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Swampscott Middle

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2018 Official Accountability Report - Swampscott Middle

Organization Information
DISTRICT NAME
Swampscott (02910000)
TITLE I STATUS
Title I School
SCHOOL
Swampscott Middle (02910305)
GRADES SERVED
PK,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
39% - Partially meeting targets47

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 achievement14-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total11267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4822.55822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.010.3-4.57.6-
Percentage of possible points 19%-59%-
Criterion-referenced target percentage39%
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 achievement24-
Achievement total21267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.710.3-
Percentage of possible points 26%-
Criterion-referenced target percentage26%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 40

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 504.1 503.9 -0.2 505.6 6891No Change
Lowest Performing 484.3 485.6 1.3 489.0 1212Improved Below Target
High needs 493.5 492.5 -1.0 495.1 2270Declined
Econ. Disadvantaged 497.6 496.8 -0.8 499.0 1040Declined
EL and Former EL 500.1 493.7 -6.4 502.1 530Declined
Students w/ disabilities 486.5 484.7 -1.8 488.2 1250Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 16--
Afr. Amer./Black 493.7 497.0 3.3 495.3 214Exceeded Target
Hispanic/Latino 498.6 499.6 1.0 499.7 743Met Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 505.4 504.9 -0.5 507.0 5581No Change

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 503.1 501.3 -1.8 504.5 6900Declined
Lowest Performing 480.0 483.8 3.8 483.6 1223Met Target
High needs 491.3 490.3 -1.0 493.0 2280Declined
Econ. Disadvantaged 493.8 493.8 0.0 494.9 1051No Change
EL and Former EL 501.9 496.4 -5.5 504.1 530Declined
Students w/ disabilities 482.8 480.7 -2.1 484.9 1260Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 16--
Afr. Amer./Black 492.5 489.1 -3.4 494.0 210Declined
Hispanic/Latino 494.3 494.9 0.6 495.9 742Improved Below Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 504.8 502.4 -2.4 506.3 5590Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 79.5 76.4 -3.1 81.9 3630Declined
Lowest Performing-------
High needs 63.6 64.9 1.3 66.4 1212Improved Below Target
Econ. Disadvantaged 64.9 65.1 0.2 67.8 582Improved Below Target
EL and Former EL 68.0 66.7 -1.3 70.6 301No Change
Students w/ disabilities 56.5 56.7 0.2 59.6 672Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 9--
Afr. Amer./Black---- 10--
Hispanic/Latino 66.5 64.7 -1.8 70.4 391No Change
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 81.6 78.2 -3.4 84.0 2930Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.4 50.0 6732Below Target
Lowest Performing 47.6 50.0 1202Below Target
High needs 40.5 50.0 2202Below Target
Econ. Disadvantaged 42.2 50.0 1012Below Target
EL and Former EL 43.3 50.0 522Below Target
Students w/ disabilities 38.2 50.0 1201Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 16--
Afr. Amer./Black 53.5 50.0 213Met Target
Hispanic/Latino 46.2 50.0 712Below Target
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 41.8 50.0 5452Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.5 50.0 6742Below Target
Lowest Performing 55.2 50.0 1213Met Target
High needs 46.7 50.0 2212Below Target
Econ. Disadvantaged 47.5 50.0 1022Below Target
EL and Former EL 48.7 50.0 522Below Target
Students w/ disabilities 44.1 50.0 1212Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 16--
Afr. Amer./Black 47.4 50.0 212Below Target
Hispanic/Latino 47.7 50.0 712Below Target
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 48.5 50.0 5462Below 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 8.3 5.8 2.5 7.2 7044Exceeded Target
Lowest Performing 11.0 13.1 -2.1 7.4 1220Declined
High needs 15.1 11.4 3.7 12.7 2204Exceeded Target
Econ. Disadvantaged 20.6 12.8 7.8 17.1 944Exceeded Target
EL and Former EL 11.5 8.8 2.7 7.1 572Improved Below Target
Students w/ disabilities 12.0 15.0 -3.0 8.7 1270Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 17--
Afr. Amer./Black 10.7 9.5 1.2 6.9 212Improved Below Target
Hispanic/Latino 9.5 6.4 3.1 5.9 783Met Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 8.1 6.0 2.1 6.8 5684Exceeded 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 699 698100Yes 1 699 699100Yes 1 367 36599Yes 1
Lowest Performing---------------
High needs 232 231100Yes 1 232 232100Yes 1 122 12199Yes 1
Econ. Disadvantaged 109 10899Yes 1 109 109100Yes 1 59 5898Yes 1
EL and Former EL 55 55100Yes 1 55 55100Yes 1 30 30100Yes 1
Students w/ disabilities 128 12799Yes 1 128 128100Yes 1 68 6799Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 2----
Asian 16---- 16---- 9----
Afr. Amer./Black 21 21100Yes 1 21 21100Yes 1 10----
Hispanic/Latino 77 77100Yes 1 77 77100Yes 1 39 39100Yes 1
Multi-race, Non-Hisp./Lat. 17---- 17---- 11----
Nat. Haw. or Pacif. Isl.---------------
White 565 564100Yes 1 565 565100Yes 1 296 295100Yes 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