Massachusetts School and District Profiles

Cyrus Peirce

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Cyrus Peirce

Organization Information
DISTRICT NAME
Nantucket (01970000)
TITLE I STATUS
Non-Title I School
SCHOOL
Cyrus Peirce (01970010)
GRADES SERVED
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
64% - Partially meeting targets30

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 achievement44-34-
Mathematics achievement24-24-
Science achievement14----
Achievement total71260.05867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-24-
Growth total7820.06822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total6.29.6-4.77.6-
Percentage of possible points 65%-62%-
Criterion-referenced target percentage64%
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 achievement04-
Science achievement24-
Achievement total51267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total4.710.3-
Percentage of possible points 46%-
Criterion-referenced target percentage46%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 21

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 491.7 495.6 3.9 493.7 3354Exceeded Target
Lowest Performing 466.3 471.7 5.4 471.6 493Met Target
High needs 479.8 481.8 2.0 481.8 1523Met Target
Econ. Disadvantaged 484.4 483.2 -1.2 486.0 900Declined
EL and Former EL 475.1 477.6 2.5 476.7 674Exceeded Target
Students w/ disabilities 470.9 472.3 1.4 472.7 563Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 480.9 479.3 -1.6 482.5 360Declined
Hispanic/Latino 478.3 483.1 4.8 480.0 894Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 498.1 503.0 4.9 500.2 1904Exceeded 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 489.9 490.3 0.4 491.7 3342Improved Below Target
Lowest Performing 465.7 466.9 1.2 469.0 492Improved Below Target
High needs 480.5 478.8 -1.7 482.4 1510Declined
Econ. Disadvantaged 482.9 479.7 -3.2 484.3 890Declined
EL and Former EL 477.5 475.4 -2.1 479.3 670Declined
Students w/ disabilities 472.8 473.3 0.5 474.9 552Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 477.5 476.0 -1.5 479.3 360Declined
Hispanic/Latino 480.0 478.0 -2.0 481.6 890Declined
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 495.4 497.4 2.0 497.7 1893Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 60.0 59.1 -0.9 62.9 1041No Change
Lowest Performing-------
High needs 44.1 44.4 0.3 47.2 452Improved Below Target
Econ. Disadvantaged---- 24--
EL and Former EL---- 20--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 13--
Hispanic/Latino---- 27--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 69.1 67.9 -1.2 72.3 531No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.8 50.0 3124Exceeded Target
Lowest Performing 63.3 50.0 494Exceeded Target
High needs 59.6 50.0 1383Met Target
Econ. Disadvantaged 61.9 50.0 774Exceeded Target
EL and Former EL 61.5 50.0 584Exceeded Target
Students w/ disabilities 54.6 50.0 553Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black 59.2 50.0 313Met Target
Hispanic/Latino 64.2 50.0 804Exceeded Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 62.2 50.0 1814Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.5 50.0 3113Met Target
Lowest Performing 47.4 50.0 492Below Target
High needs 46.6 50.0 1372Below Target
Econ. Disadvantaged 48.5 50.0 762Below Target
EL and Former EL 47.0 50.0 582Below Target
Students w/ disabilities 42.0 50.0 542Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black 46.7 50.0 312Below Target
Hispanic/Latino 49.4 50.0 802Below Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 52.5 50.0 1803Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 37.9 48.7 10.8 45.3 393Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 37.9 48.7 10.8 45.3 393Met 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 8.0 6.5 1.5 6.1 3673Met Target
Lowest Performing 3.8 8.2 -4.4 0.0 490Declined
High needs 7.8 7.6 0.2 5.5 1702Improved Below Target
Econ. Disadvantaged 7.7 9.0 -1.3 5.3 780Declined
EL and Former EL 6.3 6.1 0.2 2.6 822Improved Below Target
Students w/ disabilities 12.2 8.6 3.6 7.9 582Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 2.4 2.4 0.0 0.0 424Exceeded Target
Hispanic/Latino 4.8 6.7 -1.9 1.4 1040Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 10.0 7.5 2.5 7.4 1993Met 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 356 356100Yes 1 356 356100Yes 1 112 112100Yes 1
Lowest Performing---------------
High needs 168 168100Yes 1 168 168100Yes 1 51 51100Yes 1
Econ. Disadvantaged 101 101100Yes 1 101 101100Yes 1 29 29100Yes 1
EL and Former EL 81 81100Yes 1 81 81100Yes 1 25 25100Yes 1
Students w/ disabilities 56 56100Yes 1 55 55100Yes 1 18----
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 1----
Afr. Amer./Black 40 40100Yes 1 40 40100Yes 1 14----
Hispanic/Latino 102 102100Yes 1 102 102100Yes 1 32 32100Yes 1
Multi-race, Non-Hisp./Lat. 16---- 16---- 10----
Nat. Haw. or Pacif. Isl.---------------
White 193 193100Yes 1 193 193100Yes 1 55 55100Yes 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