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Miller School

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2018 Official Accountability Report - Miller School

Organization Information
DISTRICT NAME
Holliston (01360000)
TITLE I STATUS
Non-Title I School
SCHOOL
Miller School (01360007)
GRADES SERVED
03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
34% - Partially meeting targets49

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 achievement04-24-
Mathematics achievement04-24-
Science achievement34----
Achievement total31267.54867.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total2.710.3-3.27.6-
Percentage of possible points 26%-42%-
Criterion-referenced target percentage34%
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 achievement04-
Science achievement34-
Achievement total41267.5
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 total3.410.3-
Percentage of possible points 33%-
Criterion-referenced target percentage33%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 38

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 505.5 503.8 -1.7 507.0 6760Declined
Lowest Performing 486.0 488.8 2.8 490.7 1102Improved Below Target
High needs 492.7 492.6 -0.1 494.3 2051No Change
Econ. Disadvantaged 499.1 494.0 -5.1 500.5 600Declined
EL and Former EL 498.7 494.5 -4.2 500.7 410Declined
Students w/ disabilities 486.7 488.0 1.3 488.4 1433Met Target
Amer. Ind. or Alaska Nat.-------
Asian 509.4 508.7 -0.7 511.5 540Declined
Afr. Amer./Black---- 6--
Hispanic/Latino 492.2 492.0 -0.2 493.3 411No Change
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 506.4 504.5 -1.9 508.0 5520Declined

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 503.7 498.6 -5.1 505.1 6760Declined
Lowest Performing 478.2 478.5 0.3 481.8 1102Improved Below Target
High needs 491.2 487.1 -4.1 492.9 2050Declined
Econ. Disadvantaged 495.0 487.4 -7.6 496.1 610Declined
EL and Former EL 498.4 493.7 -4.7 500.6 410Declined
Students w/ disabilities 485.5 481.9 -3.6 487.6 1430Declined
Amer. Ind. or Alaska Nat.-------
Asian 519.8 509.6 -10.2 522.3 543Met Target
Afr. Amer./Black---- 6--
Hispanic/Latino 487.5 487.7 0.2 489.1 412Improved Below Target
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 503.9 498.7 -5.2 505.4 5520Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 84.5 87.1 2.6 86.9 2333Met Target
Lowest Performing-------
High needs 69.6 73.1 3.5 72.4 663Met Target
Econ. Disadvantaged 76.3 75.0 -1.3 79.2 201No Change
EL and Former EL---- 16--
Students w/ disabilities 64.5 67.0 2.5 67.6 443Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black-------
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 85.9 87.9 2.0 88.3 1973Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.4 50.0 4401Below Target
Lowest Performing 39.4 50.0 1091Below Target
High needs 35.1 50.0 1221Below Target
Econ. Disadvantaged 30.1 50.0 391Below Target
EL and Former EL 35.4 50.0 261Below Target
Students w/ disabilities 34.1 50.0 821Below Target
Amer. Ind. or Alaska Nat.-----
Asian 49.8 50.0 272Below Target
Afr. Amer./Black-- 2--
Hispanic/Latino 19.8 50.0 280Below Target
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 39.0 50.0 3701Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.0 50.0 4401Below Target
Lowest Performing 39.3 50.0 1091Below Target
High needs 33.9 50.0 1221Below Target
Econ. Disadvantaged 32.1 50.0 391Below Target
EL and Former EL 43.6 50.0 262Below Target
Students w/ disabilities 30.8 50.0 821Below Target
Amer. Ind. or Alaska Nat.-----
Asian 33.4 50.0 271Below Target
Afr. Amer./Black-- 2--
Hispanic/Latino 27.6 50.0 280Below Target
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 38.5 50.0 3701Below 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 4.4 4.2 0.2 3.3 6952Improved Below Target
Lowest Performing 0.9 4.5 -3.6 0.0 1100Declined
High needs 8.9 8.1 0.8 6.5 2112Improved Below Target
Econ. Disadvantaged 9.3 7.3 2.0 5.8 552Improved Below Target
EL and Former EL 12.2 6.7 5.5 7.8 454Exceeded Target
Students w/ disabilities 6.2 6.8 -0.6 2.9 1460Declined
Amer. Ind. or Alaska Nat.-------
Asian 4.9 3.6 1.3 1.7 563Met Target
Afr. Amer./Black---- 7--
Hispanic/Latino 2.4 13.6 -11.2 0.0 440Declined
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 4.3 3.4 0.9 3.0 5653Met 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 688 686100Yes 1 688 686100Yes 1 240 23799Yes 1
Lowest Performing---------------
High needs 213 21199Yes 1 213 21199Yes 1 70 6897Yes 1
Econ. Disadvantaged 66 6497Yes 1 66 6598Yes 1 23 2195Yes 2
EL and Former EL 43 43100Yes 1 43 43100Yes 1 16----
Students w/ disabilities 147 14599Yes 1 147 14599Yes 1 46 4598Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 55 55100Yes 1 55 55100Yes 1 14----
Afr. Amer./Black 7---- 7---- 0----
Hispanic/Latino 44 44100Yes 1 44 44100Yes 1 16----
Multi-race, Non-Hisp./Lat. 23 23100Yes 1 23 23100Yes 1 7----
Nat. Haw. or Pacif. Isl.---------------
White 559 557100Yes 1 559 557100Yes 1 203 20099Yes 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