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West Somerville Neighborhood

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2018 Official Accountability Report - West Somerville Neighborhood

Organization Information
DISTRICT NAME
Somerville (02740000)
TITLE I STATUS
Title I School
SCHOOL
West Somerville Neighborhood (02740115)
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
35% - Partially meeting targets28

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 achievement04-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total01267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total1.110.3-4.47.6-
Percentage of possible points 11%-58%-
Criterion-referenced target percentage35%
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 growth24-
Mathematics growth34-
Growth total5822.5
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 total1.110.3-
Percentage of possible points 11%-
Criterion-referenced target percentage11%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 33

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 500.3 498.0 -2.3 501.8 2130Declined
Lowest Performing 473.3 477.3 4.0 478.0 402Improved Below Target
High needs 492.6 490.8 -1.8 494.2 1240Declined
Econ. Disadvantaged 493.7 492.2 -1.5 495.1 950Declined
EL and Former EL 488.2 486.9 -1.3 490.2 320Declined
Students w/ disabilities 483.4 480.5 -2.9 485.1 490Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black 494.6 491.5 -3.1 496.2 290Declined
Hispanic/Latino 494.4 492.7 -1.7 495.5 490Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 503.6 501.2 -2.4 505.2 1130Declined

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 499.6 498.0 -1.6 501.0 2100Declined
Lowest Performing 470.5 473.9 3.4 474.1 403Met Target
High needs 490.6 489.5 -1.1 492.3 1210Declined
Econ. Disadvantaged 490.2 489.0 -1.2 491.3 940Declined
EL and Former EL 484.8 487.1 2.3 487.0 323Met Target
Students w/ disabilities 479.6 482.0 2.4 481.7 473Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black 491.9 488.9 -3.0 493.4 270Declined
Hispanic/Latino 492.8 493.4 0.6 494.4 492Improved Below Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 503.1 500.8 -2.3 504.6 1120Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 73.8 60.6 -13.2 76.2 780Declined
Lowest Performing-------
High needs 65.9 57.1 -8.8 68.7 460Declined
Econ. Disadvantaged 67.6 54.5 -13.1 70.5 390Declined
EL and Former EL---- 6--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 11--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 74.2 66.7 -7.5 76.6 390Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.4 50.0 1622Below Target
Lowest Performing 46.1 50.0 402Below Target
High needs 48.5 50.0 942Below Target
Econ. Disadvantaged 50.5 50.0 733Met Target
EL and Former EL 46.4 50.0 252Below Target
Students w/ disabilities 42.1 50.0 382Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black 52.9 50.0 213Met Target
Hispanic/Latino 48.4 50.0 392Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 45.8 50.0 812Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.1 50.0 1583Met Target
Lowest Performing 47.4 50.0 402Below Target
High needs 51.2 50.0 913Met Target
Econ. Disadvantaged 49.5 50.0 722Below Target
EL and Former EL 57.8 50.0 253Met Target
Students w/ disabilities 54.5 50.0 363Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 19--
Hispanic/Latino 56.2 50.0 393Met Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 47.3 50.0 792Below 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 11.1 12.1 -1.0 10.0 3150Declined
Lowest Performing 9.8 10.0 -0.2 6.2 401No Change
High needs 14.8 15.6 -0.8 12.4 1790Declined
Econ. Disadvantaged 16.2 17.3 -1.1 12.7 1330Declined
EL and Former EL 2.4 5.0 -2.6 0.0 400Declined
Students w/ disabilities 15.6 9.1 6.5 12.3 664Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black 16.0 9.8 6.2 12.2 514Exceeded Target
Hispanic/Latino 5.6 14.3 -8.7 2.0 630Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 12.8 12.4 0.4 11.5 1702Improved Below 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 220 220100Yes 1 218 217100Yes 1 80 80100Yes 1
Lowest Performing---------------
High needs 128 128100Yes 1 126 12599Yes 1 48 48100Yes 1
Econ. Disadvantaged 97 97100Yes 1 96 96100Yes 1 40 40100Yes 1
EL and Former EL 32 32100Yes 1 32 32100Yes 1 6----
Students w/ disabilities 52 52100Yes 1 51 5098Yes 1 16----
Amer. Ind. or Alaska Nat.---------------
Asian 11---- 11---- 5----
Afr. Amer./Black 30 30100Yes 1 28 28100Yes 1 12----
Hispanic/Latino 51 51100Yes 1 51 51100Yes 1 18----
Multi-race, Non-Hisp./Lat. 11---- 11---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 117 117100Yes 1 117 11699Yes 1 40 40100Yes 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