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Capt William G Shoemaker

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2018 Official Accountability Report - Capt William G Shoemaker

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
Capt William G Shoemaker (01630090)
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
71% - Partially meeting targets63

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 achievement34----
Achievement total61267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.410.3-6.87.6-
Percentage of possible points 52%-89%-
Criterion-referenced target percentage71%
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 80

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 501.8 503.4 1.6 503.3 1563Met Target
Lowest Performing 475.9 484.6 8.7 480.6 204Exceeded Target
High needs 494.0 496.2 2.2 495.6 854Exceeded Target
Econ. Disadvantaged 497.3 497.5 0.2 498.7 642Improved Below Target
EL and Former EL---- 11--
Students w/ disabilities 487.1 492.1 5.0 488.8 594Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black 494.7 502.3 7.6 496.3 224Exceeded Target
Hispanic/Latino 494.7 497.6 2.9 495.8 414Exceeded Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 505.7 506.1 0.4 507.3 712Improved Below 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 505.6 503.6 -2.0 507.0 1560Declined
Lowest Performing 485.5 489.7 4.2 489.1 204Exceeded Target
High needs 498.3 499.0 0.7 500.0 852Improved Below Target
Econ. Disadvantaged 500.9 499.8 -1.1 502.0 643Met Target
EL and Former EL---- 11--
Students w/ disabilities 492.7 495.8 3.1 494.8 594Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black 503.9 501.0 -2.9 505.4 223Met Target
Hispanic/Latino 500.2 499.0 -1.2 501.8 410Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 507.8 505.5 -2.3 509.3 710Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 91.9 88.2 -3.7 94.3 553Met Target
Lowest Performing-------
High needs 87.5 85.9 -1.6 90.3 323Met Target
Econ. Disadvantaged---- 22--
EL and Former EL---- 2--
Students w/ disabilities---- 21--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 24--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.7 50.0 793Met Target
Lowest Performing 51.9 50.0 203Met Target
High needs 44.8 50.0 332Below Target
Econ. Disadvantaged 45.8 50.0 252Below Target
EL and Former EL-----
Students w/ disabilities-- 18--
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 9--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 49.5 50.0 442Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.5 50.0 793Met Target
Lowest Performing 56.2 50.0 203Met Target
High needs 58.4 50.0 333Met Target
Econ. Disadvantaged 59.9 50.0 253Met Target
EL and Former EL-----
Students w/ disabilities-- 18--
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 9--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 46.0 50.0 442Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 9.4 11.0 -1.6 8.3 2630Declined
Lowest Performing 15.0 20.0 -5.0 11.4 200Declined
High needs 15.1 17.8 -2.7 12.7 1460Declined
Econ. Disadvantaged 17.2 20.4 -3.2 13.7 1030Declined
EL and Former EL---- 19--
Students w/ disabilities 19.1 20.0 -0.9 15.8 950Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 16--
Afr. Amer./Black 3.1 5.7 -2.6 0.0 350Declined
Hispanic/Latino 15.5 19.4 -3.9 11.9 670Declined
Multi-race, Non-Hisp./Lat.---- 27--
Nat. Haw. or Pacif. Isl.-------
White 6.6 10.2 -3.6 5.3 1180Declined

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 162 162100Yes 1 162 162100Yes 1 58 58100Yes 1
Lowest Performing---------------
High needs 90 90100Yes 1 90 90100Yes 1 34 34100Yes 1
Econ. Disadvantaged 67 67100Yes 1 67 67100Yes 1 23 23100Yes 1
EL and Former EL 13---- 13---- 3----
Students w/ disabilities 62 62100Yes 1 62 62100Yes 1 22 22100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 9---- 9---- 5----
Afr. Amer./Black 22 22100Yes 1 22 22100Yes 1 7----
Hispanic/Latino 43 43100Yes 1 43 43100Yes 1 14----
Multi-race, Non-Hisp./Lat. 15---- 15---- 8----
Nat. Haw. or Pacif. Isl.---------------
White 73 73100Yes 1 73 73100Yes 1 24 24100Yes 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