|
|
Overall results
Progress toward improvement targets
| Indicator |
All students
(Non-high school grades) |
Lowest performing students
(Non-high school grades) |
All students
(High school grades) |
Lowest performing students
(High school grades) |
| Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | 0 | 4 | - | 0 | 4 | - | 4 | 4 | - | 4 | 4 | - |
| Mathematics achievement | 0 | 4 | - | 0 | 4 | - | 1 | 4 | - | 1 | 4 | - |
| Science achievement | 0 | 4 | - | - | - | - | 3 | 4 | - | - | - | - |
| Achievement total | 0 | 12 | 67.5 | 0 | 8 | 67.5 | 8 | 12 | 47.5 | 5 | 8 | 67.5 |
| Growth | English language arts growth | 1 | 4 | - | 1 | 4 | - | 3 | 4 | - | 1 | 4 | - |
| Mathematics growth | 2 | 4 | - | 1 | 4 | - | 3 | 4 | - | 2 | 4 | - |
| Growth total | 3 | 8 | 22.5 | 2 | 8 | 22.5 | 6 | 8 | 22.5 | 3 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - | - | - | - | 0 | 4 | - | - | - | - |
| Extended engagement rate | - | - | - | - | - | - | 3 | 4 | - | - | - | - |
| Annual dropout rate | - | - | - | - | - | - | 3 | 4 | - | - | - | - |
| High school completion total | - | - | - | - | - | - | 6 | 12 | 20.0 | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | - | - | - | - | - | - | - | - | - | - | - | - |
| Additional indicators | Chronic absenteeism | 3 | 4 | - | 0 | 4 | - | 0 | 4 | - | 0 | 4 | - |
| Advanced coursework completion | - | - | - | - | - | - | 2 | 4 | - | - | - | - |
| Additional indicators total | 3 | 4 | 10.0 | 0 | 4 | 10.0 | 2 | 8 | 10.0 | 0 | 4 | 10.0 |
| Weighted total | 1.0 | 10.3 | - | 0.5 | 7.6 | - | 6.6 | 10.7 | - | 4.1 | 7.6 | - |
| Percentage of possible points | 10% | - | 7% | - | 62% | - | 54% | - |
| Percentage of possible points by gradespan | 9%
Weight of non-high school results:70% | 58%
Weight of high school results:30% |
| Criterion-referenced target percentage | 23% |
| Partially meeting targets |
Subgroup results
Progress toward improvement targets
| Indicator |
High needs Subgroup
(Non-high school grades) |
High needs Subgroup
(High school grades) |
| Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | 0 | 4 | - | 0 | 4 | - |
| Mathematics achievement | 0 | 4 | - | 0 | 4 | - |
| Science achievement | 0 | 4 | - | 0 | 4 | - |
| Achievement total | 0 | 12 | 67.5 | 0 | 12 | 47.5 |
| Growth | English language arts growth | 1 | 4 | - | 2 | 4 | - |
| Mathematics growth | 1 | 4 | - | 4 | 4 | - |
| Growth total | 2 | 8 | 22.5 | 6 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - | 0 | 4 | - |
| Extended engagement rate | - | - | - | 4 | 4 | - |
| Annual dropout rate | - | - | - | 0 | 4 | - |
| High school completion total | - | - | - | 4 | 12 | 20.0 |
| Progress toward attaining English language proficiency | English language proficiency total | - | - | - | - | - | - |
| Additional indicators | Chronic absenteeism | 0 | 4 | - | 0 | 4 | - |
| Advanced coursework completion | - | - | - | 4 | 4 | - |
| Additional indicators total | 0 | 4 | 10.0 | 4 | 8 | 10.0 |
| Weighted total | 0.5 | 10.3 | - | 2.6 | 10.7 | - |
| Percentage of possible points | 5% | - | 24% | - |
| Percentage of possible points by gradespan | 5%
Weight of non-high school results:70% | 24%
Weight of high school results:30% |
| Criterion-referenced target percentage | 11% |
| Partially meeting targets |
| Subgroup percentile |
| This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments |
- |
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 | 506.5 | 503.5 | -3.0 | 508.3 | 1,136 | 0 | Declined |
|---|
| Lowest Performing | 485.9 | 483.1 | -2.8 | 490.3 | 225 | 0 | Declined |
|---|
| High needs | 492.8 | 489.2 | -3.6 | 494.3 | 295 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 114 | - | - |
|---|
| EL and Former EL | - | - | - | - | 32 | - | - |
|---|
