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Drury High

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2018 Official Accountability Report - Drury High

Organization Information
DISTRICT NAME
North Adams (02090000)
TITLE I STATUS
Non-Title I School
SCHOOL
Drury High (02090505)
GRADES SERVED
07,08,09,10,11,12
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White -Economically disadvantaged -High needs
Progress toward improvement targetsAccountability percentile
18% - Partially meeting targets3

Overall results

Progress toward improvement targets
Indicator All students
(Non-high school grades)
Lowest performing students
(Non-high school grades)
All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----04----
Mathematics achievement04----04----
Science achievement14----14----
Achievement total11267.5---11247.5---
GrowthEnglish language arts growth14----14----
Mathematics growth24----14----
Growth total3822.5---2822.5---
High school completionFour-year cohort graduation rate------04----
Extended engagement rate------24----
Annual dropout rate------04----
High school completion total------21220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------------
Additional indicatorsChronic absenteeism14----44----
Advanced coursework completion------44----
Additional indicators total1410.0---8810.0---
Weighted total1.510.3----2.110.7----
Percentage of possible points 15%---20%---
Percentage of possible points by gradespan15%
Weight of non-high school results:40%
20%
Weight of high school results:60%
Criterion-referenced target percentage18%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
High needs Subgroup
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement04-14-
Science achievement04-14-
Achievement total01267.521247.5
GrowthEnglish language arts growth14-04-
Mathematics growth14-14-
Growth total2822.51822.5
High school completionFour-year cohort graduation rate---04-
Extended engagement rate---04-
Annual dropout rate---04-
High school completion total---01220.0
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion---44-
Additional indicators total2410.08810.0
Weighted total0.710.3-2.010.7-
Percentage of possible points 7%-19%-
Percentage of possible points by gradespan7%
Weight of non-high school results:40%
19%
Weight of high school results:60%
Criterion-referenced target percentage14%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 2

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 485.5 482.6 -2.9 487.5 1820Declined
Lowest Performing---- 41--
High needs 481.5 477.3 -4.2 483.5 1250Declined
Econ. Disadvantaged 482.8 479.1 -3.7 484.4 1120Declined
EL and Former EL---- 1--
Students w/ disabilities---- 41--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 483.7 482.7 -1.0 485.8 1580Declined

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 96.3 90.4 -5.9 98.0 680Declined
Lowest Performing---- 21--
High needs 93.9 85.0 -8.9 96.1 400Declined
Econ. Disadvantaged 94.7 84.2 -10.5 96.5 380Declined
EL and Former EL-------
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 96.7 88.8 -7.9 98.5 580Declined

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 485.5 484.3 -1.2 487.3 1840Declined
Lowest Performing---- 42--
High needs 483.3 477.9 -5.4 485.2 1270Declined
Econ. Disadvantaged 484.1 478.8 -5.3 485.5 1140Declined
EL and Former EL---- 1--
Students w/ disabilities---- 42--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 484.0 485.5 1.5 486.3 1592Improved Below Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 84.5 80.3 -4.2 86.7 660Declined
Lowest Performing---- 20--
High needs 75.6 73.7 -1.9 78.0 381No Change
Econ. Disadvantaged 81.6 73.6 -8.0 84.1 360Declined
EL and Former EL-------
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 84.8 79.9 -4.9 86.5 560Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 53.9 51.5 -2.4 56.8 861No Change
Lowest Performing-------
High needs 50.4 41.2 -9.2 53.5 540Declined
Econ. Disadvantaged 52.0 41.3 -10.7 54.5 490Declined
EL and Former EL-------
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 51.0 52.3 1.3 54.2 752Improved Below Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 84.7 82.3 -2.4 87.2 651No Change
Lowest Performing---- 21--
High needs 77.6 76.9 -0.7 79.9 391No Change
Econ. Disadvantaged 78.1 77.0 -1.1 81.0 381No Change
EL and Former EL-------
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 85.0 82.3 -2.7 87.5 550Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 35.2 50.0 1701Below Target
Lowest Performing-- 41--
High needs 33.3 50.0 1141Below Target
Econ. Disadvantaged 34.4 50.0 1021Below Target
EL and Former EL-- 1--
Students w/ disabilities-- 32--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 5--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-----
White 35.1 50.0 1461Below Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 30.7 50.0 591Below Target
Lowest Performing-- 21--
High needs 27.4 50.0 370Below Target
Econ. Disadvantaged 27.3 50.0 350Below Target
EL and Former EL-----
Students w/ disabilities-- 10--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 3--
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 30.1 50.0 511Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.1 50.0 1722Below Target
Lowest Performing-- 42--
High needs 36.4 50.0 1161Below Target
Econ. Disadvantaged 36.6 50.0 1041Below Target
EL and Former EL-- 1--
Students w/ disabilities-- 33--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 5--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 42.1 50.0 1472Below Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 34.3 50.0 571Below Target
Lowest Performing-- 20--
High needs 31.7 50.0 351Below Target
Econ. Disadvantaged 32.2 50.0 331Below Target
EL and Former EL-----
Students w/ disabilities-- 9--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 3--
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 32.6 50.0 491Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 81.4 76.3 -5.1 85.2 930Declined
Lowest Performing-------
High needs 72.8 66.2 -6.6 76.9 650Declined
Econ. Disadvantaged 74.0 67.2 -6.8 78.9 610Declined
EL and Former EL---- 1--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 0--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 78.9 78.5 -0.4 82.7 791No Change

