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Lincoln Street

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2018 Official Accountability Report - Lincoln Street

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Lincoln Street (03480160)
GRADES SERVED
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 achievement44-44-
Mathematics achievement44-44-
Science achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-34-
Growth total5820.04822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total8.89.6-6.77.6-
Percentage of possible points 92%-88%-
Criterion-referenced target percentage90%
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 achievement44-
Achievement total121267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total9.410.3-
Percentage of possible points 91%-
Criterion-referenced target percentage91%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 16

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 477.7 484.0 6.3 479.7 1154Exceeded Target
Lowest Performing 459.3 467.2 7.9 464.6 214Exceeded Target
High needs 476.8 482.5 5.7 478.8 1074Exceeded Target
Econ. Disadvantaged 476.7 482.1 5.4 478.3 974Exceeded Target
EL and Former EL 474.4 480.4 6.0 476.0 764Exceeded Target
Students w/ disabilities 464.1 470.3 6.2 465.9 254Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black 479.8 489.4 9.6 481.4 244Exceeded Target
Hispanic/Latino 474.5 479.9 5.4 476.2 624Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

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 476.2 480.0 3.8 478.0 1144Exceeded Target
Lowest Performing 458.9 466.6 7.7 462.2 214Exceeded Target
High needs 475.3 478.5 3.2 477.2 1064Exceeded Target
Econ. Disadvantaged 474.6 478.2 3.6 476.0 964Exceeded Target
EL and Former EL 473.5 475.4 1.9 475.3 753Met Target
Students w/ disabilities 462.6 469.2 6.6 464.7 244Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black 480.7 487.0 6.3 482.5 244Exceeded Target
Hispanic/Latino 471.5 474.5 3.0 473.1 624Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 50.0 57.0 7.0 52.9 324Exceeded Target
Lowest Performing-------
High needs 47.8 55.0 7.2 50.9 304Exceeded Target
Econ. Disadvantaged 47.7 55.4 7.7 50.2 284Exceeded Target
EL and Former EL 37.5 53.8 16.3 40.8 204Exceeded Target
Students w/ disabilities---- 5--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 7--
Hispanic/Latino 44.3 52.5 8.2 47.4 204Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.4 50.0 832Below Target
Lowest Performing 38.1 50.0 211Below Target
High needs 44.6 50.0 772Below Target
Econ. Disadvantaged 44.2 50.0 702Below Target
EL and Former EL 45.0 50.0 522Below Target
Students w/ disabilities-- 16--
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 18--
Hispanic/Latino 44.2 50.0 462Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 12--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.6 50.0 833Met Target
Lowest Performing 50.7 50.0 213Met Target
High needs 53.5 50.0 773Met Target
Econ. Disadvantaged 53.3 50.0 703Met Target
EL and Former EL 52.4 50.0 523Met Target
Students w/ disabilities-- 16--
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 18--
Hispanic/Latino 51.0 50.0 463Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 12--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 32.7 50.5 17.8 62.8 934Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 32.7 50.5 17.8 62.8 934Exceeded 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 9.8 9.5 0.3 7.9 2112Improved Below Target
Lowest Performing 14.3 4.8 9.5 9.6 214Exceeded Target
High needs 10.5 10.0 0.5 8.2 2012Improved Below Target
Econ. Disadvantaged 12.2 10.4 1.8 9.8 1632Improved Below Target
EL and Former EL 11.3 9.5 1.8 7.6 1472Improved Below Target
Students w/ disabilities 9.6 12.8 -3.2 5.3 470Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 6--
Afr. Amer./Black 4.8 4.4 0.4 0.9 452Improved Below Target
Hispanic/Latino 12.3 13.4 -1.1 8.9 1270Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White---- 25--

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 135 135100Yes 1 135 135100Yes 1 37 37100Yes 1
Lowest Performing---------------
High needs 126 126100Yes 1 125 125100Yes 1 34 34100Yes 1
Econ. Disadvantaged 112 112100Yes 1 111 111100Yes 1 31 31100Yes 1
EL and Former EL 93 93100Yes 1 92 92100Yes 1 24 24100Yes 1
Students w/ disabilities 27 27100Yes 1 26 26100Yes 1 5----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 4---- 4---- 1----
Afr. Amer./Black 29 29100Yes 1 29 29100Yes 1 9----
Hispanic/Latino 76 76100Yes 1 76 76100Yes 1 23 23100Yes 1
Multi-race, Non-Hisp./Lat. 6---- 6---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 19---- 18---- 2----


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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