| Students w/ disabilities | 487.8 | 483.8 | -4.0 | 489.2 | 207 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - |
|---|
| Asian | - | - | - | - | 29 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 3 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 54 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 31 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 506.4 | 503.4 | -3.0 | 508.4 | 1,018 | 0 | Declined |
|---|
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 | 99.4 | 98.2 | -1.2 | 100.0 | 157 | 4 | Exceeded Target |
|---|
| Lowest Performing | 98.0 | 98.0 | 0.0 | 100.0 | 38 | 4 | Exceeded Target |
|---|
| High needs | 97.3 | 92.4 | -4.9 | 99.2 | 36 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 16 | - | - |
|---|
| EL and Former EL | - | - | - | - | 3 | - | - |
|---|
| Students w/ disabilities | 95.2 | 88.0 | -7.2 | 97.5 | 23 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 4 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 3 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 5 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 4 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 99.3 | 98.2 | -1.1 | 100.0 | 141 | 4 | Exceeded 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 | 505.0 | 501.6 | -3.4 | 506.7 | 1,134 | 0 | Declined |
|---|
| Lowest Performing | 483.7 | 480.5 | -3.2 | 486.3 | 224 | 0 | Declined |
|---|
| High needs | 491.3 | 488.2 | -3.1 | 492.8 | 294 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 114 | - | - |
|---|
| EL and Former EL | - | - | - | - | 32 | - | - |
|---|
| Students w/ disabilities | 486.4 | 483.1 | -3.3 | 487.9 | 206 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - |
|---|
| Asian | - | - | - | - | 29 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 3 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 54 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 31 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 504.7 | 501.3 | -3.4 | 506.4 | 1,016 | 0 | Declined |
|---|
Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
| Group |
2017 Achievement |
2018 Achievement |
Change |
2018 Target |
N |
Points |
Reason |
| All Students | 96.9 | 95.0 | -1.9 | 98.7 | 155 | 1 | No Change |
|---|
| Lowest Performing | 89.2 | 88.2 | -1.0 | 92.0 | 38 | 1 | No Change |
|---|
| High needs | 87.8 | 80.7 | -7.1 | 90.3 | 35 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 15 | - | - |
|---|
| EL and Former EL | - | - | - | - | 2 | - | - |
|---|
| Students w/ disabilities | 83.3 | 73.9 | -9.4 | 86.2 | 22 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 4 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 3 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 4 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 4 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 97.6 | 95.2 | -2.4 | 99.4 | 140 | 1 | No Change |
|---|
Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
| Group |
2017 Achievement |
2018 Achievement |
Change |
2018 Target |
N |
Points |
Reason |
| All Students | 84.0 | 79.8 | -4.2 | 85.8 | 400 | 0 | Declined |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High needs | 64.0 | 60.3 | -3.7 | 66.3 | 97 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 38 | - | - |
|---|
| EL and Former EL | - | - | - | - | 9 | - | - |
|---|
| Students w/ disabilities | 61.2 | 56.9 | -4.3 | 63.5 | 69 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - |
|---|
| Asian | - | - | - | - | 11 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 2 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 20 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 8 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 84.1 | 80.3 | -3.8 | 85.9 | 358 | 0 | Declined |
|---|
Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
