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Miriam F McCarthy School

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2018 Official Accountability Report - Miriam F McCarthy School

Organization Information
DISTRICT NAME
Framingham (01000000)
TITLE I STATUS
Title I School
SCHOOL
Miriam F McCarthy School (01000050)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
55% - Partially meeting targets9

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 achievement24-34-
Mathematics achievement04-44-
Science achievement24----
Achievement total41260.07867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3820.03822.5
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 total3410.0---
Additional indicatorsChronic absenteeism24-24-
Advanced coursework completion------
Additional indicators total2410.02410.0
Weighted total3.59.6-5.67.6-
Percentage of possible points 36%-74%-
Criterion-referenced target percentage55%
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 achievement34-
Mathematics achievement14-
Science achievement44-
Achievement total81267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total6.210.3-
Percentage of possible points 60%-
Criterion-referenced target percentage60%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 8

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 489.8 490.7 0.9 491.8 2912Improved Below Target
Lowest Performing 464.4 469.7 5.3 469.7 453Met Target
High needs 482.5 484.3 1.8 484.5 2143Met Target
Econ. Disadvantaged 481.5 484.6 3.1 483.1 1644Exceeded Target
EL and Former EL 479.1 481.4 2.3 480.7 584Exceeded Target
Students w/ disabilities 476.2 476.7 0.5 478.0 1382Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 491.1 485.7 -5.4 492.7 410Declined
Hispanic/Latino 474.0 480.3 6.3 475.7 804Exceeded Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 495.8 497.3 1.5 497.9 1472Improved Below 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 488.9 487.9 -1.0 490.7 2900Declined
Lowest Performing 461.9 469.0 7.1 465.2 454Exceeded Target
High needs 481.5 481.2 -0.3 483.4 2131No Change
Econ. Disadvantaged 480.6 481.1 0.5 482.0 1632Improved Below Target
EL and Former EL 479.5 479.8 0.3 481.3 582Improved Below Target
Students w/ disabilities 476.1 473.8 -2.3 478.2 1370Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 482.7 482.4 -0.3 484.5 401No Change
Hispanic/Latino 477.2 478.6 1.4 478.8 803Met Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 494.9 494.3 -0.6 497.2 1470Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 60.6 62.1 1.5 63.5 932Improved Below Target
Lowest Performing-------
High needs 50.4 55.8 5.4 53.5 694Exceeded Target
Econ. Disadvantaged 45.2 54.7 9.5 47.7 534Exceeded Target
EL and Former EL---- 14--
Students w/ disabilities 49.5 52.1 2.6 53.0 473Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 13--
Hispanic/Latino 43.0 46.2 3.2 46.1 263Met Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 67.5 71.2 3.7 70.7 463Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 37.4 50.0 1921Below Target
Lowest Performing 39.2 50.0 451Below Target
High needs 37.9 50.0 1411Below Target
Econ. Disadvantaged 38.7 50.0 1051Below Target
EL and Former EL 38.7 50.0 331Below Target
Students w/ disabilities 34.6 50.0 951Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 34.6 50.0 281Below Target
Hispanic/Latino 35.1 50.0 481Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-- 1--
White 39.8 50.0 1021Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.6 50.0 1922Below Target
Lowest Performing 45.8 50.0 452Below Target
High needs 39.2 50.0 1411Below Target
Econ. Disadvantaged 40.2 50.0 1052Below Target
EL and Former EL 40.1 50.0 332Below Target
Students w/ disabilities 37.6 50.0 951Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 47.9 50.0 282Below Target
Hispanic/Latino 36.1 50.0 481Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-- 1--
White 42.3 50.0 1022Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 44.6 52.6 8.0 62.8 783Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 44.6 52.6 8.0 62.8 783Met Target
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 12.5 11.9 0.6 10.6 4972Improved Below Target
Lowest Performing 13.0 8.9 4.1 8.3 452Improved Below Target
High needs 16.5 14.1 2.4 14.2 3693Met Target
Econ. Disadvantaged 18.5 17.2 1.3 16.1 2562Improved Below Target
EL and Former EL 14.6 12.4 2.2 10.9 1132Improved Below Target
Students w/ disabilities 15.5 15.9 -0.4 11.2 1951No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black 11.7 7.6 4.1 7.8 663Met Target
Hispanic/Latino 15.6 13.4 2.2 12.2 1572Improved Below Target
Multi-race, Non-Hisp./Lat.---- 29--
Nat. Haw. or Pacif. Isl.---- 2--
White 12.4 12.0 0.4 9.8 2342Improved 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 310 310100Yes 1 310 309100Yes 1 99 99100Yes 1
Lowest Performing---------------
High needs 231 231100Yes 1 231 230100Yes 1 75 75100Yes 1
Econ. Disadvantaged 177 177100Yes 1 177 17699Yes 1 57 57100Yes 1
EL and Former EL 70 70100Yes 1 70 70100Yes 1 20 20100Yes 1
Students w/ disabilities 146 146100Yes 1 146 14599Yes 1 50 50100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 2----
Afr. Amer./Black 45 45100Yes 1 45 4498Yes 1 16----
Hispanic/Latino 89 89100Yes 1 89 89100Yes 1 28 28100Yes 1
Multi-race, Non-Hisp./Lat. 19---- 19---- 6----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 151 151100Yes 1 151 151100Yes 1 47 47100Yes 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