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Timilty Middle School

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2018 Official Accountability Report - James P Timilty Middle

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
James P Timilty Middle (00350485)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: Afr. Amer./Black -Students w/disabilities -Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs
Progress toward improvement targetsAccountability percentile
8% - Partially meeting targets1

Overall results

Progress toward improvement targets
Indicator All students
(Non-high school grades)
Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01260.00867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3820.03822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total0.79.6-0.77.6-
Percentage of possible points 7%-9%-
Criterion-referenced target percentage8%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.710.3-
Percentage of possible points 7%-
Criterion-referenced target percentage7%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 2

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 484.3 479.4 -4.9 486.3 2900Declined
Lowest Performing 463.0 460.0 -3.0 468.3 350Declined
High needs 482.5 477.4 -5.1 484.5 2510Declined
Econ. Disadvantaged 483.1 477.6 -5.5 484.7 2110Declined
EL and Former EL 480.4 474.6 -5.8 482.0 1360Declined
Students w/ disabilities 467.5 463.7 -3.8 469.3 690Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 484.1 479.8 -4.3 485.7 950Declined
Hispanic/Latino 483.6 478.1 -5.5 485.3 1800Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 2--
White---- 4--

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 479.8 475.0 -4.8 481.6 2900Declined
Lowest Performing 460.6 459.2 -1.4 463.9 350Declined
High needs 478.5 473.8 -4.7 480.4 2520Declined
Econ. Disadvantaged 479.0 473.3 -5.7 480.4 2120Declined
EL and Former EL 476.7 473.5 -3.2 478.5 1350Declined
Students w/ disabilities 466.5 463.0 -3.5 468.6 700Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 479.9 474.8 -5.1 481.7 940Declined
Hispanic/Latino 478.7 474.3 -4.4 480.3 1800Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 2--
White---- 5--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 37.8 34.0 -3.8 40.7 1170Declined
Lowest Performing-------
High needs 36.0 32.0 -4.0 39.1 970Declined
Econ. Disadvantaged 37.1 31.4 -5.7 39.6 820Declined
EL and Former EL 34.5 33.0 -1.5 37.8 501No Change
Students w/ disabilities 21.4 24.0 2.6 24.9 243Met Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 38.8 35.4 -3.4 42.1 360Declined
Hispanic/Latino 36.0 33.2 -2.8 39.1 700Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 5--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.6 50.0 2532Below Target
Lowest Performing 45.6 50.0 332Below Target
High needs 45.1 50.0 2182Below Target
Econ. Disadvantaged 45.3 50.0 1842Below Target
EL and Former EL 42.5 50.0 1162Below Target
Students w/ disabilities 37.9 50.0 651Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 44.7 50.0 862Below Target
Hispanic/Latino 45.4 50.0 1572Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-- 1--
White-- 1--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 33.9 50.0 2561Below Target
Lowest Performing 36.4 50.0 331Below Target
High needs 33.0 50.0 2221Below Target
Econ. Disadvantaged 33.1 50.0 1881Below Target
EL and Former EL 32.8 50.0 1181Below Target
Students w/ disabilities 32.0 50.0 641Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 31.2 50.0 841Below Target
Hispanic/Latino 35.4 50.0 1611Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-- 1--
White-- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 43.4 24.7 -18.7 45.3 731No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 43.4 24.7 -18.7 45.3 731No Change
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 37.4 38.9 -1.5 35.5 3470Declined
Lowest Performing 30.8 42.9 -12.1 26.1 350Declined
High needs 38.4 40.8 -2.4 36.1 2920Declined
Econ. Disadvantaged 40.6 45.0 -4.4 38.2 2380Declined
EL and Former EL 32.6 35.7 -3.1 28.9 1680Declined
Students w/ disabilities 44.9 45.9 -1.0 40.6 740Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 40.6 31.3 9.3 36.7 1154Exceeded Target
Hispanic/Latino 36.1 42.8 -6.7 32.7 2150Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 2--
White---- 5--

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 344 33898Yes 1 344 33999Yes 1 146 14096Yes 1
Lowest Performing---------------
High needs 299 29398Yes 1 299 29599Yes 1 123 11795Yes 1
Econ. Disadvantaged 252 24798Yes 1 252 24999Yes 1 103 9895Yes 1
EL and Former EL 161 15898Yes 1 162 15998Yes 1 67 6496Yes 1
Students w/ disabilities 78 7697Yes 1 78 7799Yes 1 28 2592No 2
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 118 11698Yes 1 119 11798Yes 1 49 4696Yes 2
Hispanic/Latino 210 20799Yes 1 209 20699Yes 1 86 8397Yes 1
Multi-race, Non-Hisp./Lat. 7---- 7---- 5----
Nat. Haw. or Pacif. Isl. 2---- 2---- 1----
White 5---- 5---- 5----


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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