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Dr Paul Nettle

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2018 Official Accountability Report - Dr Paul Nettle

Organization Information
DISTRICT NAME
Haverhill (01280000)
TITLE I STATUS
Title I School
SCHOOL
Dr Paul Nettle (01280050)
GRADES SERVED
05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
56% - Partially meeting targets25

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 achievement34-24-
Mathematics achievement04-44-
Science achievement14----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.89.6-5.47.6-
Percentage of possible points 40%-71%-
Criterion-referenced target percentage56%
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 achievement24-
Mathematics achievement04-
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 37

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 493.1 494.3 1.2 494.6 4723Met Target
Lowest Performing 471.3 475.8 4.5 476.8 592Improved Below Target
High needs 489.6 490.7 1.1 491.4 3292Improved Below Target
Econ. Disadvantaged 490.4 491.8 1.4 491.7 2653Met Target
EL and Former EL 489.7 490.8 1.1 491.0 793Met Target
Students w/ disabilities 487.5 485.8 -1.7 489.3 1290Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 16--
Afr. Amer./Black---- 21--
Hispanic/Latino 489.9 491.8 1.9 491.4 1753Met Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 495.0 495.7 0.7 496.7 2512Improved 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 497.4 495.1 -2.3 498.9 4710Declined
Lowest Performing 471.8 476.9 5.1 474.8 594Exceeded Target
High needs 492.7 491.1 -1.6 494.3 3270Declined
Econ. Disadvantaged 493.4 491.5 -1.9 494.4 2630Declined
EL and Former EL 492.0 491.5 -0.5 493.5 791No Change
Students w/ disabilities 488.4 486.3 -2.1 490.2 1280Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 16--
Afr. Amer./Black---- 20--
Hispanic/Latino 492.7 490.2 -2.5 494.3 1740Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.8 498.3 -1.5 501.5 2520Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 68.9 68.2 -0.7 71.6 2291No Change
Lowest Performing-------
High needs 64.7 64.6 -0.1 68.1 1591No Change
Econ. Disadvantaged 65.6 66.0 0.4 69.4 1392Improved Below Target
EL and Former EL 57.6 59.7 2.1 60.5 313Met Target
Students w/ disabilities 58.3 58.3 0.0 61.3 541No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 11--
Hispanic/Latino 61.5 62.0 0.5 64.3 752Improved Below Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 73.9 70.5 -3.4 76.7 1290Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.1 50.0 3992Below Target
Lowest Performing 59.0 50.0 573Met Target
High needs 46.6 50.0 2592Below Target
Econ. Disadvantaged 46.1 50.0 2112Below Target
EL and Former EL 54.8 50.0 613Met Target
Students w/ disabilities 40.9 50.0 662Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 15--
Afr. Amer./Black-- 18--
Hispanic/Latino 51.8 50.0 1423Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-- 1--
White 47.8 50.0 2152Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.5 50.0 3963Met Target
Lowest Performing 57.8 50.0 543Met Target
High needs 50.8 50.0 2553Met Target
Econ. Disadvantaged 51.4 50.0 2123Met Target
EL and Former EL 56.7 50.0 623Met Target
Students w/ disabilities 41.1 50.0 612Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 15--
Afr. Amer./Black-- 18--
Hispanic/Latino 49.9 50.0 1432Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-- 1--
White 54.2 50.0 2113Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 37.0 50.0 13.0 62.8 304Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 37.0 50.0 13.0 62.8 304Exceeded 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 15.6 20.5 -4.9 14.3 5160Declined
Lowest Performing 15.4 20.3 -4.9 11.5 590Declined
High needs 20.8 25.8 -5.0 18.5 3530Declined
Econ. Disadvantaged 22.7 29.7 -7.0 19.6 2690Declined
EL and Former EL 21.3 17.9 3.4 18.6 844Exceeded Target
Students w/ disabilities 23.9 22.7 1.2 20.1 1282Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 16--
Afr. Amer./Black---- 27--
Hispanic/Latino 23.5 23.8 -0.3 19.8 1931No Change
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 11.4 20.0 -8.6 9.7 2700Declined

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 510 50599Yes 1 510 50699Yes 1 249 24598Yes 1
Lowest Performing---------------
High needs 355 35299Yes 1 355 35299Yes 1 174 17198Yes 1
Econ. Disadvantaged 284 28199Yes 1 284 28199Yes 1 149 14799Yes 1
EL and Former EL 86 8599Yes 1 86 86100Yes 1 33 33100Yes 1
Students w/ disabilities 140 13899Yes 1 139 13799Yes 1 64 6195Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 16---- 16---- 8----
Afr. Amer./Black 24 24100Yes 1 24 2396Yes 1 12----
Hispanic/Latino 191 19099Yes 1 190 190100Yes 1 80 80100Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 6----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 269 26699Yes 1 270 26899Yes 1 142 13998Yes 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