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Comprehensive Grammar School

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2018 Official Accountability Report - Comprehensive Grammar School

Organization Information
DISTRICT NAME
Methuen (01810000)
TITLE I STATUS
Non-Title I School
SCHOOL
Comprehensive Grammar School (01810050)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
55% - Partially meeting targets37

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 achievement34----
Achievement total61260.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism14-44-
Advanced coursework completion------
Additional indicators total1410.04410.0
Weighted total5.29.6-4.27.6-
Percentage of possible points 54%-55%-
Criterion-referenced target percentage55%
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 achievement34-
Mathematics achievement34-
Science achievement24-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total7.010.3-
Percentage of possible points 68%-
Criterion-referenced target percentage68%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 28

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 498.2 499.6 1.4 499.7 6973Met Target
Lowest Performing 476.0 479.2 3.2 481.5 1402Improved Below Target
High needs 486.1 488.4 2.3 487.9 3273Met Target
Econ. Disadvantaged 489.4 490.6 1.2 490.7 2253Met Target
EL and Former EL 481.8 481.7 -0.1 483.1 1241No Change
Students w/ disabilities 477.3 479.3 2.0 479.1 1353Met Target
Amer. Ind. or Alaska Nat.-------
Asian 508.9 509.5 0.6 510.7 353Met Target
Afr. Amer./Black---- 7--
Hispanic/Latino 488.6 489.7 1.1 490.1 2263Met Target
Multi-race, Non-Hisp./Lat. 501.9 504.0 2.1 503.5 333Met Target
Nat. Haw. or Pacif. Isl.-------
White 501.8 504.3 2.5 503.5 3964Exceeded 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 499.3 498.0 -1.3 500.8 6960Declined
Lowest Performing 473.8 475.9 2.1 476.8 1392Improved Below Target
High needs 485.7 486.9 1.2 487.3 3263Met Target
Econ. Disadvantaged 487.7 487.4 -0.3 488.7 2251No Change
EL and Former EL 480.5 479.2 -1.3 482.0 1240Declined
Students w/ disabilities 478.9 480.2 1.3 480.7 1343Met Target
Amer. Ind. or Alaska Nat.-------
Asian 512.3 514.0 1.7 515.1 354Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino 487.5 486.5 -1.0 489.1 2260Declined
Multi-race, Non-Hisp./Lat. 505.7 503.6 -2.1 507.2 330Declined
Nat. Haw. or Pacif. Isl.-------
White 503.7 502.9 -0.8 505.4 3950Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 67.3 68.9 1.6 70.0 2613Met Target
Lowest Performing-------
High needs 52.4 53.9 1.5 55.8 1162Improved Below Target
Econ. Disadvantaged 54.0 53.9 -0.1 57.8 831No Change
EL and Former EL 40.8 36.5 -4.3 43.7 390Declined
Students w/ disabilities 46.1 47.1 1.0 49.1 522Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black-------
Hispanic/Latino 53.1 55.2 2.1 55.9 813Met Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 73.3 75.3 2.0 76.1 1563Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.1 50.0 5643Met Target
Lowest Performing 53.9 50.0 1393Met Target
High needs 51.8 50.0 2383Met Target
Econ. Disadvantaged 51.3 50.0 1663Met Target
EL and Former EL 53.1 50.0 843Met Target
Students w/ disabilities 49.8 50.0 952Below Target
Amer. Ind. or Alaska Nat.-----
Asian 55.3 50.0 333Met Target
Afr. Amer./Black-- 7--
Hispanic/Latino 51.3 50.0 1613Met Target
Multi-race, Non-Hisp./Lat. 50.6 50.0 243Met Target
Nat. Haw. or Pacif. Isl.-----
White 54.4 50.0 3393Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.5 50.0 5623Met Target
Lowest Performing 48.9 50.0 1392Below Target
High needs 50.0 50.0 2363Met Target
Econ. Disadvantaged 48.4 50.0 1652Below Target
EL and Former EL 49.1 50.0 842Below Target
Students w/ disabilities 47.6 50.0 942Below Target
Amer. Ind. or Alaska Nat.-----
Asian 58.9 50.0 333Met Target
Afr. Amer./Black-- 7--
Hispanic/Latino 46.5 50.0 1602Below Target
Multi-race, Non-Hisp./Lat. 51.8 50.0 243Met Target
Nat. Haw. or Pacif. Isl.-----
White 51.4 50.0 3383Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 51.7 51.0 -0.7 45.3 1003Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 51.7 51.0 -0.7 45.3 1003Met 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 9.9 10.0 -0.1 8.6 1,0081No Change
Lowest Performing 16.0 10.7 5.3 12.1 1404Exceeded Target
High needs 15.3 14.3 1.0 13.0 5232Improved Below Target
Econ. Disadvantaged 19.9 18.8 1.1 16.8 3092Improved Below Target
EL and Former EL 13.2 13.4 -0.2 10.5 2461No Change
Students w/ disabilities 16.3 14.6 1.7 12.5 1852Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 7.9 1.9 6.0 4.8 544Exceeded Target
Afr. Amer./Black---- 21--
Hispanic/Latino 13.7 13.2 0.5 10.0 3702Improved Below Target
Multi-race, Non-Hisp./Lat. 4.7 0.0 4.7 3.4 394Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 8.1 9.6 -1.5 6.4 5230Declined

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 765 762100Yes 1 765 76199Yes 1 286 28399Yes 1
Lowest Performing---------------
High needs 389 38799Yes 1 389 38699Yes 1 138 13699Yes 1
Econ. Disadvantaged 275 275100Yes 1 275 275100Yes 1 100 100100Yes 1
EL and Former EL 177 177100Yes 1 177 177100Yes 1 57 57100Yes 1
Students w/ disabilities 141 13999Yes 1 141 13898Yes 1 56 5496Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 37 37100Yes 1 37 37100Yes 1 13----
Afr. Amer./Black 11---- 11---- 1----
Hispanic/Latino 275 274100Yes 1 275 274100Yes 1 98 9799Yes 1
Multi-race, Non-Hisp./Lat. 33 33100Yes 1 33 33100Yes 1 11----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 408 406100Yes 1 408 40599Yes 1 162 16099Yes 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