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Westborough High

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2018 Official Accountability Report - Westborough High

Organization Information
DISTRICT NAME
Westborough (03210000)
TITLE I STATUS
Non-Title I School
SCHOOL
Westborough High (03210505)
GRADES SERVED
09,10,11,12
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
58% - Partially meeting targets87

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 achievement34-04-
Science achievement34-04-
Achievement total101247.541267.5
GrowthEnglish language arts growth34-14-
Mathematics growth24-24-
Growth total5822.53822.5
High school completionFour-year cohort graduation rate44----
Extended engagement rate34----
Annual dropout rate44----
High school completion total111220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion44----
Additional indicators total8810.00410.0
Weighted total8.910.7-3.410.3-
Percentage of possible points 83%-33%-
Criterion-referenced target percentage58%
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 achievement14-
Science achievement14-
Achievement total31247.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate04-
Annual dropout rate34-
High school completion total71220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism14-
Advanced coursework completion24-
Additional indicators total3810.0
Weighted total4.010.7-
Percentage of possible points 37%-
Criterion-referenced target percentage37%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 78

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 99.4 99.0 -0.4 100.0 2574Exceeded Target
Lowest Performing 98.8 98.5 -0.3 100.0 684Exceeded Target
High needs 97.0 95.3 -1.7 98.6 531No Change
Econ. Disadvantaged---- 25--
EL and Former EL---- 16--
Students w/ disabilities 96.4 94.2 -2.2 98.3 261No Change
Amer. Ind. or Alaska Nat.-------
Asian 100.0 99.6 -0.4 100.0 634Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 99.4 99.4 0.0 100.0 1724Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 98.1 97.2 -0.9 99.6 2573Met Target
Lowest Performing 94.1 91.5 -2.6 96.1 680Declined
High needs 89.8 88.2 -1.6 92.0 531No Change
Econ. Disadvantaged---- 25--
EL and Former EL---- 16--
Students w/ disabilities 87.0 79.8 -7.2 90.0 260Declined
Amer. Ind. or Alaska Nat.-------
Asian 98.7 98.0 -0.7 100.0 634Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 98.1 98.0 -0.1 99.7 1724Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 98.4 97.3 -1.1 99.8 2523Met Target
Lowest Performing 95.7 92.6 -3.1 97.8 680Declined
High needs 92.7 92.2 -0.5 95.0 511No Change
Econ. Disadvantaged---- 23--
EL and Former EL---- 17--
Students w/ disabilities 93.3 87.5 -5.8 95.6 240Declined
Amer. Ind. or Alaska Nat.-------
Asian 98.6 97.6 -1.0 100.0 624Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 98.7 98.1 -0.6 100.0 1694Exceeded Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.4 50.0 2433Met Target
Lowest Performing 38.6 50.0 641Below Target
High needs 49.3 50.0 472Below Target
Econ. Disadvantaged-- 21--
EL and Former EL-- 13--
Students w/ disabilities 50.4 50.0 233Met Target
Amer. Ind. or Alaska Nat.-----
Asian 56.4 50.0 623Met Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 53.1 50.0 1633Met Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.3 50.0 2432Below Target
Lowest Performing 40.5 50.0 642Below Target
High needs 43.7 50.0 472Below Target
Econ. Disadvantaged-- 21--
EL and Former EL-- 13--
Students w/ disabilities 51.8 50.0 233Met Target
Amer. Ind. or Alaska Nat.-----
Asian 49.0 50.0 622Below Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 47.3 50.0 1632Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 97.3 99.2 1.9 98.5 2394Exceeded Target
Lowest Performing-------
High needs 93.0 98.6 5.6 96.2 724Exceeded Target
Econ. Disadvantaged---- 39--
EL and Former EL---- 8--
Students w/ disabilities 87.5 97.6 10.1 92.1 414Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 94.3 98.0 3.7 96.6 514Exceeded Target
Afr. Amer./Black---- 3--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 98.9 99.4 0.5 100.0 1764Exceeded Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 98.0 97.7 -0.3 99.0 2573Met Target
Lowest Performing-------
High needs 98.6 94.7 -3.9 100.0 570Declined
Econ. Disadvantaged---- 35--
EL and Former EL---- 12--
Students w/ disabilities 97.3 91.7 -5.6 100.0 240Declined
Amer. Ind. or Alaska Nat.-------
Asian 95.9 94.3 -1.6 97.9 530Declined
Afr. Amer./Black---- 7--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 98.2 98.9 0.7 99.3 1743Met Target

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 0.4 0.2 0.2 1.0 1,0494Exceeded Target
Lowest Performing-------
High needs 0.5 1.0 -0.5 1.0 2073Met Target
Econ. Disadvantaged---- 77--
EL and Former EL---- 22--
Students w/ disabilities 0.0 0.9 -0.9 1.0 1093Met Target
Amer. Ind. or Alaska Nat.-------
Asian 0.5 0.0 0.5 1.0 2224Exceeded Target
Afr. Amer./Black---- 20--
Hispanic/Latino---- 47--
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 0.3 0.1 0.2 1.0 7364Exceeded 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 5.6 5.4 0.2 4.6 1,1454Exceeded Target
Lowest Performing 6.3 8.8 -2.5 1.0 680Declined
High needs 15.2 15.6 -0.4 12.5 2371No Change
Econ. Disadvantaged---- 86--
EL and Former EL---- 104--
Students w/ disabilities 20.4 22.0 -1.6 16.5 1180Declined
Amer. Ind. or Alaska Nat.-------
Asian 1.3 1.6 -0.3 0.0 2534Exceeded Target
Afr. Amer./Black---- 29--
Hispanic/Latino---- 57--
Multi-race, Non-Hisp./Lat.---- 30--
Nat. Haw. or Pacif. Isl.---- 1--
White 5.6 5.9 -0.3 4.3 7754Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 66.9 71.8 4.9 70.1 5464Exceeded Target
Lowest Performing-------
High needs 27.8 31.5 3.7 35.8 922Improved Below Target
Econ. Disadvantaged---- 42--
EL and Former EL---- 43--
Students w/ disabilities 4.1 28.9 24.8 11.6 454Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 89.7 88.6 -1.1 95.4 1053Met Target
Afr. Amer./Black---- 14--
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 65.0 70.4 5.4 68.0 3894Exceeded 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 266 266100Yes 1 266 266100Yes 1 265 265100Yes 1
Lowest Performing---------------
High needs 61 61100Yes 1 61 61100Yes 1 60 60100Yes 1
Econ. Disadvantaged 29 29100Yes 1 29 29100Yes 1 28 28100Yes 1
EL and Former EL 23 23100Yes 1 23 23100Yes 1 22 22100Yes 1
Students w/ disabilities 26 26100Yes 1 26 26100Yes 1 26 26100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 64 64100Yes 1 64 64100Yes 1 64 64100Yes 1
Afr. Amer./Black 7---- 7---- 7----
Hispanic/Latino 15---- 15---- 14----
Multi-race, Non-Hisp./Lat. 6---- 6---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 174 174100Yes 1 174 174100Yes 1 174 174100Yes 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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