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Thorndyke Road

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2018 Official Accountability Report - Thorndyke Road

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Thorndyke Road (03480235)
GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
70% - Partially meeting targets46

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 achievement44-44-
Mathematics achievement34-24-
Science achievement14----
Achievement total81260.06867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-24-
Growth total7820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism14-24-
Advanced coursework completion------
Additional indicators total1410.02410.0
Weighted total6.69.6-5.47.6-
Percentage of possible points 69%-71%-
Criterion-referenced target percentage70%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total6.77.6-
Percentage of possible points 88%-
Criterion-referenced target percentage88%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 31

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 493.6 501.0 7.4 495.1 1944Exceeded Target
Lowest Performing 466.9 477.7 10.8 472.4 304Exceeded Target
High needs 481.7 488.7 7.0 483.5 1014Exceeded Target
Econ. Disadvantaged 481.5 487.4 5.9 482.8 794Exceeded Target
EL and Former EL 484.3 486.8 2.5 485.6 524Exceeded Target
Students w/ disabilities 471.9 478.5 6.6 473.7 264Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 23--
Hispanic/Latino 485.1 489.5 4.4 486.6 484Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 499.7 510.7 11.0 501.4 1094Exceeded Target

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 492.4 493.8 1.4 493.9 1943Met Target
Lowest Performing 468.1 470.2 2.1 471.1 302Improved Below Target
High needs 478.3 480.6 2.3 479.9 1014Exceeded Target
Econ. Disadvantaged 478.2 479.9 1.7 479.2 794Exceeded Target
EL and Former EL 481.7 480.9 -0.8 483.2 520Declined
Students w/ disabilities 470.2 471.2 1.0 472.0 262Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 23--
Hispanic/Latino 482.4 483.2 0.8 484.0 482Improved Below Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 500.1 502.3 2.2 501.8 1093Met 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 71.4 71.2 -0.2 74.1 521No Change
Lowest Performing-------
High needs---- 29--
Econ. Disadvantaged---- 21--
EL and Former EL---- 16--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 82.0 83.0 1.0 84.8 282Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.9 50.0 1354Exceeded Target
Lowest Performing 57.0 50.0 303Met Target
High needs 57.0 50.0 703Met Target
Econ. Disadvantaged 53.2 50.0 513Met Target
EL and Former EL 54.1 50.0 373Met Target
Students w/ disabilities 56.2 50.0 213Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 12--
Hispanic/Latino 52.3 50.0 403Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 70.9 50.0 734Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.8 50.0 1353Met Target
Lowest Performing 42.4 50.0 302Below Target
High needs 47.3 50.0 702Below Target
Econ. Disadvantaged 47.3 50.0 512Below Target
EL and Former EL 45.8 50.0 372Below Target
Students w/ disabilities 50.6 50.0 213Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 12--
Hispanic/Latino 49.2 50.0 402Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 58.4 50.0 733Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 54.4 60.5 6.1 62.8 763Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 54.4 60.5 6.1 62.8 763Met Target
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 7.2 -0.2 5.7 3321No Change
Lowest Performing 19.4 16.7 2.7 15.5 302Improved Below Target
High needs 11.2 10.6 0.6 8.9 1982Improved Below Target
Econ. Disadvantaged 14.0 12.3 1.7 10.9 1382Improved Below Target
EL and Former EL 10.1 10.3 -0.2 7.4 1161No Change
Students w/ disabilities 15.8 14.3 1.5 12.0 492Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 48--
Hispanic/Latino 12.9 17.2 -4.3 9.2 870Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 4.2 3.6 0.6 2.5 1663Met 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 209 20799Yes 1 209 20799Yes 1 55 55100Yes 1
Lowest Performing---------------
High needs 116 11498Yes 1 116 11498Yes 1 32 32100Yes 1
Econ. Disadvantaged 92 9199Yes 1 92 9199Yes 1 24 24100Yes 1
EL and Former EL 63 63100Yes 1 63 63100Yes 1 18----
Students w/ disabilities 28 2796Yes 1 28 2796Yes 1 7----
Amer. Ind. or Alaska Nat.---------------
Asian 6---- 6---- 0----
Afr. Amer./Black 26 26100Yes 1 26 26100Yes 1 9----
Hispanic/Latino 54 5398Yes 1 54 5398Yes 1 16----
Multi-race, Non-Hisp./Lat. 9---- 9---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 114 11399Yes 1 114 11399Yes 1 29 29100Yes 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