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Justus C. Richardson Middle School

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2018 Official Accountability Report - Justus C. Richardson Middle School

Organization Information
DISTRICT NAME
Dracut (00790000)
TITLE I STATUS
Title I School
SCHOOL
Justus C. Richardson Middle School (00790410)
GRADES SERVED
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 achievement04-04-
Mathematics achievement04-24-
Science achievement24----
Achievement total21267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.310.3-2.37.6-
Percentage of possible points 22%-30%-
Criterion-referenced target percentage26%
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 achievement34-
Achievement total31267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total2.910.3-
Percentage of possible points 28%-
Criterion-referenced target percentage28%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 23

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 503.4 501.2 -2.2 504.9 8560Declined
Lowest Performing 483.5 478.7 -4.8 488.2 1330Declined
High needs 493.4 490.8 -2.6 495.0 3120Declined
Econ. Disadvantaged 498.8 494.3 -4.5 500.2 2200Declined
EL and Former EL 493.2 492.1 -1.1 495.2 350Declined
Students w/ disabilities 481.3 479.3 -2.0 483.0 1390Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 506.7 509.6 2.9 508.8 634Exceeded Target
Afr. Amer./Black 506.2 500.9 -5.3 507.8 473Met Target
Hispanic/Latino 496.6 493.0 -3.6 497.7 650Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 503.7 501.2 -2.5 505.3 6650Declined

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 498.9 497.6 -1.3 500.3 8550Declined
Lowest Performing 476.2 477.2 1.0 479.8 1332Improved Below Target
High needs 488.3 487.4 -0.9 490.0 3120Declined
Econ. Disadvantaged 491.4 489.8 -1.6 492.5 2200Declined
EL and Former EL 489.4 490.4 1.0 491.6 352Improved Below Target
Students w/ disabilities 478.1 478.2 0.1 480.2 1392Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 502.2 504.9 2.7 504.7 623Met Target
Afr. Amer./Black 497.0 496.7 -0.3 498.5 471No Change
Hispanic/Latino 490.2 488.7 -1.5 491.8 650Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 499.6 497.8 -1.8 501.1 6650Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 68.2 68.3 0.1 70.6 3042Improved Below Target
Lowest Performing-------
High needs 53.3 56.9 3.6 56.1 1053Met Target
Econ. Disadvantaged 59.6 63.4 3.8 62.5 733Met Target
EL and Former EL---- 15--
Students w/ disabilities 42.5 43.8 1.3 45.6 402Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 21--
Afr. Amer./Black 60.0 69.3 9.3 62.8 224Exceeded Target
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 69.4 68.2 -1.2 71.8 2351No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.4 50.0 8302Below Target
Lowest Performing 42.7 50.0 1322Below Target
High needs 47.3 50.0 2942Below Target
Econ. Disadvantaged 47.2 50.0 2072Below Target
EL and Former EL 55.4 50.0 343Met Target
Students w/ disabilities 44.9 50.0 1262Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 55.5 50.0 613Met Target
Afr. Amer./Black 42.1 50.0 452Below Target
Hispanic/Latino 49.0 50.0 652Below Target
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 46.7 50.0 6432Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.9 50.0 8262Below Target
Lowest Performing 48.7 50.0 1322Below Target
High needs 45.5 50.0 2942Below Target
Econ. Disadvantaged 43.2 50.0 2062Below Target
EL and Former EL 50.4 50.0 343Met Target
Students w/ disabilities 47.8 50.0 1272Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 56.4 50.0 603Met Target
Afr. Amer./Black 43.9 50.0 452Below Target
Hispanic/Latino 46.1 50.0 642Below Target
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 45.0 50.0 6412Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 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 - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 10.6 12.7 -2.1 9.5 9030Declined
Lowest Performing 10.3 14.3 -4.0 6.7 1330Declined
High needs 16.3 20.2 -3.9 13.9 3360Declined
Econ. Disadvantaged 19.1 24.3 -5.2 15.6 2060Declined
EL and Former EL 9.3 27.1 -17.8 4.9 480Declined
Students w/ disabilities 14.7 14.5 0.2 11.4 1382Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 5.1 4.5 0.6 1.9 672Improved Below Target
Afr. Amer./Black 0.0 7.0 -7.0 0.0 570Declined
Hispanic/Latino 11.4 20.8 -9.4 7.8 770Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 11.6 13.1 -1.5 10.3 6860Declined

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 886 884100Yes 1 886 883100Yes 1 309 309100Yes 1
Lowest Performing---------------
High needs 335 334100Yes 1 335 334100Yes 1 109 109100Yes 1
Econ. Disadvantaged 238 237100Yes 1 238 237100Yes 1 76 76100Yes 1
EL and Former EL 41 41100Yes 1 41 41100Yes 1 16----
Students w/ disabilities 146 146100Yes 1 146 146100Yes 1 41 41100Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 0----
Asian 66 66100Yes 1 66 6598Yes 1 22 22100Yes 1
Afr. Amer./Black 52 52100Yes 1 52 52100Yes 1 24 24100Yes 1
Hispanic/Latino 73 73100Yes 1 73 73100Yes 1 20 20100Yes 1
Multi-race, Non-Hisp./Lat. 14---- 14---- 7----
Nat. Haw. or Pacif. Isl.---------------
White 679 677100Yes 1 679 677100Yes 1 236 236100Yes 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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