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Merriam School

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2018 Official Accountability Report - Merriam School

Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)
TITLE I STATUS
Non-Title I School
SCHOOL
Merriam School (06000010)
GRADES SERVED
K,01,02,03,04,05,06
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
77% - Meeting targets82

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 achievement34-44-
Science achievement04----
Achievement total71267.58867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7822.56822.5
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 absenteeism24-14-
Advanced coursework completion------
Additional indicators total2410.01410.0
Weighted total6.510.3-6.97.6-
Percentage of possible points 63%-91%-
Criterion-referenced target percentage77%
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 achievement04-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total4.37.6-
Percentage of possible points 57%-
Criterion-referenced target percentage57%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 86

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 507.1 511.3 4.2 508.8 3014Exceeded Target
Lowest Performing 487.0 493.7 6.7 490.9 494Exceeded Target
High needs 493.9 499.1 5.2 495.5 884Exceeded Target
Econ. Disadvantaged 492.3 500.5 8.2 493.9 224Exceeded Target
EL and Former EL 499.3 505.7 6.4 500.7 284Exceeded Target
Students w/ disabilities 491.1 490.8 -0.3 492.4 551No Change
Amer. Ind. or Alaska Nat.-------
Asian 514.5 519.8 5.3 516.4 714Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 505.9 510.0 4.1 507.5 2014Exceeded 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 510.1 507.0 -3.1 511.3 3003Met Target
Lowest Performing 482.4 486.2 3.8 485.2 504Exceeded Target
High needs 496.7 495.7 -1.0 498.1 860Declined
Econ. Disadvantaged 492.0 494.0 2.0 493.0 234Exceeded Target
EL and Former EL 506.7 505.8 -0.9 508.3 280Declined
Students w/ disabilities 493.3 487.6 -5.7 495.1 540Declined
Amer. Ind. or Alaska Nat.-------
Asian 522.9 516.9 -6.0 525.3 704Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 507.3 504.9 -2.4 508.6 2000Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 84.7 79.5 -5.2 86.9 720Declined
Lowest Performing-------
High needs---- 19--
Econ. Disadvantaged---- 7--
EL and Former EL---- 3--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 86.2 77.4 -8.8 88.3 520Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.1 50.0 2084Exceeded Target
Lowest Performing 57.0 50.0 483Met Target
High needs 61.2 50.0 604Exceeded Target
Econ. Disadvantaged-- 17--
EL and Former EL-- 15--
Students w/ disabilities 55.4 50.0 403Met Target
Amer. Ind. or Alaska Nat.-----
Asian 72.2 50.0 454Exceeded Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 63.7 50.0 1424Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.1 50.0 2113Met Target
Lowest Performing 56.0 50.0 503Met Target
High needs 56.9 50.0 633Met Target
Econ. Disadvantaged-- 19--
EL and Former EL-- 17--
Students w/ disabilities 55.3 50.0 423Met Target
Amer. Ind. or Alaska Nat.-----
Asian 61.3 50.0 454Exceeded Target
Afr. Amer./Black-- 5--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 59.5 50.0 1433Met 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 6.8 6.4 0.4 5.8 4522Improved Below Target
Lowest Performing 7.8 8.0 -0.2 4.6 501No Change
High needs 12.2 12.9 -0.7 10.2 1240Declined
Econ. Disadvantaged 15.4 16.7 -1.3 11.2 300Declined
EL and Former EL 17.8 10.4 7.4 13.7 484Exceeded Target
Students w/ disabilities 7.8 8.5 -0.7 5.1 710Declined
Amer. Ind. or Alaska Nat.-------
Asian 9.8 9.7 0.1 7.6 932Improved Below Target
Afr. Amer./Black---- 10--
Hispanic/Latino---- 28--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.---- 1--
White 4.9 5.2 -0.3 3.8 3071No Change

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 311 30999Yes 1 312 31099Yes 1 72 72100Yes 1
Lowest Performing---------------
High needs 95 9499Yes 1 95 9398Yes 1 19----
Econ. Disadvantaged 24 2396Yes 1 25 25100Yes 1 7----
EL and Former EL 33 3297Yes 1 32 32100Yes 1 3----
Students w/ disabilities 57 5698Yes 1 57 5596Yes 1 13----
Amer. Ind. or Alaska Nat.---------------
Asian 74 74100Yes 1 73 73100Yes 1 10----
Afr. Amer./Black 6---- 6---- 3----
Hispanic/Latino 19---- 20 20100Yes 1 6----
Multi-race, Non-Hisp./Lat. 6---- 6---- 1----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 205 204100Yes 1 206 20499Yes 1 52 52100Yes 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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