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Pyne Arts

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2018 Official Accountability Report - Pyne Arts

Organization Information
DISTRICT NAME
Lowell (01600000)
TITLE I STATUS
Title I School
SCHOOL
Pyne Arts (01600018)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
43% - Partially meeting targets42

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 achievement24-24-
Mathematics achievement04-24-
Science achievement24----
Achievement total41260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.79.6-3.67.6-
Percentage of possible points 39%-47%-
Criterion-referenced target percentage43%
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 achievement24-
Achievement total41267.5
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 total3.810.3-
Percentage of possible points 37%-
Criterion-referenced target percentage37%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 64

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 500.8 501.7 0.9 502.3 2982Improved Below Target
Lowest Performing 479.8 481.0 1.2 485.3 562Improved Below Target
High needs 496.4 497.3 0.9 498.2 2062Improved Below Target
Econ. Disadvantaged 496.3 497.4 1.1 497.6 1473Met Target
EL and Former EL 498.5 498.6 0.1 499.8 942Improved Below Target
Students w/ disabilities 478.7 476.8 -1.9 480.5 550Declined
Amer. Ind. or Alaska Nat.-------
Asian 500.4 509.0 8.6 502.2 314Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino 497.2 498.5 1.3 498.7 1083Met Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 503.8 502.9 -0.9 505.5 1370Declined

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 499.6 499.0 -0.6 501.1 2970Declined
Lowest Performing 480.0 481.6 1.6 483.0 562Improved Below Target
High needs 496.0 495.0 -1.0 497.6 2060Declined
Econ. Disadvantaged 494.9 494.7 -0.2 495.9 1471No Change
EL and Former EL 498.0 496.7 -1.3 499.5 940Declined
Students w/ disabilities 483.3 480.1 -3.2 485.1 560Declined
Amer. Ind. or Alaska Nat.-------
Asian 501.0 503.5 2.5 503.8 313Met Target
Afr. Amer./Black---- 10--
Hispanic/Latino 494.6 494.4 -0.2 496.2 1071No Change
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 502.2 501.6 -0.6 503.9 1370Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 67.9 68.2 0.3 70.6 952Improved Below Target
Lowest Performing-------
High needs 61.7 62.5 0.8 65.1 622Improved Below Target
Econ. Disadvantaged 63.0 60.6 -2.4 66.8 451No Change
EL and Former EL 63.1 53.3 -9.8 66.0 300Declined
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 2--
Hispanic/Latino 65.0 68.8 3.8 67.8 243Met Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 71.9 69.1 -2.8 74.7 590Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.7 50.0 2392Below Target
Lowest Performing 46.2 50.0 562Below Target
High needs 48.5 50.0 1632Below Target
Econ. Disadvantaged 47.4 50.0 1222Below Target
EL and Former EL 51.7 50.0 773Met Target
Students w/ disabilities 41.7 50.0 342Below Target
Amer. Ind. or Alaska Nat.-----
Asian 59.6 50.0 223Met Target
Afr. Amer./Black-- 7--
Hispanic/Latino 47.6 50.0 862Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 47.0 50.0 1142Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.0 50.0 2373Met Target
Lowest Performing 49.7 50.0 562Below Target
High needs 51.4 50.0 1623Met Target
Econ. Disadvantaged 50.9 50.0 1213Met Target
EL and Former EL 53.6 50.0 763Met Target
Students w/ disabilities 46.4 50.0 352Below Target
Amer. Ind. or Alaska Nat.-----
Asian 56.1 50.0 223Met Target
Afr. Amer./Black-- 7--
Hispanic/Latino 46.4 50.0 842Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 57.6 50.0 1143Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 54.1 62.4 8.3 70.2 853Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 54.1 62.4 8.3 70.2 853Met 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 5.9 8.4 -2.5 4.6 4380Declined
Lowest Performing 8.3 16.1 -7.8 4.4 560Declined
High needs 8.0 10.8 -2.8 5.7 3060Declined
Econ. Disadvantaged 11.9 11.9 0.0 8.8 1931No Change
EL and Former EL 4.3 9.6 -5.3 1.6 1360Declined
Students w/ disabilities 7.1 11.4 -4.3 3.3 790Declined
Amer. Ind. or Alaska Nat.-------
Asian 3.7 2.0 1.7 0.6 494Exceeded Target
Afr. Amer./Black---- 24--
Hispanic/Latino 9.2 13.3 -4.1 5.5 1660Declined
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 3.6 5.5 -1.9 1.9 1810Declined

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 331 32799Yes 1 330 32699Yes 1 109 10899Yes 1
Lowest Performing---------------
High needs 234 23098Yes 1 233 23099Yes 1 74 7399Yes 1
Econ. Disadvantaged 171 16798Yes 1 170 16798Yes 1 56 5598Yes 1
EL and Former EL 115 115100Yes 1 115 115100Yes 1 39 39100Yes 1
Students w/ disabilities 59 5898Yes 1 59 59100Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 32 32100Yes 1 32 32100Yes 1 6----
Afr. Amer./Black 15---- 15---- 5----
Hispanic/Latino 124 12399Yes 1 123 12299Yes 1 32 32100Yes 1
Multi-race, Non-Hisp./Lat. 13---- 13---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 147 14498Yes 1 147 14498Yes 1 61 6098Yes 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