Massachusetts School and District Profiles

Frederick Pilot Middle School

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Schools

2019

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2019 Official Accountability Report - Lilla G. Frederick Middle School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Lilla G. Frederick Middle School (00350383)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low subgroup performance: Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs

Progress toward improvement targets	Accountability percentile
52% - Substantial progress toward targets	2

OVERALL RESULTS
SUBGROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2018	2019
Annual criterion-referenced target percentage	62%	46%
Weight	40%	60%
Cumulative criterion-referenced target percentage (2018 x 40%) + (2019 x 60%)	52%
	Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator		All students (Non-high school grades)			Lowest performing students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	8	8	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	3	8	20.0	3	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	1	4	10.0
Weighted total		0.9	9.6	-	6.2	7.6	-
Percentage of possible points		9%		-	82%		-
Criterion-referenced target percentage		46%

2018 Points awarded

2018 Progress toward improvement targets
Indicator		All students (Non-high school grades)			Lowest performing students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		5.3	9.6	-	5.2	7.6	-
Percentage of possible points		55%		-	68%		-
Criterion-referenced target percentage		62%

Overall progress toward improvement targets

	2018	2019
Annual criterion-referenced target percentage	50%	11%
Weight	40%	60%
Cumulative criterion-referenced target percentage (2018 x 40%) + (2019 x 60%)	26%
	Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets

Indicator

High needs Subgroup
(Non-high school grades)

Points earned

Total possible points

Weight %

Achievement

English language arts achievement

Mathematics achievement

Science achievement

Achievement total

67.5

Growth

English language arts growth

Mathematics growth

Growth total

22.5

High school completion

Four-year cohort graduation rate

Extended engagement rate

Annual dropout rate

High school completion total

Progress toward attaining English language proficiency

English language proficiency total

Additional indicators

Chronic absenteeism

Advanced coursework completion

Additional indicators total

10.0

Weighted total

1.1

10.3

Percentage of possible points

11%

2019 Annual criterion-referenced target percentage

11%

2018 Points awarded

2018 Progress toward improvement targets

Indicator

High needs Subgroup
(Non-high school grades)

Points earned

Total possible points

Weight %

Achievement

English language arts achievement

Mathematics achievement

Science achievement

Achievement total

67.5

Growth

English language arts growth

Mathematics growth

Growth total

22.5

High school completion

Four-year cohort graduation rate

Extended engagement rate

Annual dropout rate

High school completion total

Progress toward attaining English language proficiency

English language proficiency total

Additional indicators

Chronic absenteeism

Advanced coursework completion

Additional indicators total

10.0

Weighted total

5.2

10.3

Percentage of possible points

50%

2018 Annual criterion-referenced target percentage

50%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	473.5	472.4	-1.1	475.4	400	0	Declined
Lowest Performing	449.1	455.2	6.1	454.2	45	4	Exceeded Target
High needs	472.3	471.5	-0.8	474.2	376	0	Declined
Econ. Disadvantaged	472.9	471.0	-1.9	474.0	325	0	Declined
EL and Former EL	468.0	466.7	-1.3	469.7	195	0	Declined
Students w/ disabilities	469.5	469.6	0.1	471.6	130	2	Improved Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	477.8	477.0	-0.8	479.1	26	0	Declined
Afr. Amer./Black	475.3	473.8	-1.5	477.0	187	0	Declined
Hispanic/Latino	470.0	469.4	-0.6	471.4	168	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	13	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	-	-	-	-	5	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	480.0	477.3	-2.7	481.6	398	0	Declined
Lowest Performing	454.8	459.2	4.4	458.5	45	4	Exceeded Target
High needs	479.1	476.7	-2.4	481.1	374	0	Declined
Econ. Disadvantaged	478.7	475.6	-3.1	480.5	323	0	Declined
EL and Former EL	479.2	476.4	-2.8	481.1	194	0	Declined
Students w/ disabilities	472.1	472.8	0.7	474.4	128	2	Improved Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	496.7	495.3	-1.4	498.5	26	0	Declined
Afr. Amer./Black	480.2	477.8	-2.4	482.2	185	0	Declined
Hispanic/Latino	476.3	473.4	-2.9	477.7	168	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	13	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	-	-	-	-	5	-	-

