Massachusetts School and District Profiles

John F Kennedy

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - John F Kennedy

Organization Information
DISTRICT NAME
Somerville (02740000)
TITLE I STATUS
Title I School
SCHOOL
John F Kennedy (02740083)
GRADES SERVED
K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
80% - Meeting targets88

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 achievement44-44-
Mathematics achievement44-34-
Science achievement04----
Achievement total81267.57867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-34-
Growth total8822.57822.5
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 absenteeism14-44-
Advanced coursework completion------
Additional indicators total1410.04410.0
Weighted total7.310.3-6.77.6-
Percentage of possible points 71%-88%-
Criterion-referenced target percentage80%
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 achievement44-
Mathematics achievement24-
Science achievement14-
Achievement total71267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 90

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 506.4 515.3 8.9 507.9 2944Exceeded Target
Lowest Performing 481.2 488.8 7.6 485.9 464Exceeded Target
High needs 495.9 502.5 6.6 497.5 1434Exceeded Target
Econ. Disadvantaged 497.5 502.9 5.4 498.9 1144Exceeded Target
EL and Former EL 495.2 496.7 1.5 497.2 273Met Target
Students w/ disabilities 487.6 489.9 2.3 489.3 784Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black 495.0 496.6 1.6 496.6 283Met Target
Hispanic/Latino 500.3 505.8 5.5 501.4 534Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 510.5 521.2 10.7 512.1 1794Exceeded 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 506.5 510.2 3.7 507.9 2964Exceeded Target
Lowest Performing 482.1 486.2 4.1 485.7 463Met Target
High needs 494.9 496.0 1.1 496.6 1432Improved Below Target
Econ. Disadvantaged 495.0 495.6 0.6 496.1 1133Met Target
EL and Former EL 494.8 492.2 -2.6 497.0 260Declined
Students w/ disabilities 489.1 486.1 -3.0 491.2 780Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black 497.5 494.5 -3.0 499.0 280Declined
Hispanic/Latino 497.3 502.5 5.2 498.9 524Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 510.9 514.7 3.8 512.4 1824Exceeded 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 84.9 82.3 -2.6 87.3 930Declined
Lowest Performing-------
High needs 76.4 74.0 -2.4 79.2 491No Change
Econ. Disadvantaged 79.4 76.9 -2.5 82.3 403Met Target
EL and Former EL---- 6--
Students w/ disabilities 65.7 67.9 2.2 68.8 213Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 88.2 88.6 0.4 90.6 553Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 66.8 50.0 2294Exceeded Target
Lowest Performing 61.2 50.0 464Exceeded Target
High needs 62.0 50.0 974Exceeded Target
Econ. Disadvantaged 62.1 50.0 784Exceeded Target
EL and Former EL-- 11--
Students w/ disabilities 54.5 50.0 443Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black-- 18--
Hispanic/Latino 57.6 50.0 363Met Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 68.1 50.0 1524Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.9 50.0 2324Exceeded Target
Lowest Performing 55.0 50.0 463Met Target
High needs 56.1 50.0 973Met Target
Econ. Disadvantaged 53.9 50.0 773Met Target
EL and Former EL-- 10--
Students w/ disabilities 52.7 50.0 443Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black-- 18--
Hispanic/Latino 52.0 50.0 353Met Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 62.6 50.0 1564Exceeded 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 7.6 7.6 0.0 6.5 4091No Change
Lowest Performing 9.4 4.3 5.1 5.8 474Exceeded Target
High needs 9.4 11.0 -1.6 7.0 1810Declined
Econ. Disadvantaged 8.7 10.3 -1.6 5.2 1260Declined
EL and Former EL 5.7 2.9 2.8 1.3 344Exceeded Target
Students w/ disabilities 11.7 12.6 -0.9 8.4 1030Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 22--
Afr. Amer./Black 8.7 7.9 0.8 4.9 382Improved Below Target
Hispanic/Latino 9.1 10.6 -1.5 5.5 660Declined
Multi-race, Non-Hisp./Lat.---- 26--
Nat. Haw. or Pacif. Isl.-------
White 7.2 7.4 -0.2 5.9 2571No Change

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 306 30299Yes 1 306 30499Yes 1 97 9598Yes 1
Lowest Performing---------------
High needs 149 14799Yes 1 149 14799Yes 1 50 4998Yes 1
Econ. Disadvantaged 119 11899Yes 1 119 11798Yes 1 41 4098Yes 1
EL and Former EL 28 28100Yes 1 28 2796Yes 1 6----
Students w/ disabilities 83 8198Yes 1 83 8198Yes 1 22 2195Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 19---- 19---- 6----
Afr. Amer./Black 28 28100Yes 1 28 28100Yes 1 9----
Hispanic/Latino 55 55100Yes 1 55 5498Yes 1 19----
Multi-race, Non-Hisp./Lat. 17---- 17---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 187 18398Yes 1 187 18699Yes 1 59 5797Yes 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