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Gates Lane

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2018 Official Accountability Report - Gates Lane

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Gates Lane (03480110)
GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central
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 achievement34-24-
Mathematics achievement44-44-
Science achievement24----
Achievement total91260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total7.39.6-5.57.6-
Percentage of possible points 76%-72%-
Criterion-referenced target percentage74%
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 achievement34-
Science achievement34-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total8.510.3-
Percentage of possible points 83%-
Criterion-referenced target percentage83%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 72

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 492.7 494.7 2.0 494.2 2593Met Target
Lowest Performing 470.3 474.5 4.2 475.8 342Improved Below Target
High needs 491.4 494.0 2.6 493.2 2254Exceeded Target
Econ. Disadvantaged 492.0 493.2 1.2 493.3 1693Met Target
EL and Former EL 491.3 496.3 5.0 492.6 1104Exceeded Target
Students w/ disabilities 486.2 490.8 4.6 488.0 834Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 499.2 503.9 4.7 501.0 354Exceeded Target
Afr. Amer./Black 494.9 490.7 -4.2 496.5 400Declined
Hispanic/Latino 488.8 492.1 3.3 490.3 964Exceeded Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 492.9 495.8 2.9 494.6 754Exceeded 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 490.5 493.0 2.5 492.0 2604Exceeded Target
Lowest Performing 466.2 470.0 3.8 469.2 344Exceeded Target
High needs 489.9 491.9 2.0 491.5 2253Met Target
Econ. Disadvantaged 489.7 491.0 1.3 490.7 1693Met Target
EL and Former EL 491.6 496.0 4.4 493.1 1104Exceeded Target
Students w/ disabilities 486.5 489.8 3.3 488.3 834Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 501.9 504.3 2.4 504.7 353Met Target
Afr. Amer./Black 492.0 492.4 0.4 494.3 402Improved Below Target
Hispanic/Latino 486.5 489.3 2.8 488.1 974Exceeded Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 489.5 493.0 3.5 491.2 754Exceeded 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 70.6 71.0 0.4 73.3 442Improved Below Target
Lowest Performing-------
High needs 69.4 71.9 2.5 72.8 403Met Target
Econ. Disadvantaged 68.5 69.4 0.9 72.3 312Improved Below Target
EL and Former EL---- 16--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 16--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.9 50.0 1523Met Target
Lowest Performing 50.1 50.0 343Met Target
High needs 52.9 50.0 1303Met Target
Econ. Disadvantaged 50.6 50.0 933Met Target
EL and Former EL 56.1 50.0 653Met Target
Students w/ disabilities 58.3 50.0 283Met Target
Amer. Ind. or Alaska Nat.-----
Asian 62.1 50.0 254Exceeded Target
Afr. Amer./Black-- 18--
Hispanic/Latino 50.8 50.0 533Met Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 47.4 50.0 482Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.1 50.0 1523Met Target
Lowest Performing 49.3 50.0 342Below Target
High needs 54.1 50.0 1303Met Target
Econ. Disadvantaged 52.3 50.0 933Met Target
EL and Former EL 56.9 50.0 653Met Target
Students w/ disabilities 53.8 50.0 283Met Target
Amer. Ind. or Alaska Nat.-----
Asian 65.4 50.0 254Exceeded Target
Afr. Amer./Black-- 18--
Hispanic/Latino 47.3 50.0 532Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 54.3 50.0 483Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 54.8 63.2 8.4 62.8 1333Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 54.8 63.2 8.4 62.8 1333Met 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 9.1 4.4 4.7 7.8 4364Exceeded Target
Lowest Performing 12.8 8.8 4.0 8.9 343Met Target
High needs 9.4 4.7 4.7 7.1 3834Exceeded Target
Econ. Disadvantaged 11.2 6.4 4.8 8.1 2504Exceeded Target
EL and Former EL 6.6 2.4 4.2 3.9 2124Exceeded Target
Students w/ disabilities 14.3 6.9 7.4 10.5 1454Exceeded Target
Amer. Ind. or Alaska Nat.---- 4--
Asian 0.0 0.0 0.0 0.0 514Exceeded Target
Afr. Amer./Black 6.7 5.2 1.5 3.0 772Improved Below Target
Hispanic/Latino 13.5 5.6 7.9 9.8 1624Exceeded Target
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 7.1 4.2 2.9 5.4 1194Exceeded 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 287 28399Yes 1 287 28599Yes 1 51 5098Yes 1
Lowest Performing---------------
High needs 250 24799Yes 1 250 24899Yes 1 45 4498Yes 1
Econ. Disadvantaged 190 18798Yes 1 190 18899Yes 1 36 3597Yes 1
EL and Former EL 122 12098Yes 1 122 12199Yes 1 20 1995Yes 1
Students w/ disabilities 95 9499Yes 1 95 95100Yes 1 12----
Amer. Ind. or Alaska Nat. 2---- 2---- 1----
Asian 35 35100Yes 1 35 35100Yes 1 7----
Afr. Amer./Black 47 47100Yes 1 47 47100Yes 1 5----
Hispanic/Latino 107 10497Yes 1 107 10699Yes 1 17----
Multi-race, Non-Hisp./Lat. 15---- 15---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 81 8099Yes 1 81 8099Yes 1 16----


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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