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	44.7	35.9	-8.8	47.8	153	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	43.3	36.0	-7.3	46.6	148	0	Declined
Econ. Disadvantaged	44.8	35.0	-9.8	47.9	128	0	Declined
EL and Former EL	37.1	31.6	-5.5	40.2	87	0	Declined
Students w/ disabilities	46.9	37.5	-9.4	50.2	52	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Afr. Amer./Black	45.8	39.9	-5.9	49.2	69	0	Declined
Hispanic/Latino	40.0	31.1	-8.9	43.0	66	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	3	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
About the Data
Group	2019 Mean SGP	N	Points	Reason
All Students	39.8	316	1	Low Growth
Lowest Performing	43.3	45	2	Typical Growth - Low
High needs	40.0	294	2	Typical Growth - Low
Econ. Disadvantaged	39.8	255	1	Low Growth
EL and Former EL	41.7	136	2	Typical Growth - Low
Students w/ disabilities	40.2	97	2	Typical Growth - Low
Amer. Ind. or Alaska Nat.	-	-	-	-
Asian	54.8	23	3	Typical Growth - High
Afr. Amer./Black	37.5	147	1	Low Growth
Hispanic/Latino	40.8	132	2	Typical Growth - Low
Multi-race, Non-Hisp./Lat.	-	12	-	-
Nat. Haw. or Pacif. Isl.	-	1	-	-
White	-	1	-	-

Mathematics growth - Non-high school
About the Data
Group	2019 Mean SGP	N	Points	Reason
All Students	41.4	318	2	Typical Growth - Low
Lowest Performing	39.1	45	1	Low Growth
High needs	41.1	296	2	Typical Growth - Low
Econ. Disadvantaged	40.6	257	2	Typical Growth - Low
EL and Former EL	41.9	140	2	Typical Growth - Low
Students w/ disabilities	39.9	96	1	Low Growth
Amer. Ind. or Alaska Nat.	-	-	-	-
Asian	56.1	24	3	Typical Growth - High
Afr. Amer./Black	43.1	146	2	Typical Growth - Low
Hispanic/Latino	37.1	134	1	Low Growth
Multi-race, Non-Hisp./Lat.	-	12	-	-
Nat. Haw. or Pacif. Isl.	-	1	-	-
White	-	1	-	-

Progress toward attaining English language proficiency - Non-high school
About the Data
Group	2018 Rate (%)	2019 Rate (%)	Change	Target	N	Points	Reason
All Students	29.3	30.0	0.7	34.5	150	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High needs	-	-	-	-	-	-	-
Econ. Disadvantaged	-	-	-	-	-	-	-
EL and Former EL	29.3	30.0	0.7	34.5	150	2	Improved 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
About the Data
Group	2018 Rate (%)	2019 Rate (%)	Change	Target	N	Points	Reason
All Students	30.4	30.7	0.3	28.2	492	1	No Change
Lowest Performing	33.3	33.3	0.0	28.4	45	1	No Change
High needs	31.6	31.0	-0.6	29.1	462	2	Improved Below Target
Econ. Disadvantaged	34.5	34.4	-0.1	31.8	358	2	Improved Below Target
EL and Former EL	23.5	20.9	-2.6	20.2	258	2	Improved Below Target
Students w/ disabilities	48.1	42.0	-6.1	43.8	138	4	Exceeded Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	2.6	5.7	3.1	0.0	35	0	Declined
Afr. Amer./Black	27.4	29.0	1.6	23.8	217	0	Declined
Hispanic/Latino	38.7	33.3	-5.4	34.9	213	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	17	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	-	-	-	-	9	-	-

Assessment participation - All students
About the Data
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	484	482	100	Yes	1	484	480	99	Yes	1	173	173	100	Yes	1

Assessment participation - Subgroups
About the Data
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High needs	457	455	457	453	168	168	1,082	1,076	99	Yes	1
Econ. Disadvantaged	394	392	394	390	144	144	932	926	99	Yes	1
EL and Former EL	255	254	255	254	101	101	611	609	100	Yes	1
Students w/ disabilities	140	140	140	137	54	54	334	331	99	Yes	1
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-	-	-	-	-
Asian	34	34	34	34	17	17	85	85	100	Yes	1
Afr. Amer./Black	212	212	213	211	75	75	500	498	100	Yes	1
Hispanic/Latino	213	211	213	211	74	74	500	496	99	Yes	1
Multi-race, Non-Hisp./Lat.	15	15	15	15	5	5	35	-	-	-	-
Nat. Haw. or Pacif. Isl.	1	1	1	1	1	1	3	-	-	-	-
White	9	9	8	8	1	1	18	-	-	-	-

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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.

Resources

Interpretive Materials

Glossary of 2019 Accountability Terms