| Group |
2017 Achievement |
2018 Achievement |
Change |
2018 Target |
N |
Points |
Reason |
| All Students | 98.0 | 96.6 | -1.4 | 99.8 | 146 | 3 | Met Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High needs | 94.1 | 87.1 | -7.0 | 96.4 | 31 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 14 | - | - |
|---|
| EL and Former EL | - | - | - | - | - | - | - |
|---|
| Students w/ disabilities | 91.7 | 80.0 | -11.7 | 94.0 | 20 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 4 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 2 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 3 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 3 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 98.0 | 96.3 | -1.7 | 99.8 | 134 | 1 | No Change |
|---|
English language arts growth - Non-high school
| Group |
2018 Mean SGP |
2018 Target |
N |
Points |
Reason |
| All Students | 38.9 | 50.0 | 939 | 1 | Below Target |
|---|
| Lowest Performing | 37.3 | 50.0 | 225 | 1 | Below Target |
|---|
| High needs | 34.9 | 50.0 | 216 | 1 | Below Target |
|---|
| Econ. Disadvantaged | - | - | 77 | - | - |
|---|
| EL and Former EL | - | - | 23 | - | - |
|---|
| Students w/ disabilities | 32.8 | 50.0 | 154 | 1 | Below Target |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - |
|---|
| Asian | - | - | 26 | - | - |
|---|
| Afr. Amer./Black | - | - | 3 | - | - |
|---|
| Hispanic/Latino | - | - | 46 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | 26 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - |
|---|
| White | 39.0 | 50.0 | 838 | 1 | Below Target |
|---|
English language arts growth - High school
| Group |
2018 Mean SGP |
2018 Target |
N |
Points |
Reason |
| All Students | 55.2 | 50.0 | 137 | 3 | Met Target |
|---|
| Lowest Performing | 37.8 | 50.0 | 32 | 1 | Below Target |
|---|
| High needs | 44.8 | 50.0 | 24 | 2 | Below Target |
|---|
| Econ. Disadvantaged | - | - | 11 | - | - |
|---|
| EL and Former EL | - | - | - | - | - |
|---|
| Students w/ disabilities | - | - | 13 | - | - |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - |
|---|
| Asian | - | - | 4 | - | - |
|---|
| Afr. Amer./Black | - | - | 2 | - | - |
|---|
| Hispanic/Latino | - | - | 2 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | 3 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - |
|---|
| White | 54.8 | 50.0 | 126 | 3 | Met Target |
|---|
Mathematics growth - Non-high school
| Group |
2018 Mean SGP |
2018 Target |
N |
Points |
Reason |
| All Students | 40.8 | 50.0 | 936 | 2 | Below Target |
|---|
| Lowest Performing | 35.4 | 50.0 | 224 | 1 | Below Target |
|---|
| High needs | 37.0 | 50.0 | 216 | 1 | Below Target |
|---|
| Econ. Disadvantaged | - | - | 77 | - | - |
|---|
| EL and Former EL | - | - | 23 | - | - |
|---|
| Students w/ disabilities | 34.6 | 50.0 | 154 | 1 | Below Target |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - |
|---|
| Asian | - | - | 26 | - | - |
|---|
| Afr. Amer./Black | - | - | 3 | - | - |
|---|
| Hispanic/Latino | - | - | 46 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | 26 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - |
|---|
| White | 40.6 | 50.0 | 835 | 2 | Below Target |
|---|
Mathematics growth - High school
| Group |
2018 Mean SGP |
2018 Target |
N |
Points |
Reason |
| All Students | 53.9 | 50.0 | 136 | 3 | Met Target |
|---|
| Lowest Performing | 40.0 | 50.0 | 32 | 2 | Below Target |
|---|
| High needs | 61.5 | 50.0 | 23 | 4 | Exceeded Target |
|---|
| Econ. Disadvantaged | - | - | 11 | - | - |
|---|
| EL and Former EL | - | - | - | - | - |
|---|
| Students w/ disabilities | - | - | 12 | - | - |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - |
|---|
| Asian | - | - | 4 | - | - |
|---|
| Afr. Amer./Black | - | - | 2 | - | - |
|---|
