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Summary > High needs
| Progress and Performance Index (PPI) Subgroup Data |
| View Detailed 2016 Data for Each Indicator |
Points Awarded |
| 2013 |
2014 |
2015 |
2016 |
| English Language Arts | Narrowing proficiency gaps (Composite Performance Index) | 50 | 50 | 50 | 25 |
| Growth (Student Growth Percentiles) | 75 | 50 | 50 | 50 |
| Extra credit for decreasing % Warning/Failing (10% or more) | 25 | 0 | 25 | 0 |
| Extra credit for increasing % Advanced (10% or more) | 0 | 25 | 25 | 0 |
| Mathematics | Narrowing proficiency gaps (Composite Performance Index) | 50 | 50 | 50 | 50 |
| Growth (Student Growth Percentiles) | 100 | 50 | 100 | 100 |
| Extra credit for decreasing % Warning/Failing (10% or more) | 25 | 0 | 25 | 0 |
| Extra credit for increasing % Advanced (10% or more) | 25 | 25 | 25 | 25 |
| Science | Narrowing proficiency gaps (Composite Performance Index) | 25 | 50 | 50 | 0 |
| Extra credit for decreasing % Warning/Failing (10% or more) | 0 | 25 | 25 | 0 |
| Extra credit for increasing % Advanced (10% or more) | 0 | 0 | 25 | 0 |
| High School | Annual dropout rate | - | - | - | - |
| Cohort graduation rate | - | - | - | - |
| Extra credit for dropout re-engagement (2 or more) | - | - | - | - |
| English language acquisition | Extra credit for high growth on ACCESS for ELLs assessment (Student Growth Percentile on ACCESS) | - | - | - | 25 |
| Points awarded for narrowing proficiency gaps, growth, and high school indicators | 300 | 250 | 300 | 225 |
| Points awarded for extra credit | 75 | 75 | 150 | 50 |
| Total points awarded | 375 | 325 | 450 | 275 |
| Number of proficiency gap narrowing, growth, and high school indicators | 5 | 5 | 5 | 5 |
| Annual PPI = (Total points / Number of indicators) | 75 | 65 | 90 | 55 |
| Cumulative PPI = (2013*1 + 2014*2 + 2015*3 + 2016*4) / 10 | Did Not Meet Target | 70 |
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| Subgroup Percentiles |
| This group's overall performance relative to the performance of the same subgroup statewide in the same school type | 26 |
| This group's overall performance relative to the performance of all subgroups statewide in the same school type | 33 |
| Assessment Participation |
2013 |
2014 |
2015 |
2016 |
| English Language Arts | 99% | 99% | 98% | 100% |
Mathematics | 100% | 99% | 90% | 100% |
| Science | 100% | 98% | 100% | 100% |
| 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 and 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 tests; reengaging 2 or more dropouts; and/or demonstrating high growth in English language proficiency. 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. |
| In 2015 Massachusetts began reporting on the "economically disadvantaged" subgroup, which comprises students who are eligible for state support programs, and stopped reporting on the low income subgroup, membership of which was based on family applications for free/reduced price lunch. In accordance with this transition, no 2015 annual PPI was calculated for the economically disadvantaged subgroup and a hold harmless provision was applied to the calculation of the 2015 annual PPI for the high needs subgroup. The high needs group's 2015 annual PPI was compared to its 2014 annual PPI, and the higher of the two annual PPIs was assigned and used in the 2015 cumulative PPI calculation. A 2015 annual PPI with an asterisk (*) on this page signals that the 2014 annual PPI was higher than the 2015 annual PPI, and was used for both 2014 and 2015 in the cumulative PPI calculation. |
| When determining the cumulative PPI for 2016 for a school or district that administered PARCC in grades 3-8 in 2015, the PPI was calculated two ways. The first calculation included the 2015 annual PPI, which was calculated using PARCC results, and the second calculation excluded the 2015 annual PPI. The higher of the two resulting cumulative PPIs was assigned to the group, school, or district for 2016 reporting. |
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