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Collins Middle

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2018 Official Accountability Report - Collins Middle

Organization Information
DISTRICT NAME
Salem (02580000)
TITLE I STATUS
Title I School
SCHOOL
Collins Middle (02580305)
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
43% - Partially meeting targets24

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 achievement24-04-
Mathematics achievement14-44-
Science achievement04----
Achievement total31260.04867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total3.59.6-3.87.6-
Percentage of possible points 36%-50%-
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 21

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 494.2 494.6 0.4 496.2 5052Improved Below Target
Lowest Performing 469.1 467.2 -1.9 474.4 740Declined
High needs 488.3 487.6 -0.7 490.3 3230Declined
Econ. Disadvantaged 489.6 488.4 -1.2 491.2 2620Declined
EL and Former EL 483.5 482.0 -1.5 485.1 870Declined
Students w/ disabilities 474.8 474.9 0.1 476.6 1262Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 489.3 493.9 4.6 490.9 364Exceeded Target
Hispanic/Latino 487.3 485.8 -1.5 489.0 1730Declined
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 497.4 499.3 1.9 499.5 2583Met 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 495.2 494.9 -0.3 497.0 5051No Change
Lowest Performing 469.9 474.1 4.2 473.2 754Exceeded Target
High needs 488.6 488.0 -0.6 490.5 3230Declined
Econ. Disadvantaged 489.5 488.3 -1.2 490.9 2630Declined
EL and Former EL 483.7 484.1 0.4 485.5 872Improved Below Target
Students w/ disabilities 477.3 477.4 0.1 479.4 1252Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 486.3 485.3 -1.0 488.1 360Declined
Hispanic/Latino 487.1 487.7 0.6 488.7 1742Improved Below Target
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 499.8 500.0 0.2 502.1 2572Improved 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 67.6 55.8 -11.8 70.5 1550Declined
Lowest Performing-------
High needs 57.0 47.7 -9.3 60.1 1080Declined
Econ. Disadvantaged 57.9 47.6 -10.3 60.4 840Declined
EL and Former EL 55.2 34.8 -20.4 58.5 280Declined
Students w/ disabilities 42.2 38.4 -3.8 45.7 430Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 5--
Hispanic/Latino 60.0 42.3 -17.7 63.1 620Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 74.7 64.7 -10.0 77.9 750Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.6 50.0 4833Met Target
Lowest Performing 46.3 50.0 722Below Target
High needs 50.0 50.0 3023Met Target
Econ. Disadvantaged 48.8 50.0 2432Below Target
EL and Former EL 53.2 50.0 783Met Target
Students w/ disabilities 44.4 50.0 1152Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black 55.4 50.0 343Met Target
Hispanic/Latino 49.0 50.0 1592Below Target
Multi-race, Non-Hisp./Lat.-- 22--
Nat. Haw. or Pacif. Isl.-----
White 52.3 50.0 2533Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.4 50.0 4843Met Target
Lowest Performing 57.1 50.0 733Met Target
High needs 52.6 50.0 3033Met Target
Econ. Disadvantaged 52.2 50.0 2453Met Target
EL and Former EL 53.3 50.0 783Met Target
Students w/ disabilities 49.6 50.0 1152Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black 45.2 50.0 342Below Target
Hispanic/Latino 54.2 50.0 1613Met Target
Multi-race, Non-Hisp./Lat.-- 22--
Nat. Haw. or Pacif. Isl.-----
White 56.1 50.0 2523Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 42.5 51.4 8.9 45.3 373Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 42.5 51.4 8.9 45.3 373Met 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 20.9 20.8 0.1 19.0 5832Improved Below Target
Lowest Performing 35.0 36.0 -1.0 30.3 750Declined
High needs 29.4 27.1 2.3 27.1 3773Met Target
Econ. Disadvantaged 33.7 32.5 1.2 31.3 2772Improved Below Target
EL and Former EL 18.9 19.1 -0.2 15.2 1151No Change
Students w/ disabilities 32.8 29.8 3.0 28.5 1412Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 23--
Afr. Amer./Black 17.1 17.4 -0.3 13.2 461No Change
Hispanic/Latino 24.6 23.6 1.0 21.2 2032Improved Below Target
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.---- 0--
White 18.5 21.3 -2.8 15.9 2860Declined

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 558 55199Yes 1 563 561100Yes 1 177 17297Yes 1
Lowest Performing---------------
High needs 367 36198Yes 1 369 368100Yes 1 125 12096Yes 1
Econ. Disadvantaged 296 29198Yes 1 298 298100Yes 1 96 9195Yes 1
EL and Former EL 108 10395Yes 1 109 109100Yes 1 34 34100Yes 1
Students w/ disabilities 135 13096Yes 1 137 13699Yes 1 53 4993No 2
Amer. Ind. or Alaska Nat.---------------
Asian 20 1995Yes 1 21 2095Yes 1 8----
Afr. Amer./Black 42 42100Yes 1 42 42100Yes 1 6----
Hispanic/Latino 200 19497Yes 1 200 200100Yes 1 74 7196Yes 1
Multi-race, Non-Hisp./Lat. 25 25100Yes 1 25 25100Yes 1 9----
Nat. Haw. or Pacif. Isl.---------------
White 271 271100Yes 1 272 271100Yes 1 78 7799Yes 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