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Milford High

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2018 Official Accountability Report - Milford High

Organization Information
DISTRICT NAME
Milford (01850000)
TITLE I STATUS
Non-Title I School
SCHOOL
Milford High (01850505)
GRADES SERVED
09,10,11,12
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
46% - Partially meeting targets30

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-24-
Mathematics achievement14-04-
Science achievement24-34-
Achievement total71240.051267.5
GrowthEnglish language arts growth34-24-
Mathematics growth14-04-
Growth total4820.02822.5
High school completionFour-year cohort graduation rate34----
Extended engagement rate04----
Annual dropout rate34----
High school completion total61220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion14----
Additional indicators total3810.00410.0
Weighted total5.410.0-3.810.3-
Percentage of possible points 54%-37%-
Criterion-referenced target percentage46%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement24-
Achievement total31247.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate04-
Annual dropout rate34-
High school completion total71220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion44-
Additional indicators total6810.0
Weighted total4.610.7-
Percentage of possible points 43%-
Criterion-referenced target percentage43%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 22

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 98.0 97.6 -0.4 99.7 2704Exceeded Target
Lowest Performing 94.4 95.1 0.7 97.1 612Improved Below Target
High needs 94.8 93.9 -0.9 97.0 1021No Change
Econ. Disadvantaged 95.8 94.1 -1.7 97.6 721No Change
EL and Former EL 92.5 83.3 -9.2 95.5 240Declined
Students w/ disabilities 89.1 92.9 3.8 92.1 353Met Target
Amer. Ind. or Alaska Nat.---- 6--
Asian---- 5--
Afr. Amer./Black---- 6--
Hispanic/Latino 97.4 93.9 -3.5 99.4 530Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 98.2 98.7 0.5 100.0 1924Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 90.4 88.2 -2.2 92.6 2691No Change
Lowest Performing 65.1 61.5 -3.6 67.6 610Declined
High needs 79.9 73.8 -6.1 82.3 1010Declined
Econ. Disadvantaged 81.4 76.0 -5.4 83.9 720Declined
EL and Former EL 76.3 64.1 -12.2 81.4 230Declined
Students w/ disabilities 67.2 64.3 -2.9 71.0 350Declined
Amer. Ind. or Alaska Nat.---- 6--
Asian---- 5--
Afr. Amer./Black---- 5--
Hispanic/Latino 85.3 71.2 -14.1 88.5 530Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 91.9 93.0 1.1 93.6 1923Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 90.3 91.2 0.9 92.8 2542Improved Below Target
Lowest Performing 69.8 72.1 2.3 72.8 613Met Target
High needs 78.4 79.1 0.7 80.7 912Improved Below Target
Econ. Disadvantaged 81.3 78.8 -2.5 84.2 661No Change
EL and Former EL---- 19--
Students w/ disabilities 61.2 79.0 17.8 64.4 314Exceeded Target
Amer. Ind. or Alaska Nat.---- 6--
Asian---- 5--
Afr. Amer./Black---- 4--
Hispanic/Latino 86.5 77.6 -8.9 90.5 480Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 90.9 94.6 3.7 93.4 1853Met Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.0 50.0 2523Met Target
Lowest Performing 47.4 50.0 602Below Target
High needs 53.6 50.0 853Met Target
Econ. Disadvantaged 51.1 50.0 653Met Target
EL and Former EL-- 15--
Students w/ disabilities 55.4 50.0 283Met Target
Amer. Ind. or Alaska Nat.-- 6--
Asian-- 5--
Afr. Amer./Black-- 6--
Hispanic/Latino 55.2 50.0 463Met Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 58.8 50.0 1813Met Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.0 50.0 2511Below Target
Lowest Performing 28.8 50.0 600Below Target
High needs 40.3 50.0 842Below Target
Econ. Disadvantaged 42.1 50.0 652Below Target
EL and Former EL-- 14--
Students w/ disabilities 40.1 50.0 282Below Target
Amer. Ind. or Alaska Nat.-- 6--
Asian-- 5--
Afr. Amer./Black-- 5--
Hispanic/Latino 33.2 50.0 461Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 39.0 50.0 1811Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 84.2 87.9 3.7 88.0 2803Met Target
Lowest Performing-------
High needs 65.0 76.0 11.0 69.1 1294Exceeded Target
Econ. Disadvantaged 64.6 77.0 12.4 69.5 1134Exceeded Target
EL and Former EL---- 24--
Students w/ disabilities 63.9 73.0 9.1 72.8 373Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 11--
Hispanic/Latino 56.4 64.3 7.9 61.5 564Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 89.8 93.8 4.0 93.6 2093Met Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 91.2 87.5 -3.7 94.3 2720Declined
Lowest Performing-------
High needs 84.1 72.5 -11.6 88.8 1200Declined
Econ. Disadvantaged 84.4 71.7 -12.7 89.3 990Declined
EL and Former EL---- 17--
Students w/ disabilities 80.9 75.0 -5.9 87.7 360Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 4--
Afr. Amer./Black---- 11--
Hispanic/Latino 72.7 56.4 -16.3 78.2 390Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White 93.3 93.5 0.2 96.2 2152Improved Below Target

