Massachusetts School and District Profiles

E J Harrington

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - E J Harrington

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
E J Harrington (01630045)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
47% - Partially meeting targets22

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 achievement04-24-
Science achievement24----
Achievement total51260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total4.19.6-3.87.6-
Percentage of possible points 43%-50%-
Criterion-referenced target percentage47%
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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.410.3-
Percentage of possible points 33%-
Criterion-referenced target percentage33%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 47

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 495.0 496.0 1.0 496.5 2693Met Target
Lowest Performing 474.1 479.0 4.9 479.6 382Improved Below Target
High needs 493.7 494.7 1.0 495.5 2402Improved Below Target
Econ. Disadvantaged 493.4 495.2 1.8 494.7 2013Met Target
EL and Former EL 493.3 494.1 0.8 494.6 1153Met Target
Students w/ disabilities 481.7 480.6 -1.1 483.5 500Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black 493.1 495.0 1.9 494.7 283Met Target
Hispanic/Latino 494.1 495.0 0.9 495.6 1912Improved Below Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White---- 24--

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 495.2 490.7 -4.5 496.7 2690Declined
Lowest Performing 475.1 477.1 2.0 478.1 382Improved Below Target
High needs 493.6 489.3 -4.3 495.2 2400Declined
Econ. Disadvantaged 492.9 489.3 -3.6 493.9 2010Declined
EL and Former EL 495.1 490.7 -4.4 496.6 1150Declined
Students w/ disabilities 483.5 476.4 -7.1 485.3 500Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black 493.4 484.6 -8.8 495.7 280Declined
Hispanic/Latino 494.6 490.9 -3.7 496.2 1910Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White---- 24--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 74.7 76.0 1.3 77.4 732Improved Below Target
Lowest Performing-------
High needs 72.9 75.0 2.1 76.3 632Improved Below Target
Econ. Disadvantaged 71.1 75.9 4.8 74.9 553Met Target
EL and Former EL 68.3 74.0 5.7 71.2 264Exceeded Target
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 5--
Hispanic/Latino 73.8 73.6 -0.2 76.6 521No Change
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 11--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.5 50.0 1582Below Target
Lowest Performing 42.5 50.0 372Below Target
High needs 39.8 50.0 1371Below Target
Econ. Disadvantaged 39.5 50.0 1151Below Target
EL and Former EL 42.1 50.0 592Below Target
Students w/ disabilities 36.2 50.0 251Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black-- 18--
Hispanic/Latino 39.5 50.0 1121Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 12--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.4 50.0 1592Below Target
Lowest Performing 45.4 50.0 382Below Target
High needs 40.6 50.0 1382Below Target
Econ. Disadvantaged 41.0 50.0 1162Below Target
EL and Former EL 42.8 50.0 592Below Target
Students w/ disabilities 37.6 50.0 251Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black-- 18--
Hispanic/Latino 42.6 50.0 1122Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 13--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 68.1 67.4 -0.7 62.8 1293Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 68.1 67.4 -0.7 62.8 1293Met 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 14.2 17.9 -3.7 12.9 4870Declined
Lowest Performing 15.0 13.2 1.8 11.1 382Improved Below Target
High needs 15.5 19.1 -3.6 13.2 4350Declined
Econ. Disadvantaged 18.8 21.6 -2.8 15.7 3480Declined
EL and Former EL 8.2 12.6 -4.4 5.5 2140Declined
Students w/ disabilities 20.7 33.3 -12.6 16.9 900Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 31--
Afr. Amer./Black 18.4 27.7 -9.3 14.7 470Declined
Hispanic/Latino 12.2 15.9 -3.7 8.5 3530Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White---- 41--

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 286 286100Yes 1 286 286100Yes 1 77 7699Yes 1
Lowest Performing---------------
High needs 257 257100Yes 1 257 257100Yes 1 67 6699Yes 1
Econ. Disadvantaged 218 218100Yes 1 218 218100Yes 1 59 5898Yes 1
EL and Former EL 125 125100Yes 1 125 125100Yes 1 28 28100Yes 1
Students w/ disabilities 53 53100Yes 1 53 53100Yes 1 19----
Amer. Ind. or Alaska Nat.---------------
Asian 19---- 19---- 5----
Afr. Amer./Black 31 31100Yes 1 31 31100Yes 1 8----
Hispanic/Latino 201 201100Yes 1 201 201100Yes 1 52 52100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 26 26100Yes 1 26 26100Yes 1 11----


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