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Sewell-Anderson

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2018 Official Accountability Report - Sewell-Anderson

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
Sewell-Anderson (01630085)
GRADES SERVED
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
59% - Partially meeting targets45

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 achievement34-44-
Mathematics achievement04-44-
Science achievement04----
Achievement total31260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total1410.0---
Additional indicatorsChronic absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total3.09.6-6.57.6-
Percentage of possible points 31%-86%-
Criterion-referenced target percentage59%
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 achievement24-
Science achievement34-
Achievement total91267.5
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 total7.210.3-
Percentage of possible points 70%-
Criterion-referenced target percentage70%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 74

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 499.3 500.4 1.1 500.8 1493Met Target
Lowest Performing 483.0 489.7 6.7 488.5 224Exceeded Target
High needs 494.9 498.3 3.4 496.7 944Exceeded Target
Econ. Disadvantaged 494.9 499.7 4.8 496.2 754Exceeded Target
EL and Former EL 495.1 496.0 0.9 496.4 333Met Target
Students w/ disabilities 489.6 493.1 3.5 491.4 354Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 15--
Hispanic/Latino 497.1 499.7 2.6 498.6 724Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 502.7 501.6 -1.1 504.4 490Declined

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 500.9 499.7 -1.2 502.4 1490Declined
Lowest Performing 484.5 490.4 5.9 487.5 224Exceeded Target
High needs 497.2 498.1 0.9 498.8 942Improved Below Target
Econ. Disadvantaged 496.9 499.3 2.4 497.9 754Exceeded Target
EL and Former EL 496.5 496.1 -0.4 498.0 331No Change
Students w/ disabilities 494.3 496.7 2.4 496.1 354Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 15--
Hispanic/Latino 499.5 500.3 0.8 501.1 722Improved Below Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 502.7 500.7 -2.0 504.4 490Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 90.0 85.6 -4.4 92.7 520Declined
Lowest Performing-------
High needs 86.5 85.2 -1.3 89.9 323Met Target
Econ. Disadvantaged---- 26--
EL and Former EL---- 13--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.3 50.0 832Below Target
Lowest Performing 46.6 50.0 222Below Target
High needs 41.8 50.0 462Below Target
Econ. Disadvantaged 40.4 50.0 402Below Target
EL and Former EL-- 16--
Students w/ disabilities-- 10--
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 5--
Hispanic/Latino 36.3 50.0 351Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 40.9 50.0 342Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.2 50.0 833Met Target
Lowest Performing 59.0 50.0 223Met Target
High needs 52.0 50.0 463Met Target
Econ. Disadvantaged 54.8 50.0 403Met Target
EL and Former EL-- 16--
Students w/ disabilities-- 10--
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 5--
Hispanic/Latino 47.7 50.0 352Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 52.4 50.0 343Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 84.8 58.6 -26.2 78.2 291No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 84.8 58.6 -26.2 78.2 291No Change
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 9.8 10.1 -0.3 8.5 2671No Change
Lowest Performing 4.8 9.1 -4.3 0.9 220Declined
High needs 11.7 13.5 -1.8 9.4 1700Declined
Econ. Disadvantaged 15.5 18.3 -2.8 12.4 1200Declined
EL and Former EL 4.8 9.8 -5.0 2.1 610Declined
Students w/ disabilities 21.7 18.6 3.1 17.9 702Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 22--
Hispanic/Latino 8.3 10.8 -2.5 4.6 1300Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 12.7 10.0 2.7 11.0 904Exceeded 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 158 15799Yes 1 158 158100Yes 1 55 55100Yes 1
Lowest Performing---------------
High needs 101 10099Yes 1 101 101100Yes 1 34 34100Yes 1
Econ. Disadvantaged 81 8099Yes 1 81 81100Yes 1 28 28100Yes 1
EL and Former EL 37 3697Yes 1 37 37100Yes 1 14----
Students w/ disabilities 39 39100Yes 1 39 39100Yes 1 10----
Amer. Ind. or Alaska Nat.---------------
Asian 8---- 8---- 3----
Afr. Amer./Black 17---- 17---- 6----
Hispanic/Latino 77 7699Yes 1 77 77100Yes 1 22 22100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 51 51100Yes 1 51 51100Yes 1 20 20100Yes 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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