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Kilmer K-8 School

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2018 Official Accountability Report - Joyce Kilmer

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Joyce Kilmer (00350190)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

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 achievement44-24-
Mathematics achievement24-24-
Science achievement44----
Achievement total101260.04867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.59.6-3.67.6-
Percentage of possible points 78%-47%-
Criterion-referenced target percentage63%
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 achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total9.210.3-
Percentage of possible points 89%-
Criterion-referenced target percentage89%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 58

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 499.2 502.9 3.7 500.7 2634Exceeded Target
Lowest Performing 473.4 476.6 3.2 478.9 422Improved Below Target
High needs 490.6 497.0 6.4 492.4 1634Exceeded Target
Econ. Disadvantaged 491.8 497.7 5.9 493.1 784Exceeded Target
EL and Former EL 504.2 503.4 -0.8 505.5 650Declined
Students w/ disabilities 479.2 481.8 2.6 481.0 704Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 517.8 525.4 7.6 519.6 274Exceeded Target
Afr. Amer./Black 485.5 486.2 0.7 487.1 402Improved Below Target
Hispanic/Latino 500.2 502.0 1.8 501.7 583Met Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.1 503.1 4.0 500.8 1274Exceeded 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 496.6 497.5 0.9 498.1 2622Improved Below Target
Lowest Performing 471.0 472.3 1.3 474.0 412Improved Below Target
High needs 489.5 491.7 2.2 491.1 1624Exceeded Target
Econ. Disadvantaged 490.2 490.1 -0.1 491.2 771No Change
EL and Former EL 501.7 498.5 -3.2 503.2 650Declined
Students w/ disabilities 479.6 478.2 -1.4 481.4 690Declined
Amer. Ind. or Alaska Nat.-------
Asian 517.0 519.2 2.2 519.8 274Exceeded Target
Afr. Amer./Black 484.7 480.9 -3.8 487.0 390Declined
Hispanic/Latino 496.2 493.2 -3.0 497.8 580Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.---- 1--
White 495.8 498.8 3.0 497.5 1274Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 63.6 68.2 4.6 66.3 734Exceeded Target
Lowest Performing-------
High needs 55.0 59.8 4.8 58.4 464Exceeded Target
Econ. Disadvantaged---- 24--
EL and Former EL---- 13--
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 14--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 61.7 67.3 5.6 64.5 264Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.5 50.0 1933Met Target
Lowest Performing 48.9 50.0 422Below Target
High needs 55.7 50.0 1113Met Target
Econ. Disadvantaged 54.6 50.0 593Met Target
EL and Former EL 58.9 50.0 383Met Target
Students w/ disabilities 44.3 50.0 452Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 17--
Afr. Amer./Black 46.7 50.0 292Below Target
Hispanic/Latino 56.4 50.0 463Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-- 1--
White 61.5 50.0 934Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.6 50.0 1923Met Target
Lowest Performing 43.0 50.0 412Below Target
High needs 48.3 50.0 1102Below Target
Econ. Disadvantaged 48.0 50.0 582Below Target
EL and Former EL 46.0 50.0 382Below Target
Students w/ disabilities 42.0 50.0 442Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 17--
Afr. Amer./Black 43.6 50.0 282Below Target
Hispanic/Latino 52.0 50.0 463Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-- 1--
White 55.3 50.0 933Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 53.8 59.5 5.7 70.2 373Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 53.8 59.5 5.7 70.2 373Met Target
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 7.4 11.2 -3.8 6.1 3650Declined
Lowest Performing 16.3 19.0 -2.7 12.4 420Declined
High needs 8.6 13.4 -4.8 6.3 2020Declined
Econ. Disadvantaged 11.5 23.2 -11.7 8.4 950Declined
EL and Former EL 6.2 6.6 -0.4 3.5 911No Change
Students w/ disabilities 9.3 16.5 -7.2 5.5 910Declined
Amer. Ind. or Alaska Nat.-------
Asian 0.0 0.0 0.0 0.0 314Exceeded Target
Afr. Amer./Black 13.2 16.9 -3.7 9.5 590Declined
Hispanic/Latino 10.6 16.5 -5.9 6.9 790Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.6 9.0 -2.4 4.9 1780Declined

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 276 27399Yes 1 276 275100Yes 1 78 78100Yes 1
Lowest Performing---------------
High needs 172 16998Yes 1 172 17199Yes 1 50 50100Yes 1
Econ. Disadvantaged 84 8298Yes 1 84 8399Yes 1 26 26100Yes 1
EL and Former EL 71 6896Yes 1 71 71100Yes 1 16----
Students w/ disabilities 73 7096Yes 1 73 7299Yes 1 25 25100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 29 29100Yes 1 29 29100Yes 1 10----
Afr. Amer./Black 43 4298Yes 1 43 4298Yes 1 14----
Hispanic/Latino 61 6098Yes 1 61 61100Yes 1 22 22100Yes 1
Multi-race, Non-Hisp./Lat. 11---- 11---- 4----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 131 13099Yes 1 131 131100Yes 1 28 28100Yes 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.


Resources
Interpretive Materials Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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