| Hispanic/Latino | - | - | 2 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | 3 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - |
|---|
| White | 53.5 | 50.0 | 125 | 3 | Met Target |
|---|
Four-year cohort graduation rate - High school
| Group |
2016 Rate (%) |
2017 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | 93.5 | 91.5 | -2.0 | 95.5 | 129 | 0 | Declined |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High needs | 87.5 | 75.8 | -11.7 | 91.6 | 33 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 24 | - | - |
|---|
| EL and Former EL | - | - | - | - | 1 | - | - |
|---|
| Students w/ disabilities | - | - | - | - | 17 | - | - |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 3 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 1 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 2 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 0 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 93.7 | 92.7 | -1.0 | 95.8 | 123 | 0 | Declined |
|---|
Extended engagement rate - High school
| Group |
2015 Rate (%) |
2016 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | 94.5 | 95.8 | 1.3 | 96.1 | 168 | 3 | Met Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High needs | 82.8 | 93.8 | 11.0 | 86.3 | 64 | 4 | Exceeded Target |
|---|
| Econ. Disadvantaged | - | - | - | - | 41 | - | - |
|---|
| EL and Former EL | - | - | - | - | - | - | - |
|---|
| Students w/ disabilities | 84.6 | 91.4 | 6.8 | 89.5 | 35 | 4 | Exceeded Target |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | - | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 2 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 5 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 2 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 94.0 | 96.2 | 2.2 | 95.8 | 159 | 3 | Met Target |
|---|
Annual dropout rate - High school
| Group |
2016 Rate (%) |
2017 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | 0.3 | 0.7 | -0.4 | 1.0 | 583 | 3 | Met Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High needs | 0.7 | 2.8 | -2.1 | 1.0 | 109 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 54 | - | - |
|---|
| EL and Former EL | - | - | - | - | 1 | - | - |
|---|
| Students w/ disabilities | 0.0 | 1.6 | -1.6 | 1.0 | 64 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 12 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 6 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 16 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 13 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 0.3 | 0.7 | -0.4 | 1.0 | 536 | 3 | Met Target |
|---|
Progress toward attaining English language proficiency - Non-high school
| Group |
2017 Rate (%) |
2018 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | - | - | - | - | - | - | - |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High needs | - | - | - | - | - | - | - |
|---|
| Econ. Disadvantaged | - | - | - | - | - | - | - |
|---|
| EL and Former EL | - | - | - | - | - | - | - |
|---|
| 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 | - | - | - | - | - | - | - |
|---|
Progress toward attaining English language proficiency - High school
| Group |
2017 Rate (%) |
2018 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | - | - | - | - | - | - | - |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High needs | - | - | - | - | - | - | - |
|---|
| Econ. Disadvantaged | - | - | - | - | - | - | - |
|---|
| EL and Former EL | - | - | - | - | - | - | - |
|---|
| 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 | 4.1 | 4.4 | -0.3 | 3.0 | 1,448 | 3 | Met Target |
|---|
| Lowest Performing | 6.1 | 9.7 | -3.6 | 4.0 | 227 | 0 | Declined |
|---|
| High needs | 8.9 | 9.7 | -0.8 | 7.0 | 373 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 129 | - | - |
|---|
