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Garfield Middle School

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2018 Official Accountability Report - Garfield Middle School

Organization Information
DISTRICT NAME
Revere (02480000)
TITLE I STATUS
Title I School
SCHOOL
Garfield Middle School (02480057)
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
37% - Partially meeting targets23

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 achievement04-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total01260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.39.6-4.57.6-
Percentage of possible points 14%-59%-
Criterion-referenced target percentage37%
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 achievement04-
Achievement total01267.5
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 total0.910.3-
Percentage of possible points 9%-
Criterion-referenced target percentage9%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 26

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 495.4 494.4 -1.0 497.4 5080Declined
Lowest Performing 470.7 470.8 0.1 476.0 692Improved Below Target
High needs 489.2 488.4 -0.8 491.2 3510Declined
Econ. Disadvantaged 490.0 490.0 0.0 491.6 2601No Change
EL and Former EL 483.3 481.0 -2.3 484.9 1850Declined
Students w/ disabilities 481.2 483.3 2.1 483.0 573Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 506.5 508.5 2.0 508.6 313Met Target
Afr. Amer./Black---- 14--
Hispanic/Latino 491.1 489.7 -1.4 492.8 2850Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 500.1 499.9 -0.2 502.2 1671No Change

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 495.2 494.6 -0.6 497.0 5070Declined
Lowest Performing 471.8 475.6 3.8 475.1 693Met Target
High needs 490.9 489.4 -1.5 492.8 3500Declined
Econ. Disadvantaged 491.4 490.0 -1.4 492.8 2600Declined
EL and Former EL 488.0 485.0 -3.0 489.8 1850Declined
Students w/ disabilities 479.9 481.1 1.2 482.0 562Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 509.2 510.1 0.9 511.5 313Met Target
Afr. Amer./Black---- 14--
Hispanic/Latino 491.6 490.8 -0.8 493.2 2860Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 498.4 498.5 0.1 500.7 1662Improved Below 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 53.6 50.5 -3.1 56.5 1620Declined
Lowest Performing-------
High needs 45.2 42.5 -2.7 48.3 1140Declined
Econ. Disadvantaged 47.4 44.8 -2.6 49.9 820Declined
EL and Former EL 33.3 34.6 1.3 36.6 572Improved Below Target
Students w/ disabilities---- 20--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 3--
Hispanic/Latino 46.8 43.3 -3.5 49.9 1040Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 57.9 64.3 6.4 61.1 424Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.0 50.0 4742Below Target
Lowest Performing 45.6 50.0 692Below Target
High needs 46.2 50.0 3192Below Target
Econ. Disadvantaged 45.8 50.0 2382Below Target
EL and Former EL 46.1 50.0 1562Below Target
Students w/ disabilities 43.8 50.0 572Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 60.9 50.0 284Exceeded Target
Afr. Amer./Black-- 13--
Hispanic/Latino 46.8 50.0 2602Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 48.0 50.0 1622Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.5 50.0 4723Met Target
Lowest Performing 54.3 50.0 693Met Target
High needs 49.3 50.0 3182Below Target
Econ. Disadvantaged 48.3 50.0 2382Below Target
EL and Former EL 48.0 50.0 1562Below Target
Students w/ disabilities 51.3 50.0 563Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 54.9 50.0 283Met Target
Afr. Amer./Black-- 13--
Hispanic/Latino 51.6 50.0 2603Met Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 54.4 50.0 1613Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 58.5 62.1 3.6 45.3 583Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 58.5 62.1 3.6 45.3 583Met 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 8.9 11.0 -2.1 7.0 5660Declined
Lowest Performing 13.0 17.4 -4.4 8.3 690Declined
High needs 10.4 11.7 -1.3 8.1 3770Declined
Econ. Disadvantaged 12.7 12.9 -0.2 10.3 2491No Change
EL and Former EL 7.1 10.6 -3.5 3.4 2270Declined
Students w/ disabilities 14.9 18.3 -3.4 10.6 600Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 5.3 3.1 2.2 2.4 323Met Target
Afr. Amer./Black---- 18--
Hispanic/Latino 8.7 11.5 -2.8 5.3 3230Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 9.9 11.6 -1.7 7.3 1810Declined

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 535 533100Yes 1 534 532100Yes 1 169 169100Yes 1
Lowest Performing---------------
High needs 376 37499Yes 1 375 37399Yes 1 120 120100Yes 1
Econ. Disadvantaged 278 277100Yes 1 278 277100Yes 1 87 87100Yes 1
EL and Former EL 206 205100Yes 1 205 205100Yes 1 62 62100Yes 1
Students w/ disabilities 62 6198Yes 1 62 6097Yes 1 21 21100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 31 31100Yes 1 31 31100Yes 1 8----
Afr. Amer./Black 15---- 15---- 4----
Hispanic/Latino 305 304100Yes 1 305 305100Yes 1 109 109100Yes 1
Multi-race, Non-Hisp./Lat. 11---- 11---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 172 17199Yes 1 171 17099Yes 1 43 43100Yes 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