Massachusetts School and District Profiles

Salem High

Districts Schools

2018

2018 Official Accountability Report - Salem High

Organization Information
DISTRICT NAME Salem (02580000)	TITLE I STATUS Non-Title I School
SCHOOL Salem High (02580505)	GRADES SERVED 09,10,11,12
REGION Coastal	FEDERAL DESIGNATION -

Accountability Information

Overall classification	Requiring assistance or intervention

Reason for classification
In need of focused/targeted support Among the lowest performing 10% of schools

Progress toward improvement targets	Accountability percentile
44% - Partially meeting targets	9

OVERALL AND SUBGROUP DATA
DETAILED DATA FOR EACH INDICATOR

Overall results

Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	4	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	1	4	-	3	4	-
	Achievement total	4	12	40.0	8	12	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	1	4	-	0	4	-
	Growth total	3	8	20.0	1	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	1	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	4	8	10.0	2	4	10.0
Weighted total		3.1	10.0	-	5.8	10.3	-
Percentage of possible points		31%		-	56%		-
Criterion-referenced target percentage		44%
Criterion-referenced target percentage		Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator		High needs Subgroup (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	5	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	0	4	-
	Growth total	1	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-
	Extended engagement rate	1	4	-
	Annual dropout rate	0	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	2	8	10.0
Weighted total		3.2	10.7	-
Percentage of possible points		30%		-
Criterion-referenced target percentage		30%
Criterion-referenced target percentage		Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments		8

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	92.1	94.1	2.0	93.8	209	3	Met Target
Lowest Performing	75.5	81.3	5.8	78.2	48	4	Exceeded Target
High needs	88.4	91.2	2.8	90.6	136	3	Met Target
Econ. Disadvantaged	87.0	91.5	4.5	88.8	103	4	Exceeded Target
EL and Former EL	80.0	87.0	7.0	83.0	46	4	Exceeded Target
Students w/ disabilities	85.5	88.2	2.7	88.5	53	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Afr. Amer./Black	-	-	-	-	22	-	-
Hispanic/Latino	87.5	91.9	4.4	89.5	77	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	6	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	96.2	97.2	1.0	98.0	99	3	Met Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	82.0	79.2	-2.8	84.2	206	0	Declined
Lowest Performing	47.4	46.9	-0.5	49.9	48	1	No Change
High needs	74.1	70.1	-4.0	76.5	133	0	Declined
Econ. Disadvantaged	74.1	72.0	-2.1	76.6	100	1	No Change
EL and Former EL	69.1	60.3	-8.8	74.2	46	0	Declined
Students w/ disabilities	66.3	59.6	-6.7	70.1	52	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Afr. Amer./Black	-	-	-	-	21	-	-
Hispanic/Latino	76.6	68.8	-7.8	79.8	76	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	6	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	86.1	87.5	1.4	87.8	98	3	Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	80.7	80.4	-0.3	83.2	181	1	No Change
Lowest Performing	55.7	57.8	2.1	58.7	48	3	Met Target
High needs	73.0	73.1	0.1	75.3	117	2	Improved Below Target
Econ. Disadvantaged	74.7	74.4	-0.3	77.6	86	1	No Change
EL and Former EL	63.6	59.8	-3.8	66.9	41	0	Declined
Students w/ disabilities	66.3	71.7	5.4	69.5	45	4	Exceeded Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Afr. Amer./Black	-	-	-	-	17	-	-
Hispanic/Latino	74.4	71.7	-2.7	78.4	68	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	6	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	85.6	86.5	0.9	88.1	87	2	Improved Below Target

English language arts growth - High school About the Data
Group	2018 Mean SGP	2018 Target	N	Points	Reason
All Students	43.3	50.0	171	2	Below Target
Lowest Performing	30.7	50.0	39	1	Below Target
High needs	38.7	50.0	107	1	Below Target
Econ. Disadvantaged	37.1	50.0	85	1	Below Target
EL and Former EL	39.1	50.0	34	1	Below Target
Students w/ disabilities	44.0	50.0	38	2	Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-
Asian	-	-	3	-	-
Afr. Amer./Black	-	-	14	-	-
Hispanic/Latino	39.8	50.0	66	1	Below Target
Multi-race, Non-Hisp./Lat.	-	-	5	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-
White	49.3	50.0	83	2	Below Target

Mathematics growth - High school About the Data
Group	2018 Mean SGP	2018 Target	N	Points	Reason
All Students	34.0	50.0	167	1	Below Target
Lowest Performing	26.0	50.0	39	0	Below Target
High needs	28.0	50.0	103	0	Below Target
Econ. Disadvantaged	26.5	50.0	81	0	Below Target
EL and Former EL	32.0	50.0	34	1	Below Target
Students w/ disabilities	29.6	50.0	36	0	Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-
Asian	-	-	3	-	-
Afr. Amer./Black	-	-	13	-	-
Hispanic/Latino	32.4	50.0	65	1	Below Target
Multi-race, Non-Hisp./Lat.	-	-	5	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-
White	35.8	50.0	81	1	Below Target

