Performing 460.0 461.6 1.6 463.3 362Improved Below Target
High needs 482.2 477.7 -4.5 484.1 2410Declined
Econ. Disadvantaged 483.4 477.3 -6.1 484.8 1920Declined
EL and Former EL 483.5 477.5 -6.0 485.3 1560Declined
Students w/ disabilities 471.4 467.8 -3.6 473.5 1010Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 481.5 476.4 -5.1 483.3 320Declined
Hispanic/Latino 481.4 476.5 -4.9 483.0 1780Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 49.1 44.5 -4.6 52.0 870Declined
Lowest Performing-------
High needs 47.5 44.5 -3.0 50.6 820Declined
Econ. Disadvantaged 52.3 45.8 -6.5 54.8 600Declined
EL and Former EL 45.3 40.3 -5.0 48.6 540Declined
Students w/ disabilities 35.7 30.0 -5.7 39.2 300Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 11--
Hispanic/Latino 48.4 40.3 -8.1 51.5 620Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 7--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.1 50.0 2272Below Target
Lowest Performing 40.6 50.0 322Below Target
High needs 41.2 50.0 2172Below Target
Econ. Disadvantaged 38.9 50.0 1741Below Target
EL and Former EL 43.3 50.0 1362Below Target
Students w/ disabilities 41.4 50.0 962Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black 44.6 50.0 312Below Target
Hispanic/Latino 40.1 50.0 1592Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 16--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 37.0 50.0 2281Below Target
Lowest Performing 38.3 50.0 331Below Target
High needs 36.9 50.0 2181Below Target
Econ. Disadvantaged 37.9 50.0 1731Below Target
EL and Former EL 36.1 50.0 1401Below Target
Students w/ disabilities 37.1 50.0 951Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black 37.3 50.0 321Below Target
Hispanic/Latino 37.0 50.0 1601Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 15--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 33.3 23.5 -9.8 45.3 981No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 33.3 23.5 -9.8 45.3 981No 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 29.2 28.8 0.4 27.3 3122Improved Below Target
Lowest Performing 24.4 27.8 -3.4 19.7 360Declined
High needs 29.9 30.1 -0.2 27.6 2921No Change
Econ. Disadvantaged 32.7 32.9 -0.2 30.3 2161No Change
EL and Former EL 23.7 23.5 0.2 20.0 2042Improved Below Target
Students w/ disabilities 36.5 40.7 -4.2 32.2 1080Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 24--
Afr. Amer./Black 38.3 26.2 12.1 34.4 424Exceeded Target
Hispanic/Latino 28.0 29.5 -1.5 24.6 2170Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 22--

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 306 29797Yes 1 305 29697Yes 1 102 10098Yes 1
Lowest Performing---------------
High needs 295 28697Yes 1 294 28597Yes 1 97 9598Yes 1
Econ. Disadvantaged 233 22496Yes 1 232 22497Yes 1 71 6997Yes 1
EL and Former EL 196 19398Yes 1 195 19298Yes 1 68 6799Yes 1
Students w/ disabilities 113 10996Yes 1 113 10996Yes 1 30 30100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 24 24100Yes 1 24 2396Yes 1 5----
Afr. Amer./Black 43 3994No 2 43 4093No 1 12----
Hispanic/Latino 211 20798Yes 1 210 20698Yes 1 74 7399Yes 1
Multi-race, Non-Hisp./Lat. 7---- 7---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 21 2095Yes 1 21 2095Yes 1 8----


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

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