Massachusetts School and District Profiles

Wareham Middle

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2018 Official Accountability Report - Wareham Middle

Organization Information
DISTRICT NAME
Wareham (03100000)
TITLE I STATUS
Non-Title I School
SCHOOL
Wareham Middle (03100305)
GRADES SERVED
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
38% - Partially meeting targets20

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 achievement24-04-
Mathematics achievement24-24-
Science achievement14----
Achievement total51267.52867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.710.3-2.37.6-
Percentage of possible points 46%-30%-
Criterion-referenced target percentage38%
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 achievement24-
Mathematics achievement24-
Science achievement14-
Achievement total51267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.710.3-
Percentage of possible points 46%-
Criterion-referenced target percentage46%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 28

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 494.7 494.9 0.2 496.7 6932Improved Below Target
Lowest Performing 470.8 467.4 -3.4 476.1 1140Declined
High needs 488.7 489.2 0.5 490.7 4272Improved Below Target
Econ. Disadvantaged 490.4 490.2 -0.2 492.0 3771No Change
EL and Former EL---- 12--
Students w/ disabilities 479.5 478.9 -0.6 481.3 1690Declined
Amer. Ind. or Alaska Nat.---- 7--
Asian---- 4--
Afr. Amer./Black 486.1 487.7 1.6 487.7 543Met Target
Hispanic/Latino 491.6 489.8 -1.8 493.3 450Declined
Multi-race, Non-Hisp./Lat. 487.5 494.9 7.4 489.1 534Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 496.7 496.3 -0.4 498.8 5291No 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 489.1 489.4 0.3 490.9 6922Improved Below Target
Lowest Performing 465.8 466.2 0.4 469.1 1142Improved Below Target
High needs 483.7 484.5 0.8 485.6 4262Improved Below Target
Econ. Disadvantaged 484.5 485.0 0.5 485.9 3762Improved Below Target
EL and Former EL---- 12--
Students w/ disabilities 477.4 477.6 0.2 479.5 1692Improved Below Target
Amer. Ind. or Alaska Nat.---- 7--
Asian---- 4--
Afr. Amer./Black 481.6 482.7 1.1 483.4 542Improved Below Target
Hispanic/Latino 483.0 481.2 -1.8 484.6 450Declined
Multi-race, Non-Hisp./Lat. 485.5 484.5 -1.0 487.0 520Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 490.7 491.4 0.7 493.0 5292Improved Below Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 68.5 66.2 -2.3 71.4 3421No Change
Lowest Performing-------
High needs 62.1 60.0 -2.1 65.2 2001No Change
Econ. Disadvantaged 64.0 59.6 -4.4 66.5 1790Declined
EL and Former EL---- 3--
Students w/ disabilities 54.9 50.9 -4.0 58.4 800Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 2--
Afr. Amer./Black 63.6 57.0 -6.6 66.9 250Declined
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat. 61.0 53.1 -7.9 63.6 240Declined
Nat. Haw. or Pacif. Isl.-------
White 71.4 68.8 -2.6 74.6 2730Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.4 50.0 6513Met Target
Lowest Performing 44.1 50.0 1142Below Target
High needs 51.2 50.0 3893Met Target
Econ. Disadvantaged 51.1 50.0 3443Met Target
EL and Former EL-- 9--
Students w/ disabilities 51.5 50.0 1403Met Target
Amer. Ind. or Alaska Nat.-- 6--
Asian-- 4--
Afr. Amer./Black 45.4 50.0 512Below Target
Hispanic/Latino 47.0 50.0 342Below Target
Multi-race, Non-Hisp./Lat. 56.7 50.0 523Met Target
Nat. Haw. or Pacif. Isl.-----
White 51.8 50.0 5043Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.8 50.0 6463Met Target
Lowest Performing 44.3 50.0 1122Below Target
High needs 51.0 50.0 3853Met Target
Econ. Disadvantaged 50.8 50.0 3413Met Target
EL and Former EL-- 9--
Students w/ disabilities 54.9 50.0 1373Met Target
Amer. Ind. or Alaska Nat.-- 6--
Asian-- 4--
Afr. Amer./Black 50.2 50.0 513Met Target
Hispanic/Latino 41.2 50.0 352Below Target
Multi-race, Non-Hisp./Lat. 45.7 50.0 512Below Target
Nat. Haw. or Pacif. Isl.-----
White 53.4 50.0 4993Met 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 16.3 19.8 -3.5 14.4 7530Declined
Lowest Performing 22.1 24.6 -2.5 17.4 1140Declined
High needs 23.6 26.4 -2.8 21.3 4740Declined
Econ. Disadvantaged 25.9 27.9 -2.0 23.5 3760Declined
EL and Former EL---- 14--
Students w/ disabilities 35.2 32.6 2.6 30.9 1872Improved Below Target
Amer. Ind. or Alaska Nat.---- 7--
Asian---- 4--
Afr. Amer./Black 20.0 19.0 1.0 16.1 582Improved Below Target
Hispanic/Latino 15.1 32.7 -17.6 11.7 520Declined
Multi-race, Non-Hisp./Lat. 17.9 28.6 -10.7 16.0 630Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 15.4 17.8 -2.4 12.8 5680Declined

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 726 72199Yes 1 727 71999Yes 1 360 35899Yes 1
Lowest Performing---------------
High needs 457 45299Yes 1 457 44998Yes 1 214 21299Yes 1
Econ. Disadvantaged 406 40299Yes 1 406 39998Yes 1 192 19199Yes 1
EL and Former EL 13---- 13---- 3----
Students w/ disabilities 183 18098Yes 1 183 17998Yes 1 87 8699Yes 1
Amer. Ind. or Alaska Nat. 7---- 7---- 4----
Asian 4---- 4---- 2----
Afr. Amer./Black 57 57100Yes 1 57 57100Yes 1 25 25100Yes 1
Hispanic/Latino 51 51100Yes 1 51 5098Yes 1 14----
Multi-race, Non-Hisp./Lat. 58 5697Yes 1 58 5595Yes 1 28 2796Yes 1
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 548 54599Yes 1 549 54599Yes 1 287 286100Yes 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