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E Somerville Community

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2018 Official Accountability Report - E Somerville Community

Organization Information
DISTRICT NAME
Somerville (02740000)
TITLE I STATUS
Title I School
SCHOOL
E Somerville Community (02740111)
GRADES SERVED
K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: White
Progress toward improvement targetsAccountability percentile
64% - Partially meeting targets34

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 achievement04-44-
Science achievement44----
Achievement total71260.06867.5
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 total0410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total5.79.6-5.27.6-
Percentage of possible points 59%-68%-
Criterion-referenced target percentage64%
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 achievement44-
Mathematics achievement04-
Science achievement44-
Achievement total81267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total7.010.3-
Percentage of possible points 68%-
Criterion-referenced target percentage68%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 55

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 493.6 495.2 1.6 495.1 4473Met Target
Lowest Performing 469.3 472.2 2.9 474.8 862Improved Below Target
High needs 489.3 491.8 2.5 491.1 3554Exceeded Target
Econ. Disadvantaged 490.2 492.8 2.6 491.5 2724Exceeded Target
EL and Former EL 487.0 488.9 1.9 488.3 2224Exceeded Target
Students w/ disabilities 474.1 468.8 -5.3 475.9 940Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black 495.1 501.0 5.9 496.7 214Exceeded Target
Hispanic/Latino 491.1 492.1 1.0 492.6 3483Met Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 502.4 506.5 4.1 504.1 564Exceeded 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 494.5 493.3 -1.2 496.0 4450Declined
Lowest Performing 468.5 472.3 3.8 471.5 854Exceeded Target
High needs 490.6 489.9 -0.7 492.2 3530Declined
Econ. Disadvantaged 491.0 490.5 -0.5 492.0 2701No Change
EL and Former EL 488.5 487.7 -0.8 490.0 2200Declined
Students w/ disabilities 474.3 470.0 -4.3 476.1 920Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black 493.6 494.0 0.4 495.9 212Improved Below Target
Hispanic/Latino 491.7 490.5 -1.2 493.3 3460Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 504.9 504.8 -0.1 506.6 561No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 58.2 68.3 10.1 60.9 1424Exceeded Target
Lowest Performing-------
High needs 51.1 65.1 14.0 54.5 1044Exceeded Target
Econ. Disadvantaged 52.4 66.6 14.2 56.2 774Exceeded Target
EL and Former EL 48.1 58.1 10.0 51.0 594Exceeded Target
Students w/ disabilities 29.5 39.8 10.3 32.5 224Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 8--
Hispanic/Latino 54.3 65.7 11.4 57.1 1084Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White 72.8 76.3 3.5 75.6 203Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.2 50.0 3543Met Target
Lowest Performing 48.5 50.0 862Below Target
High needs 55.7 50.0 2783Met Target
Econ. Disadvantaged 54.2 50.0 2163Met Target
EL and Former EL 56.4 50.0 1723Met Target
Students w/ disabilities 41.8 50.0 702Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black-- 18--
Hispanic/Latino 54.8 50.0 2743Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 56.6 50.0 443Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.7 50.0 3503Met Target
Lowest Performing 54.1 50.0 833Met Target
High needs 53.1 50.0 2743Met Target
Econ. Disadvantaged 51.5 50.0 2123Met Target
EL and Former EL 54.3 50.0 1683Met Target
Students w/ disabilities 50.0 50.0 663Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black-- 18--
Hispanic/Latino 53.1 50.0 2703Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 52.0 50.0 443Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 48.9 43.2 -5.7 62.8 1990Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 48.9 43.2 -5.7 62.8 1990Declined
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 7.7 6.0 1.7 6.4 6513Met Target
Lowest Performing 2.2 5.8 -3.6 0.0 860Declined
High needs 8.1 6.6 1.5 5.8 4722Improved Below Target
Econ. Disadvantaged 11.1 7.4 3.7 8.0 3374Exceeded Target
EL and Former EL 7.5 3.2 4.3 4.8 3134Exceeded Target
Students w/ disabilities 8.6 7.3 1.3 4.8 1232Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 22--
Afr. Amer./Black 6.7 3.6 3.1 3.0 283Met Target
Hispanic/Latino 7.1 4.4 2.7 3.4 4772Improved Below Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 10.5 13.2 -2.7 8.8 1060Declined

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 458 44998Yes 1 459 44898Yes 1 145 14298Yes 1
Lowest Performing---------------
High needs 357 357100Yes 1 357 35599Yes 1 104 104100Yes 1
Econ. Disadvantaged 274 274100Yes 1 274 27299Yes 1 77 77100Yes 1
EL and Former EL 223 223100Yes 1 223 22199Yes 1 59 59100Yes 1
Students w/ disabilities 95 95100Yes 1 95 9398Yes 1 22 22100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 14---- 14---- 5----
Afr. Amer./Black 21 21100Yes 1 22 22100Yes 1 8----
Hispanic/Latino 351 34899Yes 1 351 34699Yes 1 109 10899Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 0----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 63 5792No 2 63 5791No 2 22 2091No 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