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Wayland High School

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2018 Official Accountability Report - Wayland High School

Organization Information
DISTRICT NAME
Wayland (03150000)
TITLE I STATUS
Non-Title I School
SCHOOL
Wayland High School (03150505)
GRADES SERVED
09,10,11,12
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
75% - Meeting targets90

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 achievement44-44-
Mathematics achievement44-14-
Science achievement44-34-
Achievement total121247.581267.5
GrowthEnglish language arts growth34-24-
Mathematics growth14-14-
Growth total4822.53822.5
High school completionFour-year cohort graduation rate34----
Extended engagement rate44----
Annual dropout rate34----
High school completion total101220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion44----
Additional indicators total7810.04410.0
Weighted total9.310.7-6.510.3-
Percentage of possible points 87%-63%-
Criterion-referenced target percentage75%
Meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement34-
Science achievement34-
Achievement total101247.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
High school completionFour-year cohort graduation rate34-
Extended engagement rate34-
Annual dropout rate34-
High school completion total91220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion44-
Additional indicators total4810.0
Weighted total7.610.7-
Percentage of possible points 71%-
Criterion-referenced target percentage71%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 87

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 99.7 99.9 0.2 100.0 2084Exceeded Target
Lowest Performing 99.0 99.5 0.5 100.0 534Exceeded Target
High needs 99.1 99.7 0.6 100.0 724Exceeded Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 3--
Students w/ disabilities 98.9 99.6 0.7 100.0 594Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 100.0 100.0 0.0 100.0 274Exceeded Target
Afr. Amer./Black---- 12--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 99.6 99.8 0.2 100.0 1444Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 97.9 97.8 -0.1 99.4 2074Exceeded Target
Lowest Performing 92.8 91.5 -1.3 94.8 531No Change
High needs 92.1 94.0 1.9 94.3 713Met Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 3--
Students w/ disabilities 92.0 92.7 0.7 95.0 583Met Target
Amer. Ind. or Alaska Nat.-------
Asian 100.0 100.0 0.0 100.0 274Exceeded Target
Afr. Amer./Black---- 12--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 97.9 98.6 0.7 99.5 1434Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 98.6 99.0 0.4 100.0 2034Exceeded Target
Lowest Performing 94.7 96.2 1.5 96.8 533Met Target
High needs 94.8 97.1 2.3 97.1 703Met Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 3--
Students w/ disabilities 94.1 96.6 2.5 96.4 583Met Target
Amer. Ind. or Alaska Nat.-------
Asian 100.0 99.0 -1.0 100.0 254Exceeded Target
Afr. Amer./Black---- 12--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 98.4 99.6 1.2 99.8 1414Exceeded Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.9 50.0 2033Met Target
Lowest Performing 46.2 50.0 532Below Target
High needs 49.3 50.0 692Below Target
Econ. Disadvantaged-- 17--
EL and Former EL-- 3--
Students w/ disabilities 50.5 50.0 573Met Target
Amer. Ind. or Alaska Nat.-----
Asian 53.8 50.0 253Met Target
Afr. Amer./Black-- 12--
Hispanic/Latino-- 14--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 55.3 50.0 1413Met Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 36.1 50.0 2011Below Target
Lowest Performing 31.4 50.0 521Below Target
High needs 38.4 50.0 671Below Target
Econ. Disadvantaged-- 17--
EL and Former EL-- 3--
Students w/ disabilities 39.9 50.0 551Below Target
Amer. Ind. or Alaska Nat.-----
Asian 43.4 50.0 252Below Target
Afr. Amer./Black-- 12--
Hispanic/Latino-- 14--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 34.0 50.0 1391Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 98.7 98.4 -0.3 99.9 1923Met Target
Lowest Performing-------
High needs 95.6 96.4 0.8 98.8 563Met Target
Econ. Disadvantaged---- 24--
EL and Former EL---- 2--
Students w/ disabilities 94.3 95.0 0.7 98.9 403Met Target
Amer. Ind. or Alaska Nat.-------
Asian 100.0 100.0 0.0 100.0 284Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 98.2 98.5 0.3 99.6 1353Met Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 100.0 99.6 -0.4 100.0 2274Exceeded Target
Lowest Performing-------
High needs 100.0 98.5 -1.5 100.0 683Met Target
Econ. Disadvantaged---- 25--
EL and Former EL-------
Students w/ disabilities 100.0 98.1 -1.9 100.0 533Met Target
Amer. Ind. or Alaska Nat.-------
Asian 100.0 100.0 0.0 100.0 314Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 100.0 99.4 -0.6 100.0 1674Exceeded Target

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 0.1 0.4 -0.3 1.0 8283Met Target
Lowest Performing-------
High needs 0.5 1.0 -0.5 1.0 2003Met Target
Econ. Disadvantaged---- 30--
EL and Former EL---- 12--
Students w/ disabilities 0.6 1.2 -0.6 1.0 1700Declined
Amer. Ind. or Alaska Nat.-------
Asian 0.0 0.0 0.0 1.0 1244Exceeded Target
Afr. Amer./Black---- 40--
Hispanic/Latino---- 45--
Multi-race, Non-Hisp./Lat.---- 35--
Nat. Haw. or Pacif. Isl.---- 1--
White 0.2 0.5 -0.3 1.0 5833Met 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 5.8 8.4 -2.6 4.8 8663Met Target
Lowest Performing 9.6 5.7 3.9 4.3 534Exceeded Target
High needs 11.3 13.7 -2.4 8.6 2270Declined
Econ. Disadvantaged---- 44--
EL and Former EL---- 24--
Students w/ disabilities 10.5 15.3 -4.8 6.6 1760Declined
Amer. Ind. or Alaska Nat.-------
Asian 3.2 5.0 -1.8 1.1 1414Exceeded Target
Afr. Amer./Black---- 40--
Hispanic/Latino---- 38--
Multi-race, Non-Hisp./Lat.---- 47--
Nat. Haw. or Pacif. Isl.---- 1--
White 5.9 9.8 -3.9 4.6 5990Declined

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 78.3 88.6 10.3 81.5 4134Exceeded Target
Lowest Performing-------
High needs 56.6 69.8 13.2 64.6 964Exceeded Target
Econ. Disadvantaged---- 19--
EL and Former EL---- 10--
Students w/ disabilities 51.5 67.9 16.4 59.0 814Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 85.7 97.2 11.5 91.4 724Exceeded Target
Afr. Amer./Black---- 16--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.---- 1--
White 79.2 87.9 8.7 82.2 2894Exceeded 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 212 212100Yes 1 213 212100Yes 1 213 213100Yes 1
Lowest Performing---------------
High needs 76 76100Yes 1 76 7599Yes 1 76 76100Yes 1
Econ. Disadvantaged 20 20100Yes 1 20 20100Yes 1 20 20100Yes 1
EL and Former EL 5---- 5---- 5----
Students w/ disabilities 61 61100Yes 1 61 6098Yes 1 61 61100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 29 29100Yes 1 29 29100Yes 1 29 29100Yes 1
Afr. Amer./Black 12---- 12---- 12----
Hispanic/Latino 14---- 14---- 14----
Multi-race, Non-Hisp./Lat. 12---- 12---- 12----
Nat. Haw. or Pacif. Isl.---------------
White 145 145100Yes 1 146 14599Yes 1 146 146100Yes 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

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