Massachusetts School and District Profiles

Shepherd Hill Regional High

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Shepherd Hill Regional High

Organization Information
DISTRICT NAME
Dudley-Charlton Reg (06580000)
TITLE I STATUS
Non-Title I School
SCHOOL
Shepherd Hill Regional High (06580505)
GRADES SERVED
09,10,11,12
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
26% - Partially meeting targets33

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-04-
Mathematics achievement14-04-
Science achievement04-04-
Achievement total51247.501267.5
GrowthEnglish language arts growth24-04-
Mathematics growth24-04-
Growth total4822.50822.5
High school completionFour-year cohort graduation rate34----
Extended engagement rate24----
Annual dropout rate34----
High school completion total81220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion24----
Additional indicators total6810.00410.0
Weighted total5.510.7-0.010.3-
Percentage of possible points 51%-0%-
Criterion-referenced target percentage26%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11247.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate24-
Annual dropout rate04-
High school completion total61220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion24-
Additional indicators total6810.0
Weighted total2.710.7-
Percentage of possible points 25%-
Criterion-referenced target percentage25%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 18

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 98.8 98.2 -0.6 100.0 2794Exceeded Target
Lowest Performing 96.4 92.5 -3.9 98.5 630Declined
High needs 96.5 94.0 -2.5 98.6 751No Change
Econ. Disadvantaged 98.3 94.2 -4.1 99.9 560Declined
EL and Former EL---- 4--
Students w/ disabilities 92.0 88.6 -3.4 94.5 330Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 4--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 98.7 98.6 -0.1 100.0 2394Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 92.9 90.8 -2.1 94.8 2801No Change
Lowest Performing 76.2 69.1 -7.1 80.4 640Declined
High needs 84.2 76.7 -7.5 86.4 750Declined
Econ. Disadvantaged 86.6 79.0 -7.6 89.0 560Declined
EL and Former EL---- 4--
Students w/ disabilities 72.7 65.9 -6.8 76.4 330Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 4--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 94.1 92.2 -1.9 96.2 2401No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 94.4 91.1 -3.3 96.2 2630Declined
Lowest Performing 83.5 68.8 -14.7 87.6 640Declined
High needs 89.6 78.7 -10.9 92.2 670Declined
Econ. Disadvantaged 93.3 77.6 -15.7 95.6 490Declined
EL and Former EL---- 4--
Students w/ disabilities 77.4 72.6 -4.8 80.6 310Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 4--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 94.7 92.0 -2.7 96.5 2270Declined

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.6 50.0 2522Below Target
Lowest Performing 29.6 50.0 550Below Target
High needs 36.5 50.0 591Below Target
Econ. Disadvantaged 39.2 50.0 431Below Target
EL and Former EL-- 4--
Students w/ disabilities 31.0 50.0 251Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 4--
Afr. Amer./Black-- 8--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 41.8 50.0 2162Below Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.5 50.0 2512Below Target
Lowest Performing 29.5 50.0 560Below Target
High needs 38.8 50.0 591Below Target
Econ. Disadvantaged 38.7 50.0 431Below Target
EL and Former EL-- 4--
Students w/ disabilities 36.8 50.0 251Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 4--
Afr. Amer./Black-- 8--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 44.5 50.0 2162Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 92.3 94.0 1.7 94.3 3023Met Target
Lowest Performing-------
High needs 79.8 88.6 8.8 83.6 1054Exceeded Target
Econ. Disadvantaged 82.5 87.1 4.6 86.3 854Exceeded Target
EL and Former EL---- 5--
Students w/ disabilities 64.3 77.4 13.1 69.5 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White 92.9 95.1 2.2 95.3 2683Met Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 93.1 94.5 1.4 95.1 2732Improved Below Target
Lowest Performing-------
High needs 84.7 85.1 0.4 87.8 942Improved Below Target
Econ. Disadvantaged 83.1 86.3 3.2 86.3 803Met Target
EL and Former EL---- 2--
Students w/ disabilities 78.4 75.0 -3.4 82.7 280Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 94.3 94.5 0.2 96.3 2542Improved Below Target

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 0.9 1.0 -0.1 1.0 1,1653Met Target
Lowest Performing-------
High needs 2.5 2.9 -0.4 2.3 2790Declined
Econ. Disadvantaged 2.4 2.5 -0.1 2.2 2001No Change
EL and Former EL---- 8--
Students w/ disabilities 1.8 5.0 -3.2 1.6 1200Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 26--
Afr. Amer./Black---- 20--
Hispanic/Latino---- 77--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.---- 2--
White 0.8 1.1 -0.3 1.0 1,0150Declined

Progress toward attaining English language proficiency - 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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 13.8 10.9 2.9 11.9 1,1884Exceeded Target
Lowest Performing 8.1 18.8 -10.7 2.6 640Declined
High needs 31.0 25.6 5.4 28.4 3134Exceeded Target
Econ. Disadvantaged 33.5 29.9 3.6 29.8 1973Met Target
EL and Former EL---- 29--
Students w/ disabilities 25.2 31.5 -6.3 21.5 1110Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 23--
Afr. Amer./Black---- 24--
Hispanic/Latino---- 98--
Multi-race, Non-Hisp./Lat.---- 35--
Nat. Haw. or Pacif. Isl.---- 1--
White 12.9 10.0 2.9 10.9 1,0034Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 52.6 56.9 4.3 58.7 5712Improved Below Target
Lowest Performing-------
High needs 26.7 32.3 5.6 34.7 1272Improved Below Target
Econ. Disadvantaged 34.0 42.9 8.9 44.3 912Improved Below Target
EL and Former EL---- 7--
Students w/ disabilities 3.8 5.7 1.9 9.2 532Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 14--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 34--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 54.5 58.4 3.9 60.9 4952Improved 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 285 28399Yes 1 285 284100Yes 1 285 285100Yes 1
Lowest Performing---------------
High needs 80 7999Yes 1 80 7999Yes 1 80 80100Yes 1
Econ. Disadvantaged 60 5998Yes 1 60 5998Yes 1 60 60100Yes 1
EL and Former EL 6---- 6---- 6----
Students w/ disabilities 33 33100Yes 1 33 33100Yes 1 33 33100Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 2----
Asian 4---- 4---- 4----
Afr. Amer./Black 8---- 8---- 8----
Hispanic/Latino 22 2195Yes 1 22 2195Yes 1 22 22100Yes 1
Multi-race, Non-Hisp./Lat. 6---- 6---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 243 242100Yes 1 243 243100Yes 1 243 243100Yes 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