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Watertown High

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2018 Official Accountability Report - Watertown High

Organization Information
DISTRICT NAME
Watertown (03140000)
TITLE I STATUS
Non-Title I School
SCHOOL
Watertown High (03140505)
GRADES SERVED
09,10,11,12
REGION
Coastal
FEDERAL DESIGNATION
-

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement34-44-
Science achievement34-34-
Achievement total101240.0111267.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5820.04822.5
High school completionFour-year cohort graduation rate44----
Extended engagement rate14----
Annual dropout rate44----
High school completion total91220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total4410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion04----
Additional indicators total4810.04410.0
Weighted total7.610.0-8.710.3-
Percentage of possible points 76%-84%-
Criterion-referenced target percentage80%
Meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement34-
Science achievement14-
Achievement total71247.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate04-
Annual dropout rate04-
High school completion total41220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion04-
Additional indicators total4810.0
Weighted total5.910.7-
Percentage of possible points 55%-
Criterion-referenced target percentage55%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 65

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 96.4 97.6 1.2 97.9 1484Exceeded Target
Lowest Performing 88.5 97.7 9.2 90.6 334Exceeded Target
High needs 92.8 94.5 1.7 94.9 593Met Target
Econ. Disadvantaged 94.0 99.2 5.2 95.6 334Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 89.9 95.3 5.4 92.4 324Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 4--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 97.4 99.1 1.7 99.0 1084Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 90.8 92.9 2.1 92.7 1483Met Target
Lowest Performing 70.9 78.0 7.1 75.1 334Exceeded Target
High needs 82.2 83.5 1.3 84.4 593Met Target
Econ. Disadvantaged 88.0 91.7 3.7 90.4 334Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 75.0 75.8 0.8 78.7 322Improved Below Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 4--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 92.3 95.4 3.1 94.4 1083Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 87.7 90.1 2.4 89.5 1363Met Target
Lowest Performing 66.9 72.0 5.1 71.0 333Met Target
High needs 79.8 78.3 -1.5 82.4 531No Change
Econ. Disadvantaged 82.6 86.2 3.6 84.9 294Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities 74.4 71.6 -2.8 77.6 290Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 3--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 88.1 92.8 4.7 89.9 1044Exceeded Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.2 50.0 1312Below Target
Lowest Performing 45.4 50.0 312Below Target
High needs 54.5 50.0 463Met Target
Econ. Disadvantaged 53.7 50.0 273Met Target
EL and Former EL-- 4--
Students w/ disabilities 57.9 50.0 283Met Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 3--
Afr. Amer./Black-- 5--
Hispanic/Latino-- 14--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 45.9 50.0 1002Below Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.4 50.0 1313Met Target
Lowest Performing 40.2 50.0 322Below Target
High needs 54.6 50.0 473Met Target
Econ. Disadvantaged 55.4 50.0 283Met Target
EL and Former EL-- 4--
Students w/ disabilities 57.1 50.0 293Met Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 3--
Afr. Amer./Black-- 5--
Hispanic/Latino-- 14--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 60.7 50.0 1004Exceeded Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 87.9 93.4 5.5 89.9 1664Exceeded Target
Lowest Performing-------
High needs 77.9 88.8 10.9 81.7 984Exceeded Target
Econ. Disadvantaged 84.0 87.2 3.2 87.8 782Improved Below Target
EL and Former EL---- 14--
Students w/ disabilities 76.7 89.2 12.5 81.9 374Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White 90.6 95.0 4.4 93.0 1204Exceeded Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 93.2 92.9 -0.3 95.2 1821No Change
Lowest Performing-------
High needs 88.4 87.4 -1.0 91.5 950Declined
Econ. Disadvantaged 87.7 90.6 2.9 90.9 753Met Target
EL and Former EL---- 21--
Students w/ disabilities 92.7 86.7 -6.0 97.0 300Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 14--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 96.9 94.2 -2.7 98.9 1390Declined

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 1.4 0.9 0.5 1.3 6584Exceeded Target
Lowest Performing-------
High needs 1.7 1.8 -0.1 1.5 2830Declined
Econ. Disadvantaged 3.2 2.6 0.6 2.9 1543Met Target
EL and Former EL---- 50--
Students w/ disabilities 2.1 0.0 2.1 1.9 1364Exceeded Target
Amer. Ind. or Alaska Nat.---- 5--
Asian---- 42--
Afr. Amer./Black---- 20--
Hispanic/Latino---- 86--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.---- 1--
White 1.4 0.2 1.2 1.3 4854Exceeded Target

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 43.3 67.5 24.2 38.8 404Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 40--
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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 17.8 14.1 3.7 15.9 6874Exceeded Target
Lowest Performing 32.4 12.1 20.3 26.9 334Exceeded Target
High needs 27.6 20.3 7.3 25.0 3204Exceeded Target
Econ. Disadvantaged 21.9 22.2 -0.3 18.2 1711No Change
EL and Former EL---- 93--
Students w/ disabilities 26.0 18.6 7.4 22.3 1404Exceeded Target
Amer. Ind. or Alaska Nat.---- 7--
Asian---- 44--
Afr. Amer./Black---- 26--
Hispanic/Latino---- 118--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 16.4 10.6 5.8 14.4 4714Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 70.5 66.9 -3.6 76.6 3230Declined
Lowest Performing-------
High needs 48.6 37.1 -11.5 56.6 1400Declined
Econ. Disadvantaged 62.5 46.3 -16.2 72.8 820Declined
EL and Former EL---- 35--
Students w/ disabilities 24.2 25.7 1.5 29.6 702Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 17--
Afr. Amer./Black---- 12--
Hispanic/Latino---- 44--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 72.5 68.2 -4.3 78.9 2420Declined

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 156 15599Yes 1 156 15599Yes 1 156 156100Yes 1
Lowest Performing---------------
High needs 65 6498Yes 1 65 6498Yes 1 65 65100Yes 1
Econ. Disadvantaged 37 3697Yes 1 37 3697Yes 1 37 37100Yes 1
EL and Former EL 18---- 18---- 18----
Students w/ disabilities 32 32100Yes 1 32 32100Yes 1 32 32100Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 3----
Asian 4---- 4---- 4----
Afr. Amer./Black 7---- 7---- 7----
Hispanic/Latino 22 22100Yes 1 22 22100Yes 1 22 22100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 9----
Nat. Haw. or Pacif. Isl.---------------
White 111 11099Yes 1 111 11099Yes 1 111 111100Yes 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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