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Tenney Grammar School

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2018 Official Accountability Report - Tenney Grammar School

Organization Information
DISTRICT NAME
Methuen (01810000)
TITLE I STATUS
Title I School
SCHOOL
Tenney Grammar School (01810055)
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 achievement14-24-
Mathematics achievement04-14-
Science achievement34----
Achievement total41260.03867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3820.04822.5
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 total4410.0---
Additional indicatorsChronic absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total3.79.6-3.17.6-
Percentage of possible points 39%-41%-
Criterion-referenced target percentage40%
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 achievement24-
Mathematics achievement04-
Science achievement44-
Achievement total61267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.110.3-
Percentage of possible points 50%-
Criterion-referenced target percentage50%
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 495.8 495.7 -0.1 497.3 8721No Change
Lowest Performing 473.4 475.7 2.3 478.9 1542Improved Below Target
High needs 488.8 489.7 0.9 490.6 5032Improved Below Target
Econ. Disadvantaged 489.7 490.6 0.9 491.0 3733Met Target
EL and Former EL 488.3 487.0 -1.3 489.6 1760Declined
Students w/ disabilities 480.5 477.2 -3.3 482.3 1610Declined
Amer. Ind. or Alaska Nat.-------
Asian 502.9 506.6 3.7 504.7 264Exceeded Target
Afr. Amer./Black---- 8--
Hispanic/Latino 491.7 490.1 -1.6 493.2 4260Declined
Multi-race, Non-Hisp./Lat. 497.2 504.8 7.6 498.8 564Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 499.2 500.4 1.2 500.9 3563Met 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 498.0 493.6 -4.4 499.5 8730Declined
Lowest Performing 473.4 473.2 -0.2 476.4 1551No Change
High needs 490.0 487.2 -2.8 491.6 5050Declined
Econ. Disadvantaged 490.1 488.3 -1.8 491.1 3740Declined
EL and Former EL 489.0 486.4 -2.6 490.5 1760Declined
Students w/ disabilities 482.3 474.5 -7.8 484.1 1640Declined
Amer. Ind. or Alaska Nat.-------
Asian 506.5 507.0 0.5 509.3 263Met Target
Afr. Amer./Black---- 8--
Hispanic/Latino 492.3 487.6 -4.7 493.9 4280Declined
Multi-race, Non-Hisp./Lat. 498.6 499.0 0.4 500.1 562Improved Below Target
Nat. Haw. or Pacif. Isl.-------
White 502.9 499.0 -3.9 504.6 3550Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 66.8 68.3 1.5 69.5 3083Met Target
Lowest Performing-------
High needs 53.1 60.7 7.6 56.5 1574Exceeded Target
Econ. Disadvantaged 54.9 61.1 6.2 58.7 1134Exceeded Target
EL and Former EL 50.9 61.5 10.6 53.8 484Exceeded Target
Students w/ disabilities 45.8 53.4 7.6 48.8 514Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 5--
Hispanic/Latino 56.9 60.8 3.9 59.7 1573Met Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 75.8 75.4 -0.4 78.6 1231No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.5 50.0 7052Below Target
Lowest Performing 47.0 50.0 1512Below Target
High needs 44.0 50.0 3772Below Target
Econ. Disadvantaged 43.4 50.0 2782Below Target
EL and Former EL 40.5 50.0 1382Below Target
Students w/ disabilities 46.1 50.0 1122Below Target
Amer. Ind. or Alaska Nat.-----
Asian 48.8 50.0 202Below Target
Afr. Amer./Black-- 4--
Hispanic/Latino 42.0 50.0 3372Below Target
Multi-race, Non-Hisp./Lat. 49.3 50.0 462Below Target
Nat. Haw. or Pacif. Isl.-----
White 49.0 50.0 2982Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.0 50.0 7061Below Target
Lowest Performing 40.4 50.0 1532Below Target
High needs 35.7 50.0 3781Below Target
Econ. Disadvantaged 34.8 50.0 2771Below Target
EL and Former EL 38.4 50.0 1391Below Target
Students w/ disabilities 33.7 50.0 1141Below Target
Amer. Ind. or Alaska Nat.-----
Asian 48.7 50.0 202Below Target
Afr. Amer./Black-- 4--
Hispanic/Latino 34.6 50.0 3391Below Target
Multi-race, Non-Hisp./Lat. 44.0 50.0 462Below Target
Nat. Haw. or Pacif. Isl.-----
White 40.3 50.0 2972Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 43.5 57.1 13.6 62.8 1124Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 43.5 57.1 13.6 62.8 1124Exceeded 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 11.4 10.0 1.4 10.1 1,2383Met Target
Lowest Performing 11.0 10.3 0.7 7.1 1552Improved Below Target
High needs 16.5 13.3 3.2 14.2 7214Exceeded Target
Econ. Disadvantaged 18.4 15.0 3.4 15.3 4943Met Target
EL and Former EL 13.1 10.2 2.9 10.4 2753Met Target
Students w/ disabilities 18.4 15.0 3.4 14.6 2273Met Target
Amer. Ind. or Alaska Nat.-------
Asian 2.8 3.0 -0.2 0.0 333Met Target
Afr. Amer./Black---- 17--
Hispanic/Latino 15.1 12.7 2.4 11.4 6392Improved Below Target
Multi-race, Non-Hisp./Lat. 5.3 5.3 0.0 4.0 751No Change
Nat. Haw. or Pacif. Isl.-------
White 8.7 7.8 0.9 7.0 4742Improved Below 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 915 911100Yes 1 916 913100Yes 1 325 324100Yes 1
Lowest Performing---------------
High needs 538 53499Yes 1 538 536100Yes 1 169 169100Yes 1
Econ. Disadvantaged 403 40099Yes 1 403 401100Yes 1 123 123100Yes 1
EL and Former EL 188 188100Yes 1 188 188100Yes 1 54 54100Yes 1
Students w/ disabilities 170 16798Yes 1 171 171100Yes 1 53 53100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 26 26100Yes 1 26 26100Yes 1 9----
Afr. Amer./Black 14---- 14---- 8----
Hispanic/Latino 458 45599Yes 1 458 457100Yes 1 170 16999Yes 1
Multi-race, Non-Hisp./Lat. 57 57100Yes 1 57 57100Yes 1 14----
Nat. Haw. or Pacif. Isl.---------------
White 360 359100Yes 1 360 35899Yes 1 124 124100Yes 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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