| EL and Former EL | - | - | - | - | 46 | - | - |
|---|
| Students w/ disabilities | 7.9 | 9.2 | -1.3 | 5.5 | 249 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - |
|---|
| Asian | - | - | - | - | 34 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 3 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 67 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 37 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 3.8 | 4.1 | -0.3 | 2.8 | 1,306 | 3 | Met Target |
|---|
Chronic absenteeism - High school
| Group |
2017 Rate (%) |
2018 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | 11.6 | 14.9 | -3.3 | 10.5 | 649 | 0 | Declined |
|---|
| Lowest Performing | 10.8 | 18.4 | -7.6 | 8.7 | 38 | 0 | Declined |
|---|
| High needs | 23.8 | 32.4 | -8.6 | 21.9 | 142 | 0 | Declined |
|---|
| Econ. Disadvantaged | - | - | - | - | 60 | - | - |
|---|
| EL and Former EL | - | - | - | - | 10 | - | - |
|---|
| Students w/ disabilities | 22.8 | 35.3 | -12.5 | 20.4 | 85 | 0 | Declined |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 12 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 8 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 20 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 21 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 11.4 | 14.5 | -3.1 | 10.4 | 588 | 0 | Declined |
|---|
Advanced coursework completion - High school
| Group |
2017 Rate (%) |
2018 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | 75.6 | 76.4 | 0.8 | 80.2 | 309 | 2 | Improved Below Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High needs | 27.1 | 43.4 | 16.3 | 34.1 | 53 | 4 | Exceeded Target |
|---|
| Econ. Disadvantaged | - | - | - | - | 27 | - | - |
|---|
| EL and Former EL | - | - | - | - | 4 | - | - |
|---|
| Students w/ disabilities | 16.1 | 20.7 | 4.6 | 21.6 | 29 | 3 | Met Target |
|---|
| Amer. Ind. or Alaska Nat. | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 6 | - | - |
|---|
| Afr. Amer./Black | - | - | - | - | 3 | - | - |
|---|
| Hispanic/Latino | - | - | - | - | 9 | - | - |
|---|
| Multi-race, Non-Hisp./Lat. | - | - | - | - | 9 | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - |
|---|
| White | 75.6 | 77.0 | 1.4 | 80.7 | 282 | 2 | Improved 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 | 1,301 | 1,295 | 100 | Yes | 1 | 1,300 | 1,291 | 99 | Yes | 1 | 561 | 558 | 99 | Yes | 1 |
|---|
| Lowest Performing | - | - | - | - | - | - | - | - | - | - | - | - | - | - | - |
|---|
| High needs | 336 | 333 | 99 | Yes | 1 | 335 | 331 | 99 | Yes | 1 | 136 | 134 | 99 | Yes | 1 |
|---|
| Econ. Disadvantaged | 134 | 132 | 99 | Yes | 1 | 133 | 131 | 98 | Yes | 1 | 55 | 55 | 100 | Yes | 1 |
|---|
| EL and Former EL | 37 | 37 | 100 | Yes | 1 | 36 | 36 | 100 | Yes | 1 | 13 | - | - | - | - |
|---|
| Students w/ disabilities | 232 | 230 | 99 | Yes | 1 | 231 | 228 | 99 | Yes | 1 | 94 | 92 | 98 | Yes | 1 |
|---|
| Amer. Ind. or Alaska Nat. | 1 | - | - | - | - | 1 | - | - | - | - | 1 | - | - | - | - |
|---|
| Asian | 33 | 33 | 100 | Yes | 1 | 33 | 33 | 100 | Yes | 1 | 15 | - | - | - | - |
|---|
| Afr. Amer./Black | 6 | - | - | - | - | 6 | - | - | - | - | 5 | - | - | - | - |
|---|
| Hispanic/Latino | 61 | 61 | 100 | Yes | 1 | 60 | 60 | 100 | Yes | 1 | 26 | 26 | 100 | Yes | 1 |
|---|
| Multi-race, Non-Hisp./Lat. | 36 | 35 | 97 | Yes | 1 | 36 | 35 | 97 | Yes | 1 | 13 | - | - | - | - |
|---|
| Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | - | - | - | - | - | - | - | - |
|---|
| White | 1,164 | 1,159 | 100 | Yes | 1 | 1,164 | 1,156 | 99 | Yes | 1 | 501 | 499 | 100 | Yes | 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.
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Districts
Schools
Accountability Report
Interpretive Materials
Glossary of 2018 Accountability Terms