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Athol High
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2019 Official Accountability Report - Athol High
Organization Information
DISTRICT NAME
Athol-Royalston (06150000)		TITLE I STATUS
Title I School
REGION
West/Central		GRADES SERVED
09,10,11,12

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low subgroup performance: White
Progress toward improvement targetsAccountability percentile
52% - Substantial progress toward targets15.00

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage63%45%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		52%
Substantial progress toward targets
Weighted total------
Percentage of possible points ----
Criterion-referenced target percentage45%
Weighted total------ Percentage of possible points ---- Criterion-referenced target percentage63%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage53%49%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		50%
Substantial progress toward targets
Weighted total--- Percentage of possible points -- 2019 Annual criterion-referenced target percentage49% Weighted total--- Percentage of possible points -- 2018 Annual criterion-referenced target percentage53%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
11

Detailed data for each indicator

English language arts achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 95.1 95.9 0.8 96.9 793Met Target
Lowest Performing 80.7 87.5 6.8 83.5 204Exceeded Target
High needs 91.3 93.1 1.8 93.8 473Met Target
Econ. Disadvantaged 92.6 95.2 2.6 94.7 423Met Target
EL and Former EL---- 2--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 94.9 96.3 1.4 96.6 683Met Target

Mathematics achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 82.4 80.1 -2.3 85.0 781No Change
Lowest Performing 45.2 41.3 -3.9 49.0 200Declined
High needs 72.9 69.0 -3.9 75.3 460Declined
Econ. Disadvantaged 75.0 72.0 -3.0 77.5 410Declined
EL and Former EL---- 2--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 81.9 79.8 -2.1 83.7 681No Change

Science achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 81.2 82.2 1.0 83.7 692Improved Below Target
Lowest Performing 53.6 52.5 -1.1 56.2 201No Change
High needs 70.9 73.1 2.2 73.4 403Met Target
Econ. Disadvantaged 70.5 76.4 5.9 73.2 354Exceeded Target
EL and Former EL---- 1--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 80.8 81.3 0.5 83.5 602Improved Below Target

English language arts growth - High school
Group 2019 Mean SGP N Points Reason
All Students 58.3 753Typical Growth - High
Lowest Performing- 19--
High needs 54.7 443Typical Growth - High
Econ. Disadvantaged 57.2 393Typical Growth - High
EL and Former EL- 2--
Students w/ disabilities- 17--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 59.2 653Typical Growth - High

Mathematics growth - High school
Group 2019 Mean SGP N Points Reason
All Students 41.9 752Typical Growth - Low
Lowest Performing- 19--
High needs 36.4 441Low Growth
Econ. Disadvantaged 38.2 391Low Growth
EL and Former EL- 2--
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 41.8 662Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target (%) N Points Reason
All Students 75.3 78.5 3.2 78.3 1073Met Target
Lowest Performing-------
High needs 65.4 71.1 5.7 69.2 764Exceeded Target
Econ. Disadvantaged 65.2 71.2 6.0 69.5 664Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities---- 30--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 78.9 78.3 -0.6 81.9 920Declined

Extended engagement rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 81.5 80.2 -1.3 84.7 810Declined
Lowest Performing-------
High needs 75.7 71.2 -4.5 80.2 520Declined
Econ. Disadvantaged 74.2 71.7 -2.5 78.8 460Declined
EL and Former EL-------
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 82.3 84.2 1.9 85.2 762Improved Below Target

Annual dropout rate - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target (%) N Points Reason
All Students 3.2 3.6 0.4 2.9 3620Declined
Lowest Performing-------
High needs 5.2 5.3 0.1 4.7 2071No Change
Econ. Disadvantaged 3.2 4.2 1.0 2.9 1680Declined
EL and Former EL---- 6--
Students w/ disabilities---- 87--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 30--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 3.2 3.2 0.0 2.9 3141No Change

Progress toward attaining English language proficiency - High school
Group 2018 Rate (%) 2019 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 - High school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 32.2 19.9 -12.3 29.2 3474Exceeded Target
Lowest Performing 36.4 20.0 -16.4 29.5 204Exceeded Target
High needs 41.0 28.7 -12.3 37.4 2094Exceeded Target
Econ. Disadvantaged 49.0 29.4 -19.6 45.0 1604Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities---- 78--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 31.6 20.2 -11.4 28.0 3024Exceeded Target

Advanced coursework completion - High school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 50.6 42.5 -8.1 56.3 1600Declined
Lowest Performing-------
High needs 39.2 28.9 -10.3 44.8 900Declined
Econ. Disadvantaged 45.0 26.7 -18.3 50.7 750Declined
EL and Former EL---- 2--
Students w/ disabilities---- 32--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 50.7 42.8 -7.9 56.1 1380Declined


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

School and District Profiles