Four-year cohort graduation rate - High school About the Data
Group	2016 Rate (%)	2017 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	87.9	87.6	-0.3	91.7	233	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High needs	84.1	83.7	-0.4	88.2	166	1	No Change
Econ. Disadvantaged	83.6	82.2	-1.4	88.5	152	0	Declined
EL and Former EL	70.6	71.0	0.4	76.6	31	2	Improved Below Target
Students w/ disabilities	86.9	82.5	-4.4	95.8	57	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Afr. Amer./Black	-	-	-	-	19	-	-
Hispanic/Latino	91.1	84.6	-6.5	96.2	91	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	8	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	87.1	89.0	1.9	90.9	109	2	Improved Below Target

Extended engagement rate - High school About the Data
Group	2015 Rate (%)	2016 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.2	92.1	-1.1	96.3	240	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	90.3	89.8	-0.5	95.0	176	1	No Change
Econ. Disadvantaged	89.8	89.1	-0.7	94.7	165	0	Declined
EL and Former EL	71.0	85.3	14.3	76.4	34	4	Exceeded Target
Students w/ disabilities	91.3	95.1	3.8	98.1	61	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Afr. Amer./Black	-	-	-	-	9	-	-
Hispanic/Latino	87.1	95.6	8.5	92.6	90	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	12	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	96.2	91.1	-5.1	99.1	124	0	Declined

Annual dropout rate - High school About the Data
Group	2016 Rate (%)	2017 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.3	2.2	-0.9	1.2	926	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	2.2	2.4	-0.2	2.0	578	0	Declined
Econ. Disadvantaged	2.8	2.6	0.2	2.5	418	2	Improved Below Target
EL and Former EL	2.7	2.4	0.3	2.4	127	3	Met Target
Students w/ disabilities	2.3	2.3	0.0	2.1	222	1	No Change
Amer. Ind. or Alaska Nat.	-	-	-	-	2	-	-
Asian	-	-	-	-	21	-	-
Afr. Amer./Black	-	-	-	-	71	-	-
Hispanic/Latino	1.0	1.3	-0.3	1.0	398	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	36	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	1.6	3.0	-1.4	1.4	398	0	Declined

Progress toward attaining English language proficiency - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	33.3	31.5	-1.8	23.1	92	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High needs	-	-	-	-	-	-	-
Econ. Disadvantaged	-	-	-	-	-	-	-
EL and Former EL	33.3	31.5	-1.8	23.1	92	3	Met 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 - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	35.7	33.2	2.5	33.3	951	3	Met Target
Lowest Performing	43.8	35.4	8.4	34.2	48	2	Improved Below Target
High needs	43.1	40.9	2.2	39.9	621	2	Improved Below Target
Econ. Disadvantaged	45.3	43.0	2.3	42.0	419	2	Improved Below Target
EL and Former EL	34.7	33.2	1.5	29.7	235	2	Improved Below Target
Students w/ disabilities	46.3	45.3	1.0	42.8	212	2	Improved Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	29	-	-
Afr. Amer./Black	-	-	-	-	69	-	-
Hispanic/Latino	37.0	38.3	-1.3	33.1	423	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	41	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	35.3	28.3	7.0	32.1	389	4	Exceeded Target

Advanced coursework completion - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	47.1	46.2	-0.9	53.2	450	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High needs	29.2	26.2	-3.0	35.5	279	0	Declined
Econ. Disadvantaged	31.7	28.8	-2.9	38.2	205	0	Declined
EL and Former EL	25.6	22.0	-3.6	29.8	91	0	Declined
Students w/ disabilities	10.8	12.7	1.9	16.8	110	2	Improved Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Afr. Amer./Black	-	-	-	-	34	-	-
Hispanic/Latino	32.4	33.2	0.8	39.9	199	2	Improved Below Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	24	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	60.7	60.6	-0.1	67.4	180	1	No Change

Assessment participation About the Data
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	219	219	100	Yes	1	216	215	100	Yes	1	218	218	100	Yes	1
Lowest Performing	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
High needs	143	143	100	Yes	1	140	139	99	Yes	1	143	143	100	Yes	1
Econ. Disadvantaged	109	109	100	Yes	1	106	105	99	Yes	1	109	109	100	Yes	1
EL and Former EL	50	50	100	Yes	1	50	50	100	Yes	1	50	50	100	Yes	1
Students w/ disabilities	55	55	100	Yes	1	54	53	98	Yes	1	55	55	100	Yes	1
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
Asian	6	-	-	-	-	6	-	-	-	-	6	-	-	-	-
Afr. Amer./Black	24	24	100	Yes	1	23	23	100	Yes	1	23	23	100	Yes	1
Hispanic/Latino	81	81	100	Yes	1	80	80	100	Yes	1	81	81	100	Yes	1
Multi-race, Non-Hisp./Lat.	6	-	-	-	-	6	-	-	-	-	6	-	-	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
White	102	102	100	Yes	1	101	100	99	Yes	1	102	102	100	Yes	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