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2018 Official Accountability Report - Center

Organization Information
DISTRICT NAME
Peabody (02290000)
TITLE I STATUS
Title I School
SCHOOL
Center (02290015)
GRADES SERVED
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
43% - Partially meeting targets40

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 achievement04----
Achievement total31260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total3.29.6-4.07.6-
Percentage of possible points 33%-53%-
Criterion-referenced target percentage43%
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 achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.710.3-
Percentage of possible points 17%-
Criterion-referenced target percentage17%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 35

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 501.9 503.2 1.3 503.4 1903Met Target
Lowest Performing 483.6 486.0 2.4 488.3 292Improved Below Target
High needs 494.9 494.5 -0.4 496.5 861No Change
Econ. Disadvantaged 496.7 497.5 0.8 498.1 642Improved Below Target
EL and Former EL 492.0 487.5 -4.5 494.0 290Declined
Students w/ disabilities 485.1 484.1 -1.0 486.8 270Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 503.1 504.4 1.3 504.7 1503Met 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 498.1 496.2 -1.9 499.5 1900Declined
Lowest Performing 474.5 477.1 2.6 478.1 292Improved Below Target
High needs 491.4 486.2 -5.2 493.1 860Declined
Econ. Disadvantaged 493.6 489.3 -4.3 494.7 640Declined
EL and Former EL 489.3 481.6 -7.7 491.5 290Declined
Students w/ disabilities 479.6 476.7 -2.9 481.7 270Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 500.0 497.5 -2.5 501.5 1500Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 83.8 72.5 -11.3 86.2 700Declined
Lowest Performing-------
High needs 78.6 63.9 -14.7 81.4 360Declined
Econ. Disadvantaged---- 27--
EL and Former EL---- 12--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 87.8 74.6 -13.2 90.2 560Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.8 50.0 1282Below Target
Lowest Performing 40.9 50.0 292Below Target
High needs 43.1 50.0 542Below Target
Econ. Disadvantaged 43.9 50.0 372Below Target
EL and Former EL-- 18--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 11--
Hispanic/Latino-- 8--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 49.4 50.0 1062Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.9 50.0 1282Below Target
Lowest Performing 45.9 50.0 292Below Target
High needs 37.1 50.0 541Below Target
Econ. Disadvantaged 37.3 50.0 371Below Target
EL and Former EL-- 18--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 11--
Hispanic/Latino-- 8--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 44.2 50.0 1062Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 71.0 64.5 -6.5 70.2 312Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 71.0 64.5 -6.5 70.2 312Improved Below 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 9.4 6.6 2.8 8.3 3464Exceeded Target
Lowest Performing 6.7 0.0 6.7 3.1 294Exceeded Target
High needs 14.3 11.9 2.4 11.9 1773Met Target
Econ. Disadvantaged 17.1 14.4 2.7 13.6 1042Improved Below Target
EL and Former EL 13.3 14.1 -0.8 8.9 640Declined
Students w/ disabilities 16.0 9.6 6.4 12.7 524Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 30--
Hispanic/Latino---- 36--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 8.5 6.0 2.5 7.2 2684Exceeded 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 213 213100Yes 1 215 215100Yes 1 74 74100Yes 1
Lowest Performing---------------
High needs 107 107100Yes 1 107 107100Yes 1 39 39100Yes 1
Econ. Disadvantaged 80 80100Yes 1 80 80100Yes 1 30 30100Yes 1
EL and Former EL 45 45100Yes 1 45 45100Yes 1 15----
Students w/ disabilities 29 29100Yes 1 29 29100Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 20 20100Yes 1 20 20100Yes 1 7----
Hispanic/Latino 21 21100Yes 1 21 21100Yes 1 7----
Multi-race, Non-Hisp./Lat. 3---- 3---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 167 167100Yes 1 169 169100Yes 1 58 58100Yes 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