Massachusetts School and District Profiles

Michael Driscoll

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2018 Official Accountability Report - Michael Driscoll

Organization Information
DISTRICT NAME
Brookline (00460000)
TITLE I STATUS
Non-Title I School
SCHOOL
Michael Driscoll (00460020)
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 achievement44-44-
Mathematics achievement44-44-
Science achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-34-
Growth total8822.56822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total9.610.3-6.87.6-
Percentage of possible points 93%-89%-
Criterion-referenced target percentage91%
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 achievement44-
Science achievement34-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total9.210.3-
Percentage of possible points 89%-
Criterion-referenced target percentage89%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 90

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 509.3 513.3 4.0 511.0 3934Exceeded Target
Lowest Performing 484.1 490.5 6.4 488.0 714Exceeded Target
High needs 492.4 496.8 4.4 494.0 1084Exceeded Target
Econ. Disadvantaged 492.8 489.8 -3.0 494.4 320Declined
EL and Former EL 488.1 497.5 9.4 489.5 314Exceeded Target
Students w/ disabilities 489.2 493.5 4.3 490.5 674Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 514.0 513.3 -0.7 515.9 514Exceeded Target
Afr. Amer./Black 493.6 496.5 2.9 494.8 234Exceeded Target
Hispanic/Latino 502.5 502.4 -0.1 503.9 301No Change
Multi-race, Non-Hisp./Lat. 517.3 522.7 5.4 518.9 604Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 508.8 514.0 5.2 510.4 2294Exceeded 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 514.2 514.1 -0.1 515.4 3934Exceeded Target
Lowest Performing 483.9 488.7 4.8 486.7 714Exceeded Target
High needs 494.2 497.1 2.9 495.6 1084Exceeded Target
Econ. Disadvantaged 490.9 488.2 -2.7 491.9 320Declined
EL and Former EL 495.9 504.3 8.4 497.5 314Exceeded Target
Students w/ disabilities 489.1 491.9 2.8 490.9 674Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 519.7 516.5 -3.2 522.1 514Exceeded Target
Afr. Amer./Black 493.9 494.3 0.4 495.9 232Improved Below Target
Hispanic/Latino 503.1 506.5 3.4 505.0 304Exceeded Target
Multi-race, Non-Hisp./Lat. 519.2 519.0 -0.2 520.7 604Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 515.3 515.3 0.0 516.6 2294Exceeded 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 85.2 86.9 1.7 87.4 1303Met Target
Lowest Performing-------
High needs 72.0 74.2 2.2 75.2 303Met Target
Econ. Disadvantaged---- 11--
EL and Former EL---- 10--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 84.3 87.7 3.4 86.4 754Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.6 50.0 3014Exceeded Target
Lowest Performing 55.5 50.0 713Met Target
High needs 56.6 50.0 813Met Target
Econ. Disadvantaged 45.2 50.0 282Below Target
EL and Former EL-- 16--
Students w/ disabilities 59.0 50.0 563Met Target
Amer. Ind. or Alaska Nat.-----
Asian 56.0 50.0 423Met Target
Afr. Amer./Black 54.3 50.0 203Met Target
Hispanic/Latino 42.9 50.0 222Below Target
Multi-race, Non-Hisp./Lat. 70.4 50.0 474Exceeded Target
Nat. Haw. or Pacif. Isl.-----
White 63.9 50.0 1704Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 65.1 50.0 3004Exceeded Target
Lowest Performing 55.8 50.0 703Met Target
High needs 60.4 50.0 804Exceeded Target
Econ. Disadvantaged 50.5 50.0 283Met Target
EL and Former EL-- 16--
Students w/ disabilities 61.1 50.0 554Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian 60.6 50.0 424Exceeded Target
Afr. Amer./Black 58.9 50.0 203Met Target
Hispanic/Latino 70.7 50.0 224Exceeded Target
Multi-race, Non-Hisp./Lat. 67.8 50.0 474Exceeded Target
Nat. Haw. or Pacif. Isl.-----
White 65.5 50.0 1694Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 7.1 3.9 3.2 6.1 5644Exceeded Target
Lowest Performing 4.0 5.6 -1.6 0.8 710Declined
High needs 8.2 8.0 0.2 6.2 1752Improved Below Target
Econ. Disadvantaged 9.8 12.9 -3.1 5.6 310Declined
EL and Former EL 8.5 5.7 2.8 4.4 882Improved Below Target
Students w/ disabilities 11.0 10.0 1.0 8.3 802Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 3.2 4.2 -1.0 1.0 950Declined
Afr. Amer./Black 17.2 3.3 13.9 13.8 304Exceeded Target
Hispanic/Latino 0.0 6.3 -6.3 0.0 480Declined
Multi-race, Non-Hisp./Lat. 7.9 7.7 0.2 6.9 782Improved Below Target
Nat. Haw. or Pacif. Isl.-------
White 8.2 2.6 5.6 7.1 3134Exceeded 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 415 413100Yes 1 416 41399Yes 1 137 137100Yes 1
Lowest Performing---------------
High needs 129 12798Yes 1 130 12798Yes 1 37 37100Yes 1
Econ. Disadvantaged 34 34100Yes 1 34 34100Yes 1 11----
EL and Former EL 50 50100Yes 1 50 50100Yes 1 17----
Students w/ disabilities 69 6797Yes 1 70 6796Yes 1 17----
Amer. Ind. or Alaska Nat.---------------
Asian 63 6298Yes 1 63 6298Yes 1 15----
Afr. Amer./Black 23 23100Yes 1 23 23100Yes 1 7----
Hispanic/Latino 32 32100Yes 1 32 32100Yes 1 16----
Multi-race, Non-Hisp./Lat. 60 60100Yes 1 60 60100Yes 1 22 22100Yes 1
Nat. Haw. or Pacif. Isl.---------------
White 237 236100Yes 1 238 23699Yes 1 77 77100Yes 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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