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Rumney Marsh Academy

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2018 Official Accountability Report - Rumney Marsh Academy

Organization Information
DISTRICT NAME
Revere (02480000)
TITLE I STATUS
Title I School
SCHOOL
Rumney Marsh Academy (02480014)
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
11% - Partially meeting targets20

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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01267.50867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4822.53822.5
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 absenteeism14-24-
Advanced coursework completion------
Additional indicators total1410.02410.0
Weighted total1.010.3-0.97.6-
Percentage of possible points 10%-12%-
Criterion-referenced target percentage11%
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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.610.3-
Percentage of possible points 16%-
Criterion-referenced target percentage16%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 24

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 499.5 497.5 -2.0 501.0 5820Declined
Lowest Performing 470.1 464.6 -5.5 475.6 880Declined
High needs 492.1 490.8 -1.3 493.9 3760Declined
Econ. Disadvantaged 495.5 492.5 -3.0 496.8 3050Declined
EL and Former EL 486.7 486.8 0.1 488.0 1252Improved Below Target
Students w/ disabilities 471.8 468.9 -2.9 473.6 1270Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian 511.8 514.2 2.4 513.6 254Exceeded Target
Afr. Amer./Black 500.5 496.5 -4.0 502.1 240Declined
Hispanic/Latino 495.5 493.1 -2.4 497.0 2690Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 501.6 500.0 -1.6 503.3 2440Declined

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 495.9 493.5 -2.4 497.4 5810Declined
Lowest Performing 469.1 467.0 -2.1 472.1 880Declined
High needs 488.9 487.9 -1.0 490.5 3750Declined
Econ. Disadvantaged 492.0 490.1 -1.9 493.0 3050Declined
EL and Former EL 486.7 484.3 -2.4 488.2 1240Declined
Students w/ disabilities 471.1 469.3 -1.8 472.9 1270Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian 507.9 513.1 5.2 510.7 254Exceeded Target
Afr. Amer./Black 491.9 491.8 -0.1 494.2 241No Change
Hispanic/Latino 492.6 488.3 -4.3 494.2 2680Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 497.8 496.6 -1.2 499.5 2440Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 64.7 62.1 -2.6 67.4 1920Declined
Lowest Performing-------
High needs 54.8 54.4 -0.4 58.2 1181No Change
Econ. Disadvantaged 58.3 57.0 -1.3 62.1 1031No Change
EL and Former EL 48.8 40.6 -8.2 51.7 240Declined
Students w/ disabilities 29.8 35.1 5.3 32.8 424Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 9--
Afr. Amer./Black---- 8--
Hispanic/Latino 62.0 58.2 -3.8 64.8 790Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 67.4 62.8 -4.6 70.2 860Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.7 50.0 5712Below Target
Lowest Performing 37.6 50.0 851Below Target
High needs 46.0 50.0 3682Below Target
Econ. Disadvantaged 45.8 50.0 3002Below Target
EL and Former EL 47.3 50.0 1212Below Target
Students w/ disabilities 36.4 50.0 1241Below Target
Amer. Ind. or Alaska Nat.-- 4--
Asian 59.7 50.0 243Met Target
Afr. Amer./Black 38.9 50.0 241Below Target
Hispanic/Latino 46.5 50.0 2632Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-- 1--
White 48.7 50.0 2402Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.4 50.0 5682Below Target
Lowest Performing 41.0 50.0 852Below Target
High needs 44.2 50.0 3652Below Target
Econ. Disadvantaged 45.1 50.0 2982Below Target
EL and Former EL 42.9 50.0 1192Below Target
Students w/ disabilities 41.0 50.0 1222Below Target
Amer. Ind. or Alaska Nat.-- 4--
Asian 64.3 50.0 244Exceeded Target
Afr. Amer./Black 43.0 50.0 242Below Target
Hispanic/Latino 42.4 50.0 2612Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-- 1--
White 46.8 50.0 2392Below Target

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-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 5.8 6.0 -0.2 4.5 6161No Change
Lowest Performing 11.2 9.1 2.1 7.3 882Improved Below Target
High needs 7.5 8.1 -0.6 5.2 3830Declined
Econ. Disadvantaged 9.2 9.7 -0.5 6.1 2681No Change
EL and Former EL 0.9 3.8 -2.9 0.0 1333Met Target
Students w/ disabilities 8.5 9.0 -0.5 4.7 1331No Change
Amer. Ind. or Alaska Nat.---- 4--
Asian 0.0 0.0 0.0 0.0 254Exceeded Target
Afr. Amer./Black 0.0 0.0 0.0 0.0 264Exceeded Target
Hispanic/Latino 5.2 5.8 -0.6 1.5 2910Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.9 6.3 0.6 5.2 2522Improved Below 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 603 602100Yes 1 602 602100Yes 1 198 198100Yes 1
Lowest Performing---------------
High needs 393 392100Yes 1 392 392100Yes 1 122 122100Yes 1
Econ. Disadvantaged 321 320100Yes 1 321 321100Yes 1 107 107100Yes 1
EL and Former EL 128 12799Yes 1 127 127100Yes 1 24 24100Yes 1
Students w/ disabilities 134 13399Yes 1 134 134100Yes 1 44 44100Yes 1
Amer. Ind. or Alaska Nat. 4---- 4---- 2----
Asian 25 25100Yes 1 25 25100Yes 1 9----
Afr. Amer./Black 26 26100Yes 1 26 26100Yes 1 9----
Hispanic/Latino 284 283100Yes 1 283 283100Yes 1 83 83100Yes 1
Multi-race, Non-Hisp./Lat. 16---- 16---- 9----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 247 247100Yes 1 247 247100Yes 1 86 86100Yes 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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