Massachusetts School and District Profiles

Miscoe Hill School

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Miscoe Hill School

Organization Information
DISTRICT NAME
Mendon-Upton (07100000)
TITLE I STATUS
Title I School
SCHOOL
Miscoe Hill School (07100015)
GRADES SERVED
05,06,07,08
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
7% - Partially meeting targets43

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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01267.50867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2822.52822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total0.610.3-0.57.6-
Percentage of possible points 6%-7%-
Criterion-referenced target percentage7%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total0.710.3-
Percentage of possible points 7%-
Criterion-referenced target percentage7%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 14

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 505.1 501.0 -4.1 506.6 7720Declined
Lowest Performing 483.9 478.5 -5.4 488.6 1410Declined
High needs 490.0 484.7 -5.3 491.6 1820Declined
Econ. Disadvantaged 493.6 491.1 -2.5 495.0 710Declined
EL and Former EL---- 15--
Students w/ disabilities 486.0 479.1 -6.9 487.7 1310Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 21--
Afr. Amer./Black---- 3--
Hispanic/Latino 502.1 500.8 -1.3 503.2 370Declined
Multi-race, Non-Hisp./Lat. 506.7 499.6 -7.1 508.3 220Declined
Nat. Haw. or Pacif. Isl.-------
White 505.4 501.1 -4.3 507.0 6890Declined

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 504.2 500.4 -3.8 505.6 7710Declined
Lowest Performing 482.3 479.6 -2.7 485.9 1410Declined
High needs 489.1 484.9 -4.2 490.8 1820Declined
Econ. Disadvantaged 492.0 488.2 -3.8 493.1 710Declined
EL and Former EL---- 15--
Students w/ disabilities 484.8 480.8 -4.0 486.9 1310Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 21--
Afr. Amer./Black---- 3--
Hispanic/Latino 499.6 497.6 -2.0 501.2 370Declined
Multi-race, Non-Hisp./Lat. 506.0 494.4 -11.6 507.5 220Declined
Nat. Haw. or Pacif. Isl.-------
White 504.1 500.2 -3.9 505.6 6880Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 84.3 80.4 -3.9 86.7 3920Declined
Lowest Performing-------
High needs 64.6 61.7 -2.9 67.4 900Declined
Econ. Disadvantaged 67.4 65.5 -1.9 70.3 371No Change
EL and Former EL---- 8--
Students w/ disabilities 61.9 57.5 -4.4 65.0 630Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 84.5 80.8 -3.7 86.9 3510Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 36.1 50.0 7521Below Target
Lowest Performing 35.0 50.0 1411Below Target
High needs 32.9 50.0 1691Below Target
Econ. Disadvantaged 37.5 50.0 641Below Target
EL and Former EL-- 15--
Students w/ disabilities 31.0 50.0 1201Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 21--
Afr. Amer./Black-- 3--
Hispanic/Latino 38.3 50.0 351Below Target
Multi-race, Non-Hisp./Lat. 33.3 50.0 211Below Target
Nat. Haw. or Pacif. Isl.-----
White 36.1 50.0 6721Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 39.3 50.0 7501Below Target
Lowest Performing 37.2 50.0 1411Below Target
High needs 36.2 50.0 1701Below Target
Econ. Disadvantaged 37.8 50.0 641Below Target
EL and Former EL-- 15--
Students w/ disabilities 35.2 50.0 1211Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 21--
Afr. Amer./Black-- 3--
Hispanic/Latino 41.1 50.0 352Below Target
Multi-race, Non-Hisp./Lat. 32.6 50.0 211Below Target
Nat. Haw. or Pacif. Isl.-----
White 39.2 50.0 6701Below 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 4.6 4.6 0.0 3.5 7891No Change
Lowest Performing 5.6 7.8 -2.2 2.0 1410Declined
High needs 10.2 9.3 0.9 7.8 1832Improved Below Target
Econ. Disadvantaged 18.9 17.2 1.7 15.4 642Improved Below Target
EL and Former EL---- 18--
Students w/ disabilities 9.2 7.8 1.4 5.9 1292Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 21--
Afr. Amer./Black---- 3--
Hispanic/Latino 7.9 7.9 0.0 4.3 381No Change
Multi-race, Non-Hisp./Lat. 8.7 13.6 -4.9 7.6 220Declined
Nat. Haw. or Pacif. Isl.-------
White 4.1 4.0 0.1 2.8 7043Met 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 784 782100Yes 1 784 781100Yes 1 395 395100Yes 1
Lowest Performing---------------
High needs 189 18899Yes 1 189 18899Yes 1 92 92100Yes 1
Econ. Disadvantaged 76 7599Yes 1 76 7599Yes 1 38 38100Yes 1
EL and Former EL 18---- 18---- 10----
Students w/ disabilities 133 133100Yes 1 133 133100Yes 1 63 63100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 21 21100Yes 1 21 21100Yes 1 11----
Afr. Amer./Black 3---- 3---- 2----
Hispanic/Latino 38 38100Yes 1 38 38100Yes 1 21 21100Yes 1
Multi-race, Non-Hisp./Lat. 22 22100Yes 1 22 22100Yes 1 8----
Nat. Haw. or Pacif. Isl.---------------
White 699 697100Yes 1 699 696100Yes 1 352 352100Yes 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