Massachusetts School and District Profiles

Marsh Grammar School

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Marsh Grammar School

Organization Information
DISTRICT NAME
Methuen (01810000)
TITLE I STATUS
Non-Title I School
SCHOOL
Marsh Grammar School (01810030)
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 achievement04-14-
Science achievement34----
Achievement total71260.03867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total5.89.6-3.37.6-
Percentage of possible points 60%-43%-
Criterion-referenced target percentage52%
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 achievement04-
Science achievement44-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.910.3-
Percentage of possible points 67%-
Criterion-referenced target percentage67%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 35

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 500.7 502.8 2.1 502.2 7714Exceeded Target
Lowest Performing 476.2 480.2 4.0 480.9 1472Improved Below Target
High needs 489.1 491.6 2.5 490.7 3224Exceeded Target
Econ. Disadvantaged 491.8 492.4 0.6 493.2 2022Improved Below Target
EL and Former EL 487.6 489.1 1.5 489.6 883Met Target
Students w/ disabilities 481.2 483.0 1.8 482.9 1523Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 20--
Afr. Amer./Black---- 5--
Hispanic/Latino 491.2 491.9 0.7 492.3 1873Met Target
Multi-race, Non-Hisp./Lat. 500.8 507.8 7.0 502.4 324Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 503.4 506.2 2.8 505.0 5264Exceeded 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 501.3 497.3 -4.0 502.7 7710Declined
Lowest Performing 476.8 476.7 -0.1 480.4 1471No Change
High needs 491.1 487.7 -3.4 492.8 3220Declined
Econ. Disadvantaged 492.9 489.0 -3.9 494.0 2020Declined
EL and Former EL 488.4 484.4 -4.0 490.6 880Declined
Students w/ disabilities 484.9 479.9 -5.0 487.0 1520Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black---- 5--
Hispanic/Latino 492.2 487.7 -4.5 493.8 1870Declined
Multi-race, Non-Hisp./Lat. 500.5 503.6 3.1 502.0 324Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 504.1 500.1 -4.0 505.6 5270Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 72.8 74.6 1.8 75.2 2583Met Target
Lowest Performing-------
High needs 60.6 65.4 4.8 63.4 994Exceeded Target
Econ. Disadvantaged 66.2 68.1 1.9 69.1 693Met Target
EL and Former EL---- 19--
Students w/ disabilities 50.0 57.2 7.2 53.1 454Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 4--
Hispanic/Latino 63.3 67.7 4.4 67.2 483Met Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 76.2 75.8 -0.4 78.6 1901No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.8 50.0 6183Met Target
Lowest Performing 52.8 50.0 1473Met Target
High needs 50.3 50.0 2383Met Target
Econ. Disadvantaged 49.4 50.0 1522Below Target
EL and Former EL 53.3 50.0 633Met Target
Students w/ disabilities 48.5 50.0 1052Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 16--
Afr. Amer./Black-- 5--
Hispanic/Latino 51.7 50.0 1343Met Target
Multi-race, Non-Hisp./Lat. 54.9 50.0 283Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 56.9 50.0 4343Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.2 50.0 6172Below Target
Lowest Performing 44.4 50.0 1472Below Target
High needs 41.9 50.0 2382Below Target
Econ. Disadvantaged 40.1 50.0 1522Below Target
EL and Former EL 45.3 50.0 632Below Target
Students w/ disabilities 41.4 50.0 1052Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black-- 5--
Hispanic/Latino 43.4 50.0 1342Below Target
Multi-race, Non-Hisp./Lat. 51.1 50.0 283Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 41.9 50.0 4342Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 61.2 55.2 -6.0 62.8 582Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 61.2 55.2 -6.0 62.8 582Improved Below 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 12.5 10.4 2.1 11.4 1,0674Exceeded Target
Lowest Performing 14.9 14.9 0.0 11.3 1481No Change
High needs 19.9 15.7 4.2 17.5 4604Exceeded Target
Econ. Disadvantaged 23.1 18.8 4.3 19.6 2564Exceeded Target
EL and Former EL 16.0 16.8 -0.8 11.6 1310Declined
Students w/ disabilities 21.0 17.6 3.4 17.7 2163Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 29--
Afr. Amer./Black---- 5--
Hispanic/Latino 18.5 16.7 1.8 14.9 2882Improved Below Target
Multi-race, Non-Hisp./Lat. 11.1 2.2 8.9 10.0 454Exceeded Target
Nat. Haw. or Pacif. Isl.---- 2--
White 10.6 8.3 2.3 9.3 6984Exceeded Target

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 786 783100Yes 1 785 783100Yes 1 262 262100Yes 1
Lowest Performing---------------
High needs 332 33099Yes 1 332 33099Yes 1 102 102100Yes 1
Econ. Disadvantaged 210 20899Yes 1 210 20899Yes 1 72 72100Yes 1
EL and Former EL 91 91100Yes 1 91 91100Yes 1 20 20100Yes 1
Students w/ disabilities 154 154100Yes 1 154 154100Yes 1 45 45100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 21 21100Yes 1 20 20100Yes 1 4----
Afr. Amer./Black 5---- 5---- 4----
Hispanic/Latino 197 19599Yes 1 197 19599Yes 1 50 50100Yes 1
Multi-race, Non-Hisp./Lat. 32 32100Yes 1 32 32100Yes 1 12----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 530 529100Yes 1 530 530100Yes 1 192 192100Yes 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

School and District Profiles