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Randolph High

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2018 Official Accountability Report - Randolph High

Organization Information
DISTRICT NAME
Randolph (02440000)
TITLE I STATUS
Non-Title I School
SCHOOL
Randolph High (02440505)
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 achievement34-44-
Mathematics achievement44-44-
Science achievement44-44-
Achievement total111240.0121267.5
GrowthEnglish language arts growth34-24-
Mathematics growth44----
Growth total7820.02422.5
High school completionFour-year cohort graduation rate04----
Extended engagement rate04----
Annual dropout rate04----
High school completion total01220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion04----
Additional indicators total0810.04410.0
Weighted total6.110.0-9.09.4-
Percentage of possible points 61%-96%-
Criterion-referenced target percentage79%
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 achievement44-
Science achievement44-
Achievement total111247.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate04-
Annual dropout rate04-
High school completion total01220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion04-
Additional indicators total0810.0
Weighted total6.810.7-
Percentage of possible points 64%-
Criterion-referenced target percentage64%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 49

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 91.7 92.9 1.2 93.2 1313Met Target
Lowest Performing 81.5 89.7 8.2 83.6 294Exceeded Target
High needs 87.5 89.6 2.1 89.6 773Met Target
Econ. Disadvantaged 86.6 89.3 2.7 88.2 563Met Target
EL and Former EL 86.1 86.3 0.2 89.6 312Improved Below Target
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.---- 1--
Asian 97.9 96.3 -1.6 100.0 271No Change
Afr. Amer./Black 91.3 90.6 -0.7 93.7 721No Change
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 13--

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 82.3 87.8 5.5 84.2 1234Exceeded Target
Lowest Performing 48.2 70.0 21.8 52.4 254Exceeded Target
High needs 73.1 83.9 10.8 75.3 704Exceeded Target
Econ. Disadvantaged 73.4 84.8 11.4 75.8 514Exceeded Target
EL and Former EL 71.0 83.3 12.3 74.5 304Exceeded Target
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.---- 1--
Asian 99.0 98.1 -0.9 100.0 264Exceeded Target
Afr. Amer./Black 80.3 84.2 3.9 83.0 683Met Target
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 12--

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 79.8 85.5 5.7 81.6 1074Exceeded Target
Lowest Performing 50.9 70.7 19.8 55.0 294Exceeded Target
High needs 70.3 82.9 12.6 72.9 604Exceeded Target
Econ. Disadvantaged 70.3 86.0 15.7 72.6 414Exceeded Target
EL and Former EL 70.7 82.1 11.4 74.0 214Exceeded Target
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian 98.9 98.1 -0.8 100.0 264Exceeded Target
Afr. Amer./Black 76.6 79.6 3.0 79.2 603Met Target
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 9--

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.7 50.0 1003Met Target
Lowest Performing 44.8 50.0 212Below Target
High needs 52.8 50.0 523Met Target
Econ. Disadvantaged 51.9 50.0 403Met Target
EL and Former EL-- 16--
Students w/ disabilities-- 8--
Amer. Ind. or Alaska Nat.-- 1--
Asian 55.8 50.0 263Met Target
Afr. Amer./Black 55.3 50.0 483Met Target
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 1--
White-- 10--

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.6 50.0 964Exceeded Target
Lowest Performing-- 18--
High needs 64.6 50.0 484Exceeded Target
Econ. Disadvantaged 67.1 50.0 384Exceeded Target
EL and Former EL-- 17--
Students w/ disabilities-- 6--
Amer. Ind. or Alaska Nat.-- 1--
Asian 72.9 50.0 254Exceeded Target
Afr. Amer./Black 67.0 50.0 474Exceeded Target
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-- 1--
White-- 9--

