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John J Shaughnessy

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2018 Official Accountability Report - John J Shaughnessy

Organization Information
DISTRICT NAME
Lowell (01600000)
TITLE I STATUS
Title I School
SCHOOL
John J Shaughnessy (01600050)
GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
40% - Partially meeting targets40

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 achievement44-24-
Mathematics achievement04-04-
Science achievement------
Achievement total4860.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-14-
Growth total3820.02822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total3.77.2-2.27.6-
Percentage of possible points 51%-29%-
Criterion-referenced target percentage40%
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 achievement44-
Mathematics achievement14-
Science achievement---
Achievement total5867.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total4.47.6-
Percentage of possible points 58%-
Criterion-referenced target percentage58%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 70

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 498.3 501.0 2.7 499.8 1714Exceeded Target
Lowest Performing 480.2 481.7 1.5 485.7 202Improved Below Target
High needs 495.0 498.2 3.2 496.8 1384Exceeded Target
Econ. Disadvantaged 495.7 497.9 2.2 497.0 1084Exceeded Target
EL and Former EL 493.7 498.9 5.2 495.0 464Exceeded Target
Students w/ disabilities 482.0 481.8 -0.2 483.8 351No Change
Amer. Ind. or Alaska Nat.-------
Asian 501.4 505.3 3.9 503.2 504Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino 496.0 495.7 -0.3 497.5 561No Change
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 497.4 501.2 3.8 499.1 514Exceeded 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 499.3 498.1 -1.2 500.8 1700Declined
Lowest Performing 482.7 481.7 -1.0 485.7 200Declined
High needs 496.5 496.3 -0.2 498.1 1381No Change
Econ. Disadvantaged 495.7 496.0 0.3 496.7 1082Improved Below Target
EL and Former EL 499.1 494.7 -4.4 500.6 460Declined
Students w/ disabilities 488.6 480.9 -7.7 490.4 350Declined
Amer. Ind. or Alaska Nat.-------
Asian 502.6 502.2 -0.4 505.4 501No Change
Afr. Amer./Black---- 7--
Hispanic/Latino 498.0 493.8 -4.2 499.6 560Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 501.0 499.2 -1.8 502.7 500Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.1 50.0 802Below Target
Lowest Performing 38.8 50.0 201Below Target
High needs 41.2 50.0 632Below Target
Econ. Disadvantaged 34.5 50.0 461Below Target
EL and Former EL 53.2 50.0 253Met Target
Students w/ disabilities-- 13--
Amer. Ind. or Alaska Nat.-----
Asian 50.0 50.0 243Met Target
Afr. Amer./Black-- 2--
Hispanic/Latino 34.0 50.0 271Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 47.0 50.0 232Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 35.4 50.0 801Below Target
Lowest Performing 39.9 50.0 201Below Target
High needs 36.8 50.0 631Below Target
Econ. Disadvantaged 33.6 50.0 461Below Target
EL and Former EL 43.5 50.0 252Below Target
Students w/ disabilities-- 13--
Amer. Ind. or Alaska Nat.-----
Asian 40.5 50.0 242Below Target
Afr. Amer./Black-- 2--
Hispanic/Latino 33.0 50.0 271Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 35.2 50.0 231Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 62.0 78.5 16.5 78.2 934Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.0 78.5 16.5 78.2 934Exceeded 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 8.2 6.5 1.7 6.9 3693Met Target
Lowest Performing 20.0 5.0 15.0 16.1 204Exceeded Target
High needs 9.1 7.1 2.0 6.8 2943Met Target
Econ. Disadvantaged 11.1 8.9 2.2 8.0 2022Improved Below Target
EL and Former EL 9.3 3.5 5.8 6.6 1154Exceeded Target
Students w/ disabilities 16.2 4.5 11.7 12.4 664Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 2.8 3.0 -0.2 0.0 1013Met Target
Afr. Amer./Black---- 24--
Hispanic/Latino 10.9 10.5 0.4 7.2 1332Improved Below Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 11.9 7.2 4.7 10.2 974Exceeded Target

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 186 186100Yes 1 186 18599Yes 1 0----
Lowest Performing---------------
High needs 151 151100Yes 1 151 151100Yes 1 0----
Econ. Disadvantaged 120 120100Yes 1 120 120100Yes 1 0----
EL and Former EL 53 53100Yes 1 53 53100Yes 1 0----
Students w/ disabilities 36 36100Yes 1 36 36100Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 54 54100Yes 1 54 54100Yes 1 0----
Afr. Amer./Black 10---- 10---- 0----
Hispanic/Latino 60 60100Yes 1 60 60100Yes 1 0----
Multi-race, Non-Hisp./Lat. 8---- 8---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 54 54100Yes 1 54 5398Yes 1 0----


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