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Massachusetts School and District Profiles

Heritage School

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2019 Official Accountability Report - Heritage School

Organization Information
DISTRICT NAME
Dudley-Charlton Reg (06580000)
TITLE I STATUS
Title I School
SCHOOL
Heritage School (06580030)
GRADES SERVED
02,03,04
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
71% - Substantial progress toward targets74

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage63%77%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
71%
Substantial progress toward targets

2019 Points awarded

2019 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 achievement44-24-
Mathematics achievement24-44-
Science achievement------
Achievement total6867.56867.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total5.97.6-5.87.6-
Percentage of possible points 78%-76%-
Criterion-referenced target percentage77%

2018 Points awarded

2018 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 achievement34-44-
Mathematics achievement14-24-
Science achievement------
Achievement total4867.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.27.6-5.47.6-
Percentage of possible points 55%-71%-
Criterion-referenced target percentage63%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage79%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
64%
Substantial progress toward targets

2019 Points awarded

2019 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 growth34-
Mathematics growth34-
Growth total6822.5
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 total4.17.6-
Percentage of possible points 54%-
2019 Annual criterion-referenced target percentage54%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement34-
Science achievement---
Achievement total7867.5
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 total6.07.6-
Percentage of possible points 79%-
2018 Annual criterion-referenced target percentage79%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
79

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 504.0 509.0 5.0 505.0 2934Exceeded Target
Lowest Performing 485.0 488.4 3.4 489.1 342Improved Below Target
High needs 495.8 499.3 3.5 497.0 1094Exceeded Target
Econ. Disadvantaged 499.7 505.5 5.8 500.7 694Exceeded Target
EL and Former EL---- 22--
Students w/ disabilities 482.7 480.9 -1.8 484.2 440Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 5--
Hispanic/Latino 499.8 506.3 6.5 500.8 224Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 504.7 508.7 4.0 505.7 2544Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 504.5 504.6 0.1 505.8 2932Improved Below Target
Lowest Performing 481.7 486.4 4.7 485.4 344Exceeded Target
High needs 496.1 493.8 -2.3 497.4 1090Declined
Econ. Disadvantaged 500.6 499.0 -1.6 502.1 690Declined
EL and Former EL---- 22--
Students w/ disabilities 481.7 475.1 -6.6 483.8 440Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 5--
Hispanic/Latino 497.0 497.6 0.6 498.4 222Improved Below Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 505.3 504.8 -0.5 506.8 2541No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 60.7 1514Exceeded Typical Growth
Lowest Performing 54.0 343Typical Growth - High
High needs 56.7 553Typical Growth - High
Econ. Disadvantaged 58.8 353Typical Growth - High
EL and Former EL- 10--
Students w/ disabilities 36.3 211Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino- 12--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 58.9 1283Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 51.9 1503Typical Growth - High
Lowest Performing 58.2 333Typical Growth - High
High needs 52.6 543Typical Growth - High
Econ. Disadvantaged 52.8 353Typical Growth - High
EL and Former EL- 10--
Students w/ disabilities 48.3 202Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino- 12--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 52.0 1273Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 1.4 2.9 1.5 0.1 4563Met Target
Lowest Performing 2.9 0.0 -2.9 0.0 344Exceeded Target
High needs 2.4 5.8 3.4 0.0 1710Declined
Econ. Disadvantaged 3.1 6.7 3.6 0.0 890Declined
EL and Former EL---- 30--
Students w/ disabilities 4.3 6.8 2.5 1.0 730Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 7--
Hispanic/Latino 0.0 0.0 0.0 0.0 324Exceeded Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 1.4 2.8 1.4 0.0 3983Met Target

Assessment participation - All students
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 297 297100Yes 1 296 296100Yes 1-----

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 111 111 111 111-- 222 222100Yes1
Econ. Disadvantaged 71 71 71 71-- 142 142100Yes1
EL and Former EL 22 22 22 22-- 44 44100Yes1
Students w/ disabilities 45 45 45 45-- 90 90100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 3 3 3 3-- 6----
Afr. Amer./Black 5 5 5 5-- 10----
Hispanic/Latino 22 22 22 22-- 44 44100Yes1
Multi-race, Non-Hisp./Lat. 8 8 8 8-- 16----
Nat. Haw. or Pacif. Isl.-----------
White 257 257 257 257-- 514 514100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials
Glossary of 2019 Accountability Terms

School and District Profiles