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Randolph Community Middle

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2018 Official Accountability Report - Randolph Community Middle

Organization Information
DISTRICT NAME
Randolph (02440000)
TITLE I STATUS
Non-Title I School
SCHOOL
Randolph Community Middle (02440410)
GRADES SERVED
06,07,08
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 achievement04-04-
Mathematics achievement14-44-
Science achievement14----
Achievement total21260.04867.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total2.79.6-4.17.6-
Percentage of possible points 28%-54%-
Criterion-referenced target percentage41%
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 achievement34-
Science achievement24-
Achievement total51267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total4.810.3-
Percentage of possible points 47%-
Criterion-referenced target percentage47%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 17

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 493.7 490.8 -2.9 495.2 5690Declined
Lowest Performing 472.7 470.7 -2.0 478.2 790Declined
High needs 487.9 486.8 -1.1 489.7 3990Declined
Econ. Disadvantaged 489.7 487.7 -2.0 491.0 2850Declined
EL and Former EL 488.2 486.3 -1.9 489.5 1340Declined
Students w/ disabilities 477.4 476.7 -0.7 479.2 1400Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 505.1 503.1 -2.0 506.9 870Declined
Afr. Amer./Black 490.0 486.2 -3.8 491.6 2900Declined
Hispanic/Latino 489.1 486.7 -2.4 490.6 720Declined
Multi-race, Non-Hisp./Lat. 499.1 495.6 -3.5 500.7 290Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 494.6 495.4 0.8 496.3 892Improved 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 490.5 490.2 -0.3 492.0 5681No Change
Lowest Performing 468.1 472.7 4.6 471.1 794Exceeded Target
High needs 485.9 487.4 1.5 487.5 3973Met Target
Econ. Disadvantaged 486.7 487.9 1.2 487.7 2833Met Target
EL and Former EL 488.5 488.2 -0.3 490.0 1341No Change
Students w/ disabilities 477.1 478.7 1.6 478.9 1393Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 505.4 505.4 0.0 508.2 871No Change
Afr. Amer./Black 486.0 485.9 -0.1 488.3 2881No Change
Hispanic/Latino 486.4 484.4 -2.0 488.0 730Declined
Multi-race, Non-Hisp./Lat. 492.8 488.0 -4.8 494.3 290Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 490.1 494.9 4.8 491.8 894Exceeded 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 62.6 61.4 -1.2 65.3 2071No Change
Lowest Performing-------
High needs 52.0 54.1 2.1 55.4 1392Improved Below Target
Econ. Disadvantaged 52.0 54.8 2.8 55.8 983Met Target
EL and Former EL 52.5 53.8 1.3 55.4 402Improved Below Target
Students w/ disabilities 39.6 51.5 11.9 42.6 504Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 82.9 76.6 -6.3 87.2 310Declined
Afr. Amer./Black 52.6 57.8 5.2 56.1 1024Exceeded Target
Hispanic/Latino 56.1 58.7 2.6 58.9 263Met Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.---- 1--
White 68.3 61.0 -7.3 71.1 340Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.1 50.0 5192Below Target
Lowest Performing 52.4 50.0 793Met Target
High needs 46.6 50.0 3502Below Target
Econ. Disadvantaged 46.1 50.0 2552Below Target
EL and Former EL 47.5 50.0 1142Below Target
Students w/ disabilities 43.0 50.0 1132Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 52.6 50.0 853Met Target
Afr. Amer./Black 44.1 50.0 2502Below Target
Hispanic/Latino 50.7 50.0 683Met Target
Multi-race, Non-Hisp./Lat. 53.0 50.0 283Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 44.7 50.0 862Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.7 50.0 5183Met Target
Lowest Performing 54.4 50.0 783Met Target
High needs 51.9 50.0 3483Met Target
Econ. Disadvantaged 52.4 50.0 2533Met Target
EL and Former EL 49.2 50.0 1142Below Target
Students w/ disabilities 48.8 50.0 1112Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 52.7 50.0 853Met Target
Afr. Amer./Black 48.2 50.0 2472Below Target
Hispanic/Latino 51.3 50.0 693Met Target
Multi-race, Non-Hisp./Lat. 54.1 50.0 283Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 54.7 50.0 873Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 58.5 45.3 -13.2 45.3 533Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 58.5 45.3 -13.2 45.3 533Met 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 21.5 21.1 0.4 20.2 6272Improved Below Target
Lowest Performing 27.7 34.2 -6.5 23.8 790Declined
High needs 25.7 23.8 1.9 23.4 4253Met Target
Econ. Disadvantaged 31.2 30.7 0.5 28.1 2802Improved Below Target
EL and Former EL 13.0 12.2 0.8 10.3 1482Improved Below Target
Students w/ disabilities 32.4 30.9 1.5 28.6 1522Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 6.8 5.4 1.4 3.7 922Improved Below Target
Afr. Amer./Black 22.1 19.4 2.7 18.4 3252Improved Below Target
Hispanic/Latino 27.4 29.5 -2.1 23.7 780Declined
Multi-race, Non-Hisp./Lat. 31.3 32.3 -1.0 30.0 310Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 27.0 31.3 -4.3 25.3 990Declined

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 597 58698Yes 1 602 59499Yes 1 215 21399Yes 1
Lowest Performing---------------
High needs 421 41398Yes 1 425 41999Yes 1 145 145100Yes 1
Econ. Disadvantaged 302 29798Yes 1 305 30098Yes 1 102 102100Yes 1
EL and Former EL 142 13696Yes 1 143 14299Yes 1 43 43100Yes 1
Students w/ disabilities 147 14397Yes 1 148 14497Yes 1 51 51100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 91 8998Yes 1 91 9099Yes 1 32 32100Yes 1
Afr. Amer./Black 304 30199Yes 1 308 30599Yes 1 107 107100Yes 1
Hispanic/Latino 74 7297Yes 1 74 74100Yes 1 26 26100Yes 1
Multi-race, Non-Hisp./Lat. 29 2897Yes 1 29 29100Yes 1 13----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 96 9397Yes 1 96 9296Yes 1 36 3497Yes 2


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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