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Albert F. Argenziano School at Lincoln Park

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2018 Official Accountability Report - Albert F. Argenziano School at Lincoln Park

Organization Information
DISTRICT NAME
Somerville (02740000)
TITLE I STATUS
Title I School
SCHOOL
Albert F. Argenziano School at Lincoln Park (02740087)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
47% - Partially meeting targets33

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 achievement34-24-
Mathematics achievement04-24-
Science achievement14----
Achievement total41260.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 absenteeism14-24-
Advanced coursework completion------
Additional indicators total1410.02410.0
Weighted total3.89.6-4.07.6-
Percentage of possible points 40%-53%-
Criterion-referenced target percentage47%
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 achievement14-
Mathematics achievement04-
Science achievement34-
Achievement total41267.5
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 total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 17

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 499.1 500.1 1.0 500.6 3173Met Target
Lowest Performing 472.8 476.5 3.7 477.5 532Improved Below Target
High needs 488.2 487.7 -0.5 489.8 1811No Change
Econ. Disadvantaged 490.1 489.0 -1.1 491.5 1290Declined
EL and Former EL 484.3 481.9 -2.4 486.3 1120Declined
Students w/ disabilities 472.6 475.8 3.2 474.3 494Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 504.3 501.0 -3.3 506.4 270Declined
Afr. Amer./Black---- 18--
Hispanic/Latino 487.9 487.6 -0.3 489.0 1231No Change
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 507.4 510.7 3.3 509.0 1364Exceeded 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 500.2 496.5 -3.7 501.6 3170Declined
Lowest Performing 472.7 474.4 1.7 476.3 532Improved Below Target
High needs 488.5 486.2 -2.3 490.2 1810Declined
Econ. Disadvantaged 489.1 487.4 -1.7 490.2 1290Declined
EL and Former EL 486.7 481.7 -5.0 488.9 1120Declined
Students w/ disabilities 473.1 474.3 1.2 475.2 492Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 511.5 503.4 -8.1 514.0 270Declined
Afr. Amer./Black---- 18--
Hispanic/Latino 487.0 484.4 -2.6 488.6 1230Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 508.9 506.0 -2.9 510.4 1360Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 74.0 72.0 -2.0 76.4 1011No Change
Lowest Performing-------
High needs 55.2 57.0 1.8 58.0 503Met Target
Econ. Disadvantaged 58.7 60.1 1.4 61.6 422Improved Below Target
EL and Former EL---- 24--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 5--
Afr. Amer./Black---- 5--
Hispanic/Latino 62.9 54.5 -8.4 66.8 390Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 80.9 86.5 5.6 83.3 484Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.1 50.0 2293Met Target
Lowest Performing 51.6 50.0 533Met Target
High needs 47.4 50.0 1212Below Target
Econ. Disadvantaged 47.0 50.0 902Below Target
EL and Former EL 49.1 50.0 682Below Target
Students w/ disabilities 50.5 50.0 353Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 16--
Afr. Amer./Black-- 10--
Hispanic/Latino 53.4 50.0 883Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 51.3 50.0 1073Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.7 50.0 2302Below Target
Lowest Performing 45.5 50.0 532Below Target
High needs 42.2 50.0 1212Below Target
Econ. Disadvantaged 44.5 50.0 902Below Target
EL and Former EL 43.4 50.0 682Below Target
Students w/ disabilities 43.5 50.0 352Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 16--
Afr. Amer./Black-- 10--
Hispanic/Latino 47.9 50.0 882Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 43.1 50.0 1082Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 55.0 49.1 -5.9 45.3 1163Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.0 49.1 -5.9 45.3 1163Met 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 10.6 10.6 0.0 9.5 5361No Change
Lowest Performing 10.9 9.4 1.5 7.3 532Improved Below Target
High needs 14.2 15.0 -0.8 11.8 3210Declined
Econ. Disadvantaged 14.6 17.5 -2.9 11.1 2000Declined
EL and Former EL 15.0 14.8 0.2 10.6 2292Improved Below Target
Students w/ disabilities 8.2 6.9 1.3 4.9 722Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 2.2 10.2 -8.0 0.0 490Declined
Afr. Amer./Black---- 33--
Hispanic/Latino 13.2 13.2 0.0 9.6 2351No Change
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 7.4 6.6 0.8 6.1 1983Met 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 343 343100Yes 1 343 343100Yes 1 104 104100Yes 1
Lowest Performing---------------
High needs 205 205100Yes 1 205 205100Yes 1 52 52100Yes 1
Econ. Disadvantaged 145 145100Yes 1 145 145100Yes 1 44 44100Yes 1
EL and Former EL 133 133100Yes 1 133 133100Yes 1 25 25100Yes 1
Students w/ disabilities 52 52100Yes 1 52 52100Yes 1 13----
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 29 29100Yes 1 29 29100Yes 1 5----
Afr. Amer./Black 23 23100Yes 1 23 23100Yes 1 5----
Hispanic/Latino 139 139100Yes 1 139 139100Yes 1 40 40100Yes 1
Multi-race, Non-Hisp./Lat. 12---- 12---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 139 139100Yes 1 139 139100Yes 1 50 50100Yes 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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