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James Sullivan Middle School

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2018 Official Accountability Report - James Sullivan Middle School

Organization Information
DISTRICT NAME
Lowell (01600000)
TITLE I STATUS
Title I School
SCHOOL
James Sullivan Middle School (01600340)
GRADES SERVED
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

Low subgroup performance: Asian -White
Progress toward improvement targetsAccountability percentile
28% - Partially meeting targets6

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 achievement24-04-
Science achievement44----
Achievement total61260.00867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-14-
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 total3410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total4.79.6-0.57.6-
Percentage of possible points 49%-7%-
Criterion-referenced target percentage28%
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 achievement24-
Science achievement44-
Achievement total61267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total4.910.3-
Percentage of possible points 48%-
Criterion-referenced target percentage48%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 6

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 488.2 486.5 -1.7 490.2 5950Declined
Lowest Performing 467.2 463.1 -4.1 472.5 910Declined
High needs 483.9 482.0 -1.9 485.9 4610Declined
Econ. Disadvantaged 484.1 482.1 -2.0 485.7 3710Declined
EL and Former EL 480.6 478.3 -2.3 482.2 2760Declined
Students w/ disabilities 473.6 469.6 -4.0 475.4 1020Declined
Amer. Ind. or Alaska Nat.-------
Asian 488.8 489.2 0.4 490.9 882Improved Below Target
Afr. Amer./Black 485.2 478.8 -6.4 486.8 550Declined
Hispanic/Latino 482.3 481.3 -1.0 484.0 2290Declined
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 494.6 493.2 -1.4 496.7 1990Declined

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 486.7 487.5 0.8 488.5 5942Improved Below Target
Lowest Performing 466.8 465.4 -1.4 470.1 900Declined
High needs 483.0 483.7 0.7 484.9 4602Improved Below Target
Econ. Disadvantaged 483.3 483.5 0.2 484.7 3692Improved Below Target
EL and Former EL 480.4 481.0 0.6 482.2 2772Improved Below Target
Students w/ disabilities 477.1 473.4 -3.7 479.2 1020Declined
Amer. Ind. or Alaska Nat.-------
Asian 488.6 491.4 2.8 490.9 883Met Target
Afr. Amer./Black 481.4 479.2 -2.2 483.2 550Declined
Hispanic/Latino 480.9 481.8 0.9 482.5 2272Improved Below Target
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 493.2 494.3 1.1 495.5 2002Improved Below Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 53.3 60.2 6.9 56.2 3094Exceeded Target
Lowest Performing-------
High needs 49.6 55.7 6.1 52.7 2374Exceeded Target
Econ. Disadvantaged 48.8 56.1 7.3 51.3 1854Exceeded Target
EL and Former EL 44.1 50.2 6.1 47.4 1314Exceeded Target
Students w/ disabilities 40.5 40.7 0.2 44.0 542Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 54.2 78.8 24.6 57.9 404Exceeded Target
Afr. Amer./Black 47.1 48.2 1.1 50.4 282Improved Below Target
Hispanic/Latino 45.7 49.4 3.7 48.8 1163Met Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 60.9 67.2 6.3 64.1 1094Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.5 50.0 5521Below Target
Lowest Performing 38.6 50.0 901Below Target
High needs 38.0 50.0 4201Below Target
Econ. Disadvantaged 38.1 50.0 3401Below Target
EL and Former EL 38.3 50.0 2481Below Target
Students w/ disabilities 31.5 50.0 841Below Target
Amer. Ind. or Alaska Nat.-----
Asian 37.3 50.0 801Below Target
Afr. Amer./Black 40.3 50.0 472Below Target
Hispanic/Latino 37.2 50.0 2111Below Target
Multi-race, Non-Hisp./Lat.-- 24--
Nat. Haw. or Pacif. Isl.-----
White 39.9 50.0 1901Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.6 50.0 5562Below Target
Lowest Performing 39.8 50.0 901Below Target
High needs 44.7 50.0 4232Below Target
Econ. Disadvantaged 44.5 50.0 3412Below Target
EL and Former EL 44.0 50.0 2482Below Target
Students w/ disabilities 40.9 50.0 882Below Target
Amer. Ind. or Alaska Nat.-----
Asian 44.3 50.0 812Below Target
Afr. Amer./Black 48.2 50.0 492Below Target
Hispanic/Latino 43.1 50.0 2122Below Target
Multi-race, Non-Hisp./Lat.-- 24--
Nat. Haw. or Pacif. Isl.-----
White 48.0 50.0 1902Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 24.4 36.6 12.2 45.3 1913Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 24.4 36.6 12.2 45.3 1913Met 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 18.7 17.5 1.2 16.8 6682Improved Below Target
Lowest Performing 23.6 26.4 -2.8 18.9 910Declined
High needs 21.1 20.6 0.5 18.8 5092Improved Below Target
Econ. Disadvantaged 23.2 23.5 -0.3 20.8 3781No Change
EL and Former EL 17.2 17.1 0.1 13.5 3102Improved Below Target
Students w/ disabilities 32.7 29.2 3.5 28.4 1132Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 4.7 6.4 -1.7 1.8 940Declined
Afr. Amer./Black 10.8 10.6 0.2 6.9 662Improved Below Target
Hispanic/Latino 23.0 21.3 1.7 19.6 2632Improved Below Target
Multi-race, Non-Hisp./Lat.---- 27--
Nat. Haw. or Pacif. Isl.-------
White 21.9 19.3 2.6 19.3 2183Met 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 654 651100Yes 1 655 652100Yes 1 342 341100Yes 1
Lowest Performing---------------
High needs 514 51199Yes 1 515 51299Yes 1 266 265100Yes 1
Econ. Disadvantaged 420 418100Yes 1 420 41799Yes 1 211 210100Yes 1
EL and Former EL 304 30299Yes 1 306 305100Yes 1 149 149100Yes 1
Students w/ disabilities 112 112100Yes 1 112 112100Yes 1 57 57100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 94 94100Yes 1 94 94100Yes 1 42 42100Yes 1
Afr. Amer./Black 64 64100Yes 1 64 64100Yes 1 35 35100Yes 1
Hispanic/Latino 255 255100Yes 1 256 255100Yes 1 130 130100Yes 1
Multi-race, Non-Hisp./Lat. 25 25100Yes 1 25 25100Yes 1 17----
Nat. Haw. or Pacif. Isl.---------------
White 216 21399Yes 1 216 21499Yes 1 118 11799Yes 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

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