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 81.6 79.3 -2.3 83.6 1690Declined
Lowest Performing-------
High needs 78.5 76.7 -1.8 82.3 1330Declined
Econ. Disadvantaged 78.1 79.0 0.9 81.9 1192Improved Below Target
EL and Former EL 73.3 69.0 -4.3 75.3 290Declined
Students w/ disabilities---- 31--
Amer. Ind. or Alaska Nat.---- 1--
Asian 90.6 93.9 3.3 92.6 334Exceeded Target
Afr. Amer./Black 81.0 75.3 -5.7 86.7 970Declined
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 89.3 86.6 -2.7 91.3 2010Declined
Lowest Performing-------
High needs 87.4 83.2 -4.2 90.5 1490Declined
Econ. Disadvantaged 86.7 82.1 -4.6 89.9 1280Declined
EL and Former EL 83.9 83.3 -0.6 85.9 300Declined
Students w/ disabilities---- 42--
Amer. Ind. or Alaska Nat.---- 1--
Asian 97.3 96.9 -0.4 99.3 323Met Target
Afr. Amer./Black 89.5 87.1 -2.4 95.6 1160Declined
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 23--

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 1.2 1.9 -0.7 1.1 6790Declined
Lowest Performing-------
High needs 1.0 3.0 -2.0 1.0 4060Declined
Econ. Disadvantaged 1.5 2.8 -1.3 1.4 2900Declined
EL and Former EL 1.4 3.3 -1.9 1.3 610Declined
Students w/ disabilities---- 131--
Amer. Ind. or Alaska Nat.---- 2--
Asian 0.8 0.0 0.8 1.0 1244Exceeded Target
Afr. Amer./Black 0.8 1.8 -1.0 1.0 3910Declined
Hispanic/Latino---- 74--
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.---- 3--
White---- 60--

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 42.0 51.7 9.7 38.8 603Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 42.0 51.7 9.7 38.8 603Met 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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 27.9 36.2 -8.3 26.0 7380Declined
Lowest Performing 41.4 31.0 10.4 35.9 294Exceeded Target
High needs 31.9 43.7 -11.8 29.3 4710Declined
Econ. Disadvantaged 36.4 47.8 -11.4 32.7 3370Declined
EL and Former EL 14.3 31.5 -17.2 6.6 1650Declined
Students w/ disabilities---- 116--
Amer. Ind. or Alaska Nat.---- 4--
Asian 10.9 12.5 -1.6 8.3 1360Declined
Afr. Amer./Black 27.2 39.4 -12.2 23.8 4060Declined
Hispanic/Latino---- 97--
Multi-race, Non-Hisp./Lat.---- 30--
Nat. Haw. or Pacif. Isl.---- 4--
White---- 61--

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 57.0 49.1 -7.9 63.1 3260Declined
Lowest Performing-------
High needs 46.8 38.4 -8.4 54.8 1850Declined
Econ. Disadvantaged 50.4 40.4 -10.0 60.7 1510Declined
EL and Former EL 56.9 40.0 -16.9 66.3 600Declined
Students w/ disabilities---- 45--
Amer. Ind. or Alaska Nat.---- 2--
Asian 81.9 81.2 -0.7 93.7 693Met Target
Afr. Amer./Black 45.5 38.9 -6.6 53.5 1750Declined
Hispanic/Latino---- 36--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 28--

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 144 14097Yes 1 143 13496Yes 2 144 14097Yes 1
Lowest Performing---------------
High needs 88 8495Yes 1 87 7994No 2 88 8597Yes 1
Econ. Disadvantaged 63 6197Yes 1 62 5795Yes 2 63 6197Yes 1
EL and Former EL 38 3595Yes 2 37 3697Yes 1 38 38100Yes 1
Students w/ disabilities 20 1890No 1 20 1690No 2 20 1794No 2
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 27 27100Yes 1 27 2696Yes 1 27 27100Yes 1
Afr. Amer./Black 82 7895Yes 1 81 7695Yes 2 82 8199Yes 1
Hispanic/Latino 16---- 16---- 16----
Multi-race, Non-Hisp./Lat. 4---- 4---- 4----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 13---- 13---- 13----


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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