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Daniel L Joyce Middle School

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2018 Official Accountability Report - Daniel L Joyce Middle School

Organization Information
DISTRICT NAME
Woburn (03470000)
TITLE I STATUS
Non-Title I School
SCHOOL
Daniel L Joyce Middle School (03470410)
GRADES SERVED
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
13% - Partially meeting targets26

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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01267.50867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism24-24-
Advanced coursework completion------
Additional indicators total2410.02410.0
Weighted total1.110.3-1.17.6-
Percentage of possible points 11%-14%-
Criterion-referenced target percentage13%
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 achievement14-
Achievement total11267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total1.710.3-
Percentage of possible points 17%-
Criterion-referenced target percentage17%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 22

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 498.7 497.8 -0.9 500.2 5050Declined
Lowest Performing 475.9 474.5 -1.4 481.4 770Declined
High needs 489.6 488.6 -1.0 491.4 2150Declined
Econ. Disadvantaged 491.5 491.3 -0.2 492.8 1241No Change
EL and Former EL 486.4 485.8 -0.6 487.7 360Declined
Students w/ disabilities 484.5 481.4 -3.1 486.3 1120Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 501.1 504.0 2.9 502.9 234Exceeded Target
Afr. Amer./Black 500.1 497.3 -2.8 501.7 300Declined
Hispanic/Latino 493.0 495.6 2.6 494.5 424Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.4 498.0 -1.4 501.1 3940Declined

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 499.2 496.3 -2.9 500.7 5040Declined
Lowest Performing 477.5 475.8 -1.7 480.5 770Declined
High needs 490.5 487.2 -3.3 492.1 2150Declined
Econ. Disadvantaged 491.8 488.9 -2.9 492.8 1230Declined
EL and Former EL 489.8 487.1 -2.7 491.3 370Declined
Students w/ disabilities 485.7 481.6 -4.1 487.5 1110Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 514.0 509.7 -4.3 516.8 233Met Target
Afr. Amer./Black 494.0 492.2 -1.8 496.3 300Declined
Hispanic/Latino 488.2 488.7 0.5 489.8 432Improved Below Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 1--
White 500.0 496.9 -3.1 501.7 3920Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 74.5 70.0 -4.5 77.2 1750Declined
Lowest Performing-------
High needs 61.7 59.4 -2.3 65.1 691No Change
Econ. Disadvantaged 63.6 62.2 -1.4 67.4 451No Change
EL and Former EL---- 8--
Students w/ disabilities 55.6 54.3 -1.3 58.6 351No Change
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 8--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White 76.0 71.9 -4.1 78.8 1360Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.3 50.0 4852Below Target
Lowest Performing 48.3 50.0 772Below Target
High needs 44.8 50.0 2002Below Target
Econ. Disadvantaged 45.8 50.0 1152Below Target
EL and Former EL 50.5 50.0 323Met Target
Students w/ disabilities 42.4 50.0 1022Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 52.3 50.0 223Met Target
Afr. Amer./Black 48.3 50.0 272Below Target
Hispanic/Latino 51.8 50.0 393Met Target
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-- 1--
White 43.9 50.0 3812Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.1 50.0 4852Below Target
Lowest Performing 42.2 50.0 772Below Target
High needs 40.5 50.0 2002Below Target
Econ. Disadvantaged 41.2 50.0 1152Below Target
EL and Former EL 49.8 50.0 332Below Target
Students w/ disabilities 37.5 50.0 1021Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 46.2 50.0 222Below Target
Afr. Amer./Black 41.3 50.0 272Below Target
Hispanic/Latino 45.3 50.0 402Below Target
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-- 1--
White 40.4 50.0 3802Below 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 7.0 6.6 0.4 5.7 5272Improved Below Target
Lowest Performing 10.3 9.1 1.2 6.4 772Improved Below Target
High needs 11.0 11.1 -0.1 8.7 2261No Change
Econ. Disadvantaged 16.0 19.3 -3.3 12.9 1140Declined
EL and Former EL 10.2 8.3 1.9 7.5 482Improved Below Target
Students w/ disabilities 5.9 7.1 -1.2 2.1 1120Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 7.1 0.0 7.1 4.0 244Exceeded Target
Afr. Amer./Black 0.0 3.0 -3.0 0.0 333Met Target
Hispanic/Latino 10.3 7.8 2.5 6.6 512Improved Below Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.---- 1--
White 7.3 7.0 0.3 5.6 4012Improved Below 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 518 517100Yes 1 518 516100Yes 1 181 181100Yes 1
Lowest Performing---------------
High needs 227 226100Yes 1 227 226100Yes 1 74 74100Yes 1
Econ. Disadvantaged 130 130100Yes 1 130 12999Yes 1 47 47100Yes 1
EL and Former EL 46 4598Yes 1 46 46100Yes 1 12----
Students w/ disabilities 112 112100Yes 1 112 11199Yes 1 35 35100Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 2----
Asian 24 24100Yes 1 24 24100Yes 1 8----
Afr. Amer./Black 32 32100Yes 1 32 32100Yes 1 10----
Hispanic/Latino 50 4998Yes 1 50 50100Yes 1 17----
Multi-race, Non-Hisp./Lat. 12---- 12---- 5----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 396 396100Yes 1 396 39499Yes 1 138 138100Yes 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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