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Julia F Callahan

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2018 Official Accountability Report - Julia F Callahan

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
Julia F Callahan (01630030)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

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 achievement44-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total81260.08867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5820.06822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total6.19.6-7.27.6-
Percentage of possible points 64%-95%-
Criterion-referenced target percentage80%
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 achievement44-
Mathematics achievement44-
Science achievement04-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total6.510.3-
Percentage of possible points 63%-
Criterion-referenced target percentage63%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 19

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 485.3 489.0 3.7 487.3 2114Exceeded Target
Lowest Performing 464.7 478.0 13.3 470.0 284Exceeded Target
High needs 482.8 486.5 3.7 484.8 1654Exceeded Target
Econ. Disadvantaged 482.3 487.1 4.8 483.9 1374Exceeded Target
EL and Former EL 480.8 481.8 1.0 482.4 442Improved Below Target
Students w/ disabilities 477.2 479.9 2.7 479.0 644Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 486.7 489.7 3.0 488.3 424Exceeded Target
Hispanic/Latino 483.3 487.6 4.3 485.0 1004Exceeded Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 487.7 492.5 4.8 489.8 394Exceeded 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 484.7 488.0 3.3 486.5 2104Exceeded Target
Lowest Performing 458.5 472.4 13.9 461.8 284Exceeded Target
High needs 481.6 484.8 3.2 483.5 1644Exceeded Target
Econ. Disadvantaged 481.0 485.8 4.8 482.4 1364Exceeded Target
EL and Former EL 481.2 481.9 0.7 483.0 442Improved Below Target
Students w/ disabilities 473.0 474.2 1.2 475.1 632Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 485.8 486.3 0.5 487.6 422Improved Below Target
Hispanic/Latino 480.7 485.3 4.6 482.3 994Exceeded Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 491.2 494.7 3.5 493.5 394Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 72.0 62.2 -9.8 74.9 780Declined
Lowest Performing-------
High needs 65.7 59.8 -5.9 68.8 610Declined
Econ. Disadvantaged 64.4 60.7 -3.7 66.9 490Declined
EL and Former EL---- 16--
Students w/ disabilities 65.4 43.8 -21.6 68.9 240Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 14--
Hispanic/Latino 66.9 60.5 -6.4 70.0 380Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.0 50.0 1352Below Target
Lowest Performing 54.0 50.0 283Met Target
High needs 40.9 50.0 1042Below Target
Econ. Disadvantaged 40.6 50.0 882Below Target
EL and Former EL 35.5 50.0 241Below Target
Students w/ disabilities 47.0 50.0 402Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black 41.7 50.0 222Below Target
Hispanic/Latino 40.4 50.0 662Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 44.1 50.0 252Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.3 50.0 1333Met Target
Lowest Performing 54.9 50.0 283Met Target
High needs 50.1 50.0 1023Met Target
Econ. Disadvantaged 48.9 50.0 862Below Target
EL and Former EL 54.5 50.0 243Met Target
Students w/ disabilities 53.2 50.0 383Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black 47.7 50.0 222Below Target
Hispanic/Latino 51.0 50.0 643Met Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 44.8 50.0 252Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 42.4 53.8 11.4 45.3 523Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 42.4 53.8 11.4 45.3 523Met 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 10.6 13.5 -2.9 8.7 3780Declined
Lowest Performing 16.7 10.7 6.0 12.0 284Exceeded Target
High needs 12.5 15.0 -2.5 10.2 2930Declined
Econ. Disadvantaged 13.8 16.1 -2.3 11.4 2230Declined
EL and Former EL 6.2 12.9 -6.7 2.5 930Declined
Students w/ disabilities 19.1 20.6 -1.5 14.8 1070Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 25--
Afr. Amer./Black 6.3 2.7 3.6 2.4 754Exceeded Target
Hispanic/Latino 13.7 19.0 -5.3 10.3 1840Declined
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 9.8 8.5 1.3 7.2 712Improved 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 228 228100Yes 1 229 229100Yes 1 84 84100Yes 1
Lowest Performing---------------
High needs 181 181100Yes 1 181 181100Yes 1 67 67100Yes 1
Econ. Disadvantaged 151 151100Yes 1 151 151100Yes 1 54 54100Yes 1
EL and Former EL 52 52100Yes 1 53 53100Yes 1 19----
Students w/ disabilities 70 70100Yes 1 69 69100Yes 1 26 26100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 15---- 15---- 4----
Afr. Amer./Black 47 47100Yes 1 48 48100Yes 1 16----
Hispanic/Latino 108 108100Yes 1 108 108100Yes 1 40 40100Yes 1
Multi-race, Non-Hisp./Lat. 15---- 15---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 43 43100Yes 1 43 43100Yes 1 20 20100Yes 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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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