| Progress and Performance Index (PPI) Subgroup Data |
| View Detailed 2014 Data for Each Indicator |
Points Awarded |
| 2011 |
2012 |
2013 |
2014 |
| English Language Arts | Narrowing proficiency gaps (Composite Performance Index) | - | - | - | - |
| Growth (Student Growth Percentiles) | - | - | - | - |
| Extra credit for decreasing % Warning/Failing (10% or more) | - | - | - | - |
| Extra credit for increasing % Advanced (10% or more) | - | - | - | - |
| Mathematics | Narrowing proficiency gaps (Composite Performance Index) | - | - | - | - |
| Growth (Student Growth Percentiles) | - | - | - | - |
| Extra credit for decreasing % Warning/Failing (10% or more) | - | - | - | - |
| Extra credit for increasing % Advanced (10% or more) | - | - | - | - |
| Science | Narrowing proficiency gaps (Composite Performance Index) | - | - | - | - |
| Extra credit for decreasing % Warning/Failing (10% or more) | - | - | - | - |
| Extra credit for increasing % Advanced (10% or more) | - | - | - | - |
| High School | Annual dropout rate | - | - | - | - |
| Cohort graduation rate | - | - | - | - |
| Extra credit for dropout re-engagement (2 or more) | - | - | - | - |
| Points awarded for narrowing proficiency gaps, growth, and high school indicators | - | - | - | - |
| Points awarded for extra credit | - | - | - | - |
| Total points awarded | - | - | - | - |
| Number of proficiency gap narrowing, growth, and high school indicators | 0 | 0 | 0 | 0 |
| Annual PPI = (Total points / Number of indicators) | - | - | - | - |
| Cumulative PPI = (2011*1 + 2012*2 + 2013*3 + 2014*4) / 10 | - | - |
|
| Assessment Participation |
2011 |
2012 |
2013 |
2014 |
| English Language Arts | - | - | - | - |
Mathematics | - | - | - | - |
| Science | - | - | - | - |
| How Annual and Cumulative PPIs are Calculated |
| The annual PPI is a measure of the improvement that a group makes toward its own targets over a two-year period on up to seven different indicators. Groups are eligible for an annual PPI if a sufficient number of students were assessed (20 for schools, 30 for subgroups) in English language arts and mathematics in the most recent year and one of the two prior years. A group is awarded 0, 25, 50, 75, or 100 points based on the amount of improvement it makes from one year to the next: |
| 100 | Above Target | 25 | No Change | A group can earn extra credit for reducing the percentage of students scoring Warning/Failing and/or by increasing the percentage of students scoring Advanced by 10% or more on ELA, mathematics, or science MCAS tests. An additional 25 points for meeting each of these goals is added to the total number of points awarded. |
| 75 | On Target | 0 | Declined |
| 50 | Improved Below Target | - | Insufficient Data |
| The annual PPI is calculated by dividing the total number of points awarded by the number of indicators (up to seven). The cumulative PPI is the average of a group's annual PPIs over the most recent four year period, weighting later years the most (1-2-3-4). A group is assigned a cumulative PPI if it has three annual PPIs. While a group's annual PPI can exceed 100 points, the cumulative PPI is always reported on a 100-point scale. For a group to be considered to be making progress toward narrowing proficiency gaps, its cumulative PPI must be 75 or higher. |