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 86.6 89.0 2.4 89.7 1182Improved Below Target
Lowest Performing-------
High needs 84.7 84.0 -0.7 89.4 810Declined
Econ. Disadvantaged 83.8 83.1 -0.7 88.7 770Declined
EL and Former EL-------
Students w/ disabilities---- 29--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.---- 3--
White 88.3 87.8 -0.5 91.2 901No Change

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 5.3 8.8 -3.5 4.8 3290Declined
Lowest Performing-------
High needs 8.8 14.8 -6.0 7.9 1820Declined
Econ. Disadvantaged 7.9 14.5 -6.6 7.1 1660Declined
EL and Former EL---- 1--
Students w/ disabilities---- 63--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 13--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 4.4 7.3 -2.9 4.0 2730Declined

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-------

Progress toward attaining English language proficiency - 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 20.9 21.3 -0.4 19.0 1971No Change
Lowest Performing---- 42--
High needs 27.6 26.8 0.8 25.3 1382Improved Below Target
Econ. Disadvantaged 25.8 31.8 -6.0 23.4 1100Declined
EL and Former EL---- 1--
Students w/ disabilities---- 46--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 18.2 18.9 -0.7 15.6 1690Declined

Chronic absenteeism - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 33.0 24.2 8.8 30.6 3434Exceeded Target
Lowest Performing---- 21--
High needs 44.1 35.1 9.0 40.9 2084Exceeded Target
Econ. Disadvantaged 47.9 35.7 12.2 44.6 1684Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities---- 68--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 12--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 28--
Nat. Haw. or Pacif. Isl.---- 0--
White 30.1 21.6 8.5 26.9 2824Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 59.5 68.5 9.0 65.6 1494Exceeded Target
Lowest Performing-------
High needs 32.4 44.3 11.9 38.7 794Exceeded Target
Econ. Disadvantaged 33.8 47.1 13.3 40.3 684Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities---- 27--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 62.8 72.7 9.9 69.5 1214Exceeded 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 267 26399Yes 1 268 26398Yes 1 168 16498Yes 1
Lowest Performing---------------
High needs 179 17598Yes 1 180 17597Yes 1 105 10398Yes 1
Econ. Disadvantaged 164 16098Yes 1 165 16097Yes 1 98 9698Yes 1
EL and Former EL 1---- 1---- 0----
Students w/ disabilities 59 5797Yes 1 60 5795Yes 1 39 3795Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian---------------
Afr. Amer./Black 9---- 9---- 5----
Hispanic/Latino 9---- 9---- 5----
Multi-race, Non-Hisp./Lat. 19---- 19---- 12----
Nat. Haw. or Pacif. Isl.---------------
White 229 22799Yes 1 230 22698Yes 1 145 14298Yes 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.


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