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Union Hill School

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2018 Official Accountability Report - Union Hill School

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Union Hill School (03480240)
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 achievement24-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total21260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total2.69.6-4.77.6-
Percentage of possible points 27%-62%-
Criterion-referenced target percentage45%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total1.310.3-
Percentage of possible points 13%-
Criterion-referenced target percentage13%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 52

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 496.3 496.4 0.1 497.8 2222Improved Below Target
Lowest Performing 476.5 478.4 1.9 482.0 342Improved Below Target
High needs 496.1 495.4 -0.7 497.9 2090Declined
Econ. Disadvantaged 496.0 495.6 -0.4 497.3 1811No Change
EL and Former EL 496.5 497.7 1.2 497.8 1253Met Target
Students w/ disabilities 485.1 481.8 -3.3 486.9 470Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black 494.5 498.4 3.9 496.1 274Exceeded Target
Hispanic/Latino 495.6 496.2 0.6 497.1 1292Improved Below Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 499.2 494.6 -4.6 500.9 530Declined

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 496.0 494.9 -1.1 497.5 2220Declined
Lowest Performing 473.3 476.0 2.7 476.3 343Met Target
High needs 495.5 494.1 -1.4 497.1 2090Declined
Econ. Disadvantaged 495.3 493.4 -1.9 496.3 1810Declined
EL and Former EL 496.8 495.6 -1.2 498.3 1250Declined
Students w/ disabilities 485.0 486.1 1.1 486.8 472Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black 497.1 494.7 -2.4 499.4 270Declined
Hispanic/Latino 494.5 493.9 -0.6 496.1 1290Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 501.2 496.6 -4.6 502.9 530Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.1 62.7 -6.4 71.8 550Declined
Lowest Performing-------
High needs 68.3 63.9 -4.4 71.7 520Declined
Econ. Disadvantaged 67.5 64.4 -3.1 71.3 470Declined
EL and Former EL 71.3 68.5 -2.8 74.2 310Declined
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 10--
Hispanic/Latino 66.3 61.7 -4.6 69.1 320Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 11--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.2 50.0 1602Below Target
Lowest Performing 46.7 50.0 342Below Target
High needs 47.6 50.0 1502Below Target
Econ. Disadvantaged 47.3 50.0 1312Below Target
EL and Former EL 53.6 50.0 893Met Target
Students w/ disabilities 39.4 50.0 311Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black 56.3 50.0 233Met Target
Hispanic/Latino 47.2 50.0 962Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 42.1 50.0 302Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.2 50.0 1602Below Target
Lowest Performing 47.4 50.0 342Below Target
High needs 44.0 50.0 1502Below Target
Econ. Disadvantaged 42.9 50.0 1312Below Target
EL and Former EL 46.9 50.0 892Below Target
Students w/ disabilities 44.9 50.0 312Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black 43.9 50.0 232Below Target
Hispanic/Latino 41.9 50.0 962Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 49.1 50.0 302Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 49.3 51.4 2.1 62.8 1402Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 49.3 51.4 2.1 62.8 1402Improved 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 16.7 10.0 6.7 15.4 4094Exceeded Target
Lowest Performing 21.1 11.8 9.3 17.2 344Exceeded Target
High needs 17.0 10.6 6.4 14.7 3854Exceeded Target
Econ. Disadvantaged 18.6 12.4 6.2 15.5 3074Exceeded Target
EL and Former EL 13.3 7.0 6.3 10.6 2444Exceeded Target
Students w/ disabilities 27.6 21.2 6.4 23.8 854Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 10--
Afr. Amer./Black 10.9 2.1 8.8 7.2 474Exceeded Target
Hispanic/Latino 19.3 9.1 10.2 15.6 2424Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 14.6 17.0 -2.4 12.9 1000Declined

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 265 26299Yes 1 267 26599Yes 1 64 64100Yes 1
Lowest Performing---------------
High needs 251 24899Yes 1 253 25199Yes 1 60 60100Yes 1
Econ. Disadvantaged 217 21499Yes 1 219 21799Yes 1 54 54100Yes 1
EL and Former EL 157 15599Yes 1 159 15899Yes 1 38 38100Yes 1
Students w/ disabilities 58 5697Yes 1 58 5798Yes 1 15----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 8---- 8---- 1----
Afr. Amer./Black 30 30100Yes 1 31 31100Yes 1 11----
Hispanic/Latino 162 15998Yes 1 162 16099Yes 1 39 39100Yes 1
Multi-race, Non-Hisp./Lat. 4---- 4---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 60 60100Yes 1 61 61100Yes 1 12----


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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