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Stoughton High

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2018 Official Accountability Report - Stoughton High

Organization Information
DISTRICT NAME
Stoughton (02850000)
TITLE I STATUS
Non-Title I School
SCHOOL
Stoughton High (02850505)
GRADES SERVED
09,10,11,12
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
38% - Partially meeting targets48

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-14-
Mathematics achievement14-14-
Science achievement14-14-
Achievement total61247.531267.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
High school completionFour-year cohort graduation rate14----
Extended engagement rate04----
Annual dropout rate44----
High school completion total51220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion04----
Additional indicators total0810.00410.0
Weighted total5.010.7-2.910.3-
Percentage of possible points 47%-28%-
Criterion-referenced target percentage38%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11247.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate04-
Annual dropout rate44-
High school completion total41220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion04-
Additional indicators total0810.0
Weighted total2.210.7-
Percentage of possible points 21%-
Criterion-referenced target percentage21%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 52

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 97.8 97.9 0.1 99.3 2544Exceeded Target
Lowest Performing 93.1 92.8 -0.3 95.2 591No Change
High needs 94.4 94.3 -0.1 96.5 871No Change
Econ. Disadvantaged 96.3 96.1 -0.2 97.9 581No Change
EL and Former EL---- 24--
Students w/ disabilities 87.9 87.9 0.0 90.4 331No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 97.0 96.3 -0.7 99.4 541No Change
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 98.6 98.4 -0.2 100.0 1584Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 91.6 90.2 -1.4 93.5 2521No Change
Lowest Performing 68.8 66.5 -2.3 73.0 591No Change
High needs 80.9 78.2 -2.7 83.1 860Declined
Econ. Disadvantaged 89.3 82.9 -6.4 91.7 570Declined
EL and Former EL---- 24--
Students w/ disabilities 62.9 53.1 -9.8 66.6 320Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 87.5 85.2 -2.3 90.2 541No Change
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 93.5 92.0 -1.5 95.6 1561No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 92.3 90.6 -1.7 94.1 2391No Change
Lowest Performing 73.5 71.6 -1.9 77.6 591No Change
High needs 83.7 80.4 -3.3 86.3 790Declined
Econ. Disadvantaged 90.2 86.8 -3.4 92.5 530Declined
EL and Former EL---- 19--
Students w/ disabilities 74.3 62.5 -11.8 77.5 300Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 89.1 86.1 -3.0 91.7 520Declined
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 93.8 93.5 -0.3 95.6 1471No Change

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.2 50.0 2333Met Target
Lowest Performing 40.9 50.0 552Below Target
High needs 48.4 50.0 732Below Target
Econ. Disadvantaged 49.2 50.0 462Below Target
EL and Former EL-- 18--
Students w/ disabilities 41.4 50.0 282Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 16--
Afr. Amer./Black 50.9 50.0 483Met Target
Hispanic/Latino-- 14--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 53.4 50.0 1493Met Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.0 50.0 2302Below Target
Lowest Performing 40.3 50.0 552Below Target
High needs 46.2 50.0 712Below Target
Econ. Disadvantaged 47.6 50.0 452Below Target
EL and Former EL-- 18--
Students w/ disabilities 33.3 50.0 261Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 16--
Afr. Amer./Black 49.2 50.0 482Below Target
Hispanic/Latino-- 14--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 47.0 50.0 1462Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 92.9 92.4 -0.5 94.9 2361No Change
Lowest Performing-------
High needs 88.3 86.3 -2.0 92.1 1170Declined
Econ. Disadvantaged 86.8 87.0 0.2 90.6 1002Improved Below Target
EL and Former EL---- 12--
Students w/ disabilities 83.3 88.5 5.2 88.5 263Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 96.1 81.3 -14.8 100.0 480Declined
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 91.9 95.7 3.8 94.3 1644Exceeded Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 95.9 94.5 -1.4 97.9 2530Declined
Lowest Performing-------
High needs 93.0 91.4 -1.6 96.1 1280Declined
Econ. Disadvantaged 92.5 89.6 -2.9 95.7 1060Declined
EL and Former EL---- 6--
Students w/ disabilities---- 42--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 87.2 96.1 8.9 93.3 514Exceeded Target
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White 97.4 93.6 -3.8 99.4 1730Declined

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 1.4 0.8 0.6 1.3 1,0594Exceeded Target
Lowest Performing-------
High needs 3.0 2.0 1.0 2.7 3434Exceeded Target
Econ. Disadvantaged 4.3 2.6 1.7 3.9 2314Exceeded Target
EL and Former EL---- 25--
Students w/ disabilities 2.3 2.3 0.0 2.1 1291No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 58--
Afr. Amer./Black 1.4 3.0 -1.6 1.3 2350Declined
Hispanic/Latino---- 63--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.---- 1--
White 1.3 0.1 1.2 1.2 6834Exceeded Target

Progress toward attaining English language proficiency - 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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 11.3 14.7 -3.4 9.4 1,1370Declined
Lowest Performing 10.8 15.3 -4.5 5.3 590Declined
High needs 17.8 21.2 -3.4 15.2 4620Declined
Econ. Disadvantaged 19.1 21.6 -2.5 15.4 2920Declined
EL and Former EL---- 112--
Students w/ disabilities 20.6 29.9 -9.3 16.9 1440Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 70--
Afr. Amer./Black 7.7 16.4 -8.7 4.3 2860Declined
Hispanic/Latino---- 81--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.---- 1--
White 12.2 14.3 -2.1 10.2 6770Declined

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 57.9 55.5 -2.4 64.0 5240Declined
Lowest Performing-------
High needs 44.4 34.1 -10.3 52.4 1730Declined
Econ. Disadvantaged 48.5 44.8 -3.7 58.8 1160Declined
EL and Former EL---- 43--
Students w/ disabilities 35.2 14.3 -20.9 40.6 630Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 34--
Afr. Amer./Black 55.3 45.2 -10.1 63.3 1240Declined
Hispanic/Latino---- 29--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 60.3 57.4 -2.9 66.7 3360Declined

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 267 267100Yes 1 266 265100Yes 1 267 267100Yes 1
Lowest Performing---------------
High needs 96 96100Yes 1 96 9599Yes 1 96 96100Yes 1
Econ. Disadvantaged 64 64100Yes 1 64 6398Yes 1 64 64100Yes 1
EL and Former EL 28 28100Yes 1 28 28100Yes 1 28 28100Yes 1
Students w/ disabilities 34 34100Yes 1 34 3397Yes 1 34 34100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 17---- 17---- 17----
Afr. Amer./Black 58 58100Yes 1 58 58100Yes 1 58 58100Yes 1
Hispanic/Latino 20 20100Yes 1 20 20100Yes 1 20 20100Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 8----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 163 163100Yes 1 162 16199Yes 1 163 163100Yes 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