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Dorothy L Beckwith

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2018 Official Accountability Report - Dorothy L Beckwith

Organization Information
DISTRICT NAME
Dighton-Rehoboth (06500000)
TITLE I STATUS
Non-Title I School
SCHOOL
Dorothy L Beckwith (06500310)
GRADES SERVED
05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
53% - Partially meeting targets51

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 achievement14-24-
Mathematics achievement34-34-
Science achievement14----
Achievement total51267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total4.810.3-4.57.6-
Percentage of possible points 47%-59%-
Criterion-referenced target percentage53%
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 achievement14-
Mathematics achievement44-
Science achievement34-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.710.3-
Percentage of possible points 65%-
Criterion-referenced target percentage65%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 36

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 501.6 501.6 0.0 503.1 5671No Change
Lowest Performing 479.8 479.9 0.1 484.5 992Improved Below Target
High needs 489.1 489.0 -0.1 490.7 1801No Change
Econ. Disadvantaged 494.2 495.5 1.3 495.6 1083Met Target
EL and Former EL---- 5--
Students w/ disabilities 481.4 479.9 -1.5 483.1 1000Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black-------
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 502.0 501.9 -0.1 503.6 5271No Change

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 499.6 501.5 1.9 501.0 5693Met Target
Lowest Performing 477.9 482.0 4.1 481.5 993Met Target
High needs 486.7 489.5 2.8 488.4 1824Exceeded Target
Econ. Disadvantaged 491.6 493.7 2.1 492.7 1094Exceeded Target
EL and Former EL---- 5--
Students w/ disabilities 479.3 481.8 2.5 481.4 1023Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black-------
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 500.2 501.6 1.4 501.7 5293Met 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 74.3 74.2 -0.1 76.7 2731No Change
Lowest Performing-------
High needs 60.4 62.5 2.1 63.2 823Met Target
Econ. Disadvantaged 61.8 65.3 3.5 64.7 493Met Target
EL and Former EL---- 2--
Students w/ disabilities 54.2 56.3 2.1 57.3 443Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black-------
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 75.2 74.3 -0.9 77.6 2591No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.9 50.0 5372Below Target
Lowest Performing 49.0 50.0 992Below Target
High needs 48.0 50.0 1622Below Target
Econ. Disadvantaged 50.3 50.0 1013Met Target
EL and Former EL-- 3--
Students w/ disabilities 46.2 50.0 852Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 6--
Afr. Amer./Black-----
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 50.0 50.0 5053Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.1 50.0 5403Met Target
Lowest Performing 56.5 50.0 973Met Target
High needs 48.5 50.0 1652Below Target
Econ. Disadvantaged 50.9 50.0 1023Met Target
EL and Former EL-- 4--
Students w/ disabilities 44.7 50.0 882Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 6--
Afr. Amer./Black-----
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 53.8 50.0 5073Met 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 8.6 7.1 1.5 7.5 5893Met Target
Lowest Performing 9.7 12.1 -2.4 6.1 990Declined
High needs 18.1 13.3 4.8 15.7 1954Exceeded Target
Econ. Disadvantaged 24.7 11.7 13.0 21.2 944Exceeded Target
EL and Former EL---- 6--
Students w/ disabilities 16.0 18.3 -2.3 12.7 1090Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 7.9 6.8 1.1 6.6 5433Met 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 582 57799Yes 1 582 57999Yes 1 280 279100Yes 1
Lowest Performing---------------
High needs 191 18697Yes 1 191 18898Yes 1 86 8599Yes 1
Econ. Disadvantaged 115 11398Yes 1 115 11499Yes 1 52 52100Yes 1
EL and Former EL 6---- 6---- 3----
Students w/ disabilities 108 10496Yes 1 108 10698Yes 1 47 4698Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 6---- 6---- 2----
Afr. Amer./Black---------------
Hispanic/Latino 21 2095Yes 1 21 2095Yes 1 11----
Multi-race, Non-Hisp./Lat. 17---- 17---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 537 53399Yes 1 537 535100Yes 1 261 261100Yes 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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