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Hosmer

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2018 Official Accountability Report - Hosmer

Organization Information
DISTRICT NAME
Watertown (03140000)
TITLE I STATUS
Title I School
SCHOOL
Hosmer (03140020)
GRADES SERVED
PK,K,01,02,03,04,05
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 achievement44-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total111260.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7820.06822.5
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 total0410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.49.6-7.27.6-
Percentage of possible points 88%-95%-
Criterion-referenced target percentage92%
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 achievement24-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total8.710.3-
Percentage of possible points 84%-
Criterion-referenced target percentage84%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 45

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 493.6 501.5 7.9 495.1 2424Exceeded Target
Lowest Performing 469.0 482.9 13.9 474.5 394Exceeded Target
High needs 482.9 491.8 8.9 484.7 1234Exceeded Target
Econ. Disadvantaged 481.4 490.9 9.5 482.7 724Exceeded Target
EL and Former EL 481.5 492.0 10.5 482.8 574Exceeded Target
Students w/ disabilities 478.2 484.2 6.0 480.0 484Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 20--
Afr. Amer./Black---- 11--
Hispanic/Latino 487.2 497.6 10.4 488.7 364Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 496.1 503.8 7.7 497.8 1584Exceeded 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 492.3 494.1 1.8 493.8 2423Met Target
Lowest Performing 465.2 474.4 9.2 468.2 394Exceeded Target
High needs 482.4 483.2 0.8 484.0 1232Improved Below Target
Econ. Disadvantaged 482.0 482.0 0.0 483.0 721No Change
EL and Former EL 479.9 484.6 4.7 481.4 574Exceeded Target
Students w/ disabilities 478.9 475.5 -3.4 480.7 480Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 20--
Afr. Amer./Black---- 11--
Hispanic/Latino 484.0 483.9 -0.1 485.6 361No Change
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 494.5 496.9 2.4 496.2 1584Exceeded 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 64.5 73.0 8.5 67.2 874Exceeded Target
Lowest Performing-------
High needs 46.6 63.3 16.7 50.0 494Exceeded Target
Econ. Disadvantaged 44.2 58.3 14.1 48.0 334Exceeded Target
EL and Former EL---- 17--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 68.8 75.4 6.6 71.6 654Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.6 50.0 1584Exceeded Target
Lowest Performing 56.6 50.0 393Met Target
High needs 60.4 50.0 794Exceeded Target
Econ. Disadvantaged 57.5 50.0 503Met Target
EL and Former EL 59.1 50.0 353Met Target
Students w/ disabilities 61.4 50.0 284Exceeded Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 12--
Afr. Amer./Black-- 8--
Hispanic/Latino 62.9 50.0 214Exceeded Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 64.8 50.0 1074Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.5 50.0 1583Met Target
Lowest Performing 53.5 50.0 393Met Target
High needs 52.6 50.0 793Met Target
Econ. Disadvantaged 51.7 50.0 503Met Target
EL and Former EL 59.3 50.0 353Met Target
Students w/ disabilities 50.3 50.0 283Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 12--
Afr. Amer./Black-- 8--
Hispanic/Latino 55.3 50.0 213Met Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 59.6 50.0 1073Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 62.5 50.7 -11.8 70.2 750Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.5 50.7 -11.8 70.2 750Declined
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 15.0 5.4 9.6 13.7 4644Exceeded Target
Lowest Performing 15.0 0.0 15.0 11.1 394Exceeded Target
High needs 20.1 6.7 13.4 17.8 2234Exceeded Target
Econ. Disadvantaged 24.7 10.6 14.1 21.6 1134Exceeded Target
EL and Former EL 17.4 6.8 10.6 14.7 1174Exceeded Target
Students w/ disabilities 22.1 6.1 16.0 18.3 824Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 45--
Afr. Amer./Black---- 14--
Hispanic/Latino 22.0 1.3 20.7 18.3 784Exceeded Target
Multi-race, Non-Hisp./Lat.---- 34--
Nat. Haw. or Pacif. Isl.-------
White 14.9 5.8 9.1 13.2 2914Exceeded 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 258 25197Yes 1 257 257100Yes 1 91 91100Yes 1
Lowest Performing---------------
High needs 137 13095Yes 1 137 137100Yes 1 53 53100Yes 1
Econ. Disadvantaged 80 7695Yes 1 80 80100Yes 1 35 35100Yes 1
EL and Former EL 70 6394No 2 70 70100Yes 1 21 21100Yes 1
Students w/ disabilities 50 4998Yes 1 50 50100Yes 1 17----
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 25 2496Yes 1 25 25100Yes 1 11----
Afr. Amer./Black 11---- 11---- 4----
Hispanic/Latino 41 3995Yes 1 41 41100Yes 1 5----
Multi-race, Non-Hisp./Lat. 16---- 16---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 164 16098Yes 1 163 163100Yes 1 66 66100Yes 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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