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J Henry Higgins Middle
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2022 Official Accountability Report - J Henry Higgins Middle
Organization Information
DISTRICT NAME
Peabody (02290000)		TITLE I STATUS
Non-Title I School
SCHOOL
J Henry Higgins Middle (02290305)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-
Accountability information
Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022
School accountability percentile
27

Student group percentile

Group2022 percentile
High needs 26
Low income 30
English learner (EL) and Former EL 34
Students with disabilities 36
American Indian or Alaskan Native -
Asian 13
African American/Black 61
Hispanic or Latino 39
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 20

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 496.8 488.7 1,314
High needs 487.6 482.1 794
Low income 489.2 483.4 637
EL and Former EL 484.1 476.6 233
Students w/ disabilities 477.7 471.9 295
Amer. Ind. or Alaska Nat.---
Asian 509.5 491.9 34
Afr. Amer./Black 495.2 488.6 57
Hispanic/Latino 485.6 481.0 238
Multi-race, Non-Hisp./Lat. 495.0 487.2 26
Nat. Haw. or Pacif. Isl.-- 2
White 498.8 490.5 957

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 496.9 490.6 1,317
High needs 486.9 483.7 797
Low income 488.0 484.4 641
EL and Former EL 485.6 480.1 229
Students w/ disabilities 477.9 474.0 298
Amer. Ind. or Alaska Nat.---
Asian 510.2 499.3 33
Afr. Amer./Black 490.2 483.9 56
Hispanic/Latino 485.2 482.2 233
Multi-race, Non-Hisp./Lat. 495.0 488.3 25
Nat. Haw. or Pacif. Isl.-- 2
White 499.2 492.7 968

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 500.2 493.2 464
High needs 491.8 485.8 263
Low income 492.1 486.7 216
EL and Former EL 489.1 483.4 67
Students w/ disabilities 484.5 475.3 100
Amer. Ind. or Alaska Nat.---
Asian-- 14
Afr. Amer./Black-- 17
Hispanic/Latino 487.7 483.3 74
Multi-race, Non-Hisp./Lat.-- 9
Nat. Haw. or Pacif. Isl.-- 1
White 503.0 495.8 349

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 43.6 46.0 1,263
High needs 43.4 45.1 751
Low income 42.8 45.7 604
EL and Former EL 43.7 45.8 222
Students w/ disabilities 43.3 41.5 274
Amer. Ind. or Alaska Nat.---
Asian 53.7 47.5 33
Afr. Amer./Black 43.5 46.4 52
Hispanic/Latino 41.6 46.8 226
Multi-race, Non-Hisp./Lat. 42.5 35.8 24
Nat. Haw. or Pacif. Isl.-- 2
White 43.8 46.0 926

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 49.3 49.7 1,261
High needs 46.8 48.1 752
Low income 47.5 47.9 605
EL and Former EL 46.2 49.0 217
Students w/ disabilities 43.7 44.1 276
Amer. Ind. or Alaska Nat.---
Asian 53.2 63.5 32
Afr. Amer./Black 50.4 49.1 51
Hispanic/Latino 48.3 48.4 220
Multi-race, Non-Hisp./Lat. 49.7 51.1 22
Nat. Haw. or Pacif. Isl.-- 2
White 49.4 49.6 934

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 35.0 37.8 82
High needs---
Low income---
EL and Former EL 35.0 37.8 82
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 16.8 5.2 1,432
High needs 25.7 7.6 885
Low income 32.6 8.8 717
EL and Former EL 20.7 6.9 290
Students w/ disabilities 26.2 8.8 297
Amer. Ind. or Alaska Nat.---
Asian 4.3 2.9 34
Afr. Amer./Black 9.5 3.2 63
Hispanic/Latino 25.9 8.3 277
Multi-race, Non-Hisp./Lat. 20.0 10.0 30
Nat. Haw. or Pacif. Isl.-- 2
White 15.4 4.5 1,026

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 1,397 1,37698 1,391 1,38199 488 48199

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 868 853 863 857 281 279 2,012 1,98999
Low income 697 684 693 688 229 227 1,619 1,59999
EL and Former EL 280 277 275 274 79 79 634 63099
Students w/ disabilities 307 300 307 303 102 101 716 70498
Amer. Ind. or Alaska Nat.---------
Asian 35 35 34 34 15- 84 84100
Afr. Amer./Black 62 62 61 61 17- 140 140100
Hispanic/Latino 268 265 263 261 82 81 613 60799
Multi-race, Non-Hisp./Lat. 30 30 30 29 11- 71 7099
Nat. Haw. or Pacif. Isl. 2- 2- 1- 5--
White 1,000 982 1,001 994 362 356 2,363 2,33299


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

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