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 2.3 2.1 0.2 2.1 1,1243Met Target
Lowest Performing-------
High needs 5.6 4.6 1.0 5.0 4163Met Target
Econ. Disadvantaged 3.5 4.4 -0.9 3.2 2960Declined
EL and Former EL 20.7 3.8 16.9 18.6 784Exceeded Target
Students w/ disabilities 1.6 4.3 -2.7 1.4 1390Declined
Amer. Ind. or Alaska Nat.---- 16--
Asian---- 28--
Afr. Amer./Black---- 33--
Hispanic/Latino 6.9 3.2 3.7 6.2 2504Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.---- 1--
White 1.3 1.9 -0.6 1.2 7800Declined

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 37.5 38.8 1.3 38.7 673Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 37.5 38.8 1.3 38.7 673Met 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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 23.0 21.5 1.5 20.6 1,1902Improved Below Target
Lowest Performing 22.4 26.2 -3.8 12.8 610Declined
High needs 38.1 37.0 1.1 34.9 5302Improved Below Target
Econ. Disadvantaged 42.3 37.5 4.8 39.0 3154Exceeded Target
EL and Former EL 35.4 46.1 -10.7 30.4 1800Declined
Students w/ disabilities 37.8 33.8 4.0 34.3 1603Met Target
Amer. Ind. or Alaska Nat.---- 25--
Asian---- 30--
Afr. Amer./Black---- 36--
Hispanic/Latino 35.2 34.0 1.2 31.3 3122Improved Below Target
Multi-race, Non-Hisp./Lat.---- 28--
Nat. Haw. or Pacif. Isl.---- 1--
White 19.3 16.4 2.9 16.1 7583Met Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 58.0 57.4 -0.6 64.1 5611No Change
Lowest Performing-------
High needs 25.5 33.8 8.3 31.8 2224Exceeded Target
Econ. Disadvantaged 27.5 37.2 9.7 34.0 1644Exceeded Target
EL and Former EL 18.9 33.8 14.9 23.1 684Exceeded Target
Students w/ disabilities 17.5 25.3 7.8 23.5 754Exceeded Target
Amer. Ind. or Alaska Nat.---- 11--
Asian---- 20--
Afr. Amer./Black---- 16--
Hispanic/Latino 32.0 46.3 14.3 39.5 1474Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 66.4 59.7 -6.7 73.1 3600Declined

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 285100Yes 1 285 284100Yes 1 288 288100Yes 1
Lowest Performing---------------
High needs 118 11799Yes 1 116 11599Yes 1 119 119100Yes 1
Econ. Disadvantaged 80 7999Yes 1 81 8099Yes 1 81 81100Yes 1
EL and Former EL 35 35100Yes 1 31 31100Yes 1 34 34100Yes 1
Students w/ disabilities 37 37100Yes 1 38 38100Yes 1 38 38100Yes 1
Amer. Ind. or Alaska Nat. 7---- 6---- 7----
Asian 5---- 5---- 5----
Afr. Amer./Black 6---- 5---- 6----
Hispanic/Latino 59 59100Yes 1 59 59100Yes 1 59 59100Yes 1
Multi-race, Non-Hisp./Lat. 10---- 11---- 11----
Nat. Haw. or Pacif. Isl.---------------
White 199 19899Yes 1 199 19899Yes 1 200 200100Yes 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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