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Beebe

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2018 Official Accountability Report - Beebe

Organization Information
DISTRICT NAME
Malden (01650000)
TITLE I STATUS
Title I School
SCHOOL
Beebe (01650003)
GRADES SERVED
K,01,02,03,04,05,06,07,08
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 achievement44-44-
Mathematics achievement14-44-
Science achievement44----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 total2410.0---
Additional indicatorsChronic absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total7.19.6-6.97.6-
Percentage of possible points 74%-91%-
Criterion-referenced target percentage83%
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 achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total9.010.3-
Percentage of possible points 87%-
Criterion-referenced target percentage87%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 81

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 497.2 500.5 3.3 498.7 5624Exceeded Target
Lowest Performing 475.4 483.2 7.8 480.9 1004Exceeded Target
High needs 492.4 497.2 4.8 494.2 4114Exceeded Target
Econ. Disadvantaged 494.1 496.5 2.4 495.4 2724Exceeded Target
EL and Former EL 494.9 497.9 3.0 496.2 2504Exceeded Target
Students w/ disabilities 473.8 480.8 7.0 475.6 874Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 502.0 506.0 4.0 503.8 2254Exceeded Target
Afr. Amer./Black 491.3 495.7 4.4 492.9 844Exceeded Target
Hispanic/Latino 490.5 492.1 1.6 492.0 743Met Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 497.3 500.0 2.7 499.0 1614Exceeded 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 499.2 498.9 -0.3 500.7 5631No Change
Lowest Performing 474.7 479.1 4.4 477.7 1014Exceeded Target
High needs 494.9 496.2 1.3 496.5 4123Met Target
Econ. Disadvantaged 495.8 494.9 -0.9 496.8 2740Declined
EL and Former EL 499.2 499.8 0.6 500.7 2492Improved Below Target
Students w/ disabilities 475.9 478.7 2.8 477.7 874Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 509.4 508.9 -0.5 512.2 2243Met Target
Afr. Amer./Black 487.3 489.5 2.2 489.6 843Met Target
Hispanic/Latino 490.9 489.9 -1.0 492.5 750Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 495.9 495.1 -0.8 497.6 1620Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.0 74.1 5.1 71.7 1954Exceeded Target
Lowest Performing-------
High needs 65.4 70.7 5.3 68.8 1394Exceeded Target
Econ. Disadvantaged 66.5 71.8 5.3 70.3 1014Exceeded Target
EL and Former EL 66.7 71.7 5.0 69.6 834Exceeded Target
Students w/ disabilities 40.5 48.3 7.8 43.5 304Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 74.6 78.8 4.2 78.9 783Met Target
Afr. Amer./Black 49.1 67.0 17.9 52.6 254Exceeded Target
Hispanic/Latino 60.0 65.8 5.8 62.8 304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 75.4 76.3 0.9 78.2 572Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.4 50.0 4363Met Target
Lowest Performing 58.0 50.0 1003Met Target
High needs 57.3 50.0 3103Met Target
Econ. Disadvantaged 55.0 50.0 2053Met Target
EL and Former EL 60.4 50.0 1974Exceeded Target
Students w/ disabilities 47.6 50.0 552Below Target
Amer. Ind. or Alaska Nat.-----
Asian 63.3 50.0 1884Exceeded Target
Afr. Amer./Black 52.6 50.0 573Met Target
Hispanic/Latino 45.6 50.0 552Below Target
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-- 1--
White 52.6 50.0 1233Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.8 50.0 4363Met Target
Lowest Performing 54.9 50.0 1013Met Target
High needs 56.4 50.0 3103Met Target
Econ. Disadvantaged 55.9 50.0 2063Met Target
EL and Former EL 59.7 50.0 1963Met Target
Students w/ disabilities 40.9 50.0 542Below Target
Amer. Ind. or Alaska Nat.-----
Asian 61.6 50.0 1874Exceeded Target
Afr. Amer./Black 60.2 50.0 574Exceeded Target
Hispanic/Latino 52.6 50.0 563Met Target
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-- 1--
White 51.3 50.0 1233Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 62.9 61.1 -1.8 70.2 1622Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.9 61.1 -1.8 70.2 1622Improved Below 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 7.7 6.5 1.2 6.4 8063Met Target
Lowest Performing 8.5 8.8 -0.3 4.6 1021No Change
High needs 9.6 7.9 1.7 7.3 5582Improved Below Target
Econ. Disadvantaged 12.4 9.0 3.4 9.3 3323Met Target
EL and Former EL 4.9 3.9 1.0 2.2 3593Met Target
Students w/ disabilities 14.7 12.2 2.5 10.9 1152Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 1.4 1.6 -0.2 0.0 3104Exceeded Target
Afr. Amer./Black 6.5 5.0 1.5 2.8 1192Improved Below Target
Hispanic/Latino 14.3 12.4 1.9 10.6 1052Improved Below Target
Multi-race, Non-Hisp./Lat.---- 33--
Nat. Haw. or Pacif. Isl.---- 1--
White 12.7 10.1 2.6 11.0 2384Exceeded 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 585 58199Yes 1 584 582100Yes 1 201 201100Yes 1
Lowest Performing---------------
High needs 430 42699Yes 1 429 427100Yes 1 143 143100Yes 1
Econ. Disadvantaged 286 28499Yes 1 286 286100Yes 1 104 104100Yes 1
EL and Former EL 262 261100Yes 1 261 260100Yes 1 86 86100Yes 1
Students w/ disabilities 92 8997Yes 1 91 8998Yes 1 31 31100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 231 231100Yes 1 230 230100Yes 1 78 78100Yes 1
Afr. Amer./Black 89 8798Yes 1 89 8798Yes 1 26 26100Yes 1
Hispanic/Latino 81 8099Yes 1 81 81100Yes 1 33 33100Yes 1
Multi-race, Non-Hisp./Lat. 17---- 17---- 5----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 166 16599Yes 1 166 166100Yes 1 59 59100Yes 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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