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Worcester Arts Magnet School

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2018 Official Accountability Report - Worcester Arts Magnet School

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Worcester Arts Magnet School (03480225)
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 achievement44-34-
Mathematics achievement44-34-
Science achievement34----
Achievement total111260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.49.6-5.67.6-
Percentage of possible points 88%-74%-
Criterion-referenced target percentage81%
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 achievement---
Achievement total7867.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total6.37.6-
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 98

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 512.7 515.8 3.1 514.4 2034Exceeded Target
Lowest Performing 491.5 495.9 4.4 495.4 333Met Target
High needs 506.4 509.9 3.5 508.0 1014Exceeded Target
Econ. Disadvantaged 503.8 507.0 3.2 505.4 704Exceeded Target
EL and Former EL 507.7 510.1 2.4 509.1 494Exceeded Target
Students w/ disabilities---- 27--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black 509.1 513.2 4.1 510.3 364Exceeded Target
Hispanic/Latino 506.1 507.1 1.0 507.5 373Met Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 515.0 518.7 3.7 516.6 1054Exceeded 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 511.0 510.9 -0.1 512.2 2034Exceeded Target
Lowest Performing 493.7 495.1 1.4 496.5 333Met Target
High needs 506.5 505.7 -0.8 507.9 1013Met Target
Econ. Disadvantaged 502.7 502.0 -0.7 503.7 703Met Target
EL and Former EL 510.7 508.7 -2.0 512.3 493Met Target
Students w/ disabilities---- 27--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black 510.3 505.4 -4.9 512.3 363Met Target
Hispanic/Latino 506.3 504.3 -2.0 508.2 373Met Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 511.6 513.2 1.6 512.9 1054Exceeded 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 91.7 86.3 -5.4 93.9 513Met Target
Lowest Performing-------
High needs---- 28--
Econ. Disadvantaged---- 21--
EL and Former EL---- 12--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 94.0 85.7 -8.3 96.1 213Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.3 50.0 1423Met Target
Lowest Performing 48.3 50.0 332Below Target
High needs 56.8 50.0 733Met Target
Econ. Disadvantaged 52.9 50.0 523Met Target
EL and Former EL 58.6 50.0 353Met Target
Students w/ disabilities-- 18--
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black 58.8 50.0 243Met Target
Hispanic/Latino 56.6 50.0 273Met Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 56.6 50.0 753Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.7 50.0 1423Met Target
Lowest Performing 53.3 50.0 333Met Target
High needs 59.6 50.0 733Met Target
Econ. Disadvantaged 55.3 50.0 523Met Target
EL and Former EL 60.5 50.0 354Exceeded Target
Students w/ disabilities-- 18--
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black 50.5 50.0 243Met Target
Hispanic/Latino 65.5 50.0 274Exceeded Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 57.8 50.0 753Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 80.0 72.5 -7.5 78.2 402Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 80.0 72.5 -7.5 78.2 402Improved 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 4.0 2.8 1.2 3.0 3254Exceeded Target
Lowest Performing 8.8 3.0 5.8 5.6 334Exceeded Target
High needs 5.0 4.2 0.8 3.0 1652Improved Below Target
Econ. Disadvantaged 7.0 7.5 -0.5 2.8 931No Change
EL and Former EL 5.6 4.3 1.3 1.5 922Improved Below Target
Students w/ disabilities---- 46--
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 0.0 0.0 0.0 0.0 544Exceeded Target
Hispanic/Latino 12.7 6.1 6.6 8.7 664Exceeded Target
Multi-race, Non-Hisp./Lat.---- 26--
Nat. Haw. or Pacif. Isl.-------
White 3.0 1.9 1.1 1.9 1624Exceeded 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 206 206100Yes 1 206 206100Yes 1 51 51100Yes 1
Lowest Performing---------------
High needs 104 104100Yes 1 104 104100Yes 1 28 28100Yes 1
Econ. Disadvantaged 73 73100Yes 1 73 73100Yes 1 21 21100Yes 1
EL and Former EL 52 52100Yes 1 52 52100Yes 1 12----
Students w/ disabilities 27 27100Yes 1 27 27100Yes 1 4----
Amer. Ind. or Alaska Nat.---------------
Asian 8---- 8---- 5----
Afr. Amer./Black 36 36100Yes 1 36 36100Yes 1 10----
Hispanic/Latino 39 39100Yes 1 39 39100Yes 1 9----
Multi-race, Non-Hisp./Lat. 17---- 17---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 106 106100Yes 1 106 106100Yes 1 21 21100Yes 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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