Massachusetts School and District Profiles

Quarry Hill Community School closed

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2019

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2019 Official Accountability Report - Quarry Hill Community School

Organization Information

DISTRICT NAME
Monson (01910000)

TITLE I STATUS
Title I School

SCHOOL
Quarry Hill Community School (01910025)

GRADES SERVED
PK,K,01,02,03,04

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
70% - Substantial progress toward targets	65

OVERALL RESULTS
SUBGROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2018	2019
Annual criterion-referenced target percentage	94%	54%
Weight	40%	60%
Cumulative criterion-referenced target percentage (2018 x 40%) + (2019 x 60%)	70%
	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	4	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	4	8	67.5	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	-	-	-
Weighted total		4.1	7.6	-	-	-	-
Percentage of possible points		54%		-	-		-
Criterion-referenced target percentage		54%

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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	8	8	67.5	8	8	90.0
Growth	English language arts growth	4	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	7	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		7.0	7.6	-	7.2	7.6	-
Percentage of possible points		92%		-	95%		-
Criterion-referenced target percentage		94%

Overall progress toward improvement targets

	2018	2019
Annual criterion-referenced target percentage	86%	53%
Weight	40%	60%
Cumulative criterion-referenced target percentage (2018 x 40%) + (2019 x 60%)	66%
	Substantial 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

4.0

7.6

Percentage of possible points

53%

2019 Annual criterion-referenced target percentage

53%

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

6.5

7.6

Percentage of possible points

86%

2018 Annual criterion-referenced target percentage

86%

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	506.8	510.7	3.9	507.8	135	4	Exceeded Target
Lowest Performing	-	-	-	-	20	-	-
High needs	496.0	501.4	5.4	497.2	57	4	Exceeded Target
Econ. Disadvantaged	501.3	506.9	5.6	502.3	45	4	Exceeded Target
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	484.4	484.6	0.2	485.9	25	2	Improved Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Afr. Amer./Black	-	-	-	-	2	-	-
Hispanic/Latino	-	-	-	-	5	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	506.2	510.9	4.7	507.2	123	4	Exceeded Target

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	503.0	499.9	-3.1	504.3	134	0	Declined
Lowest Performing	-	-	-	-	19	-	-
High needs	493.3	490.3	-3.0	494.6	56	0	Declined
Econ. Disadvantaged	495.2	493.7	-1.5	496.7	44	0	Declined
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	484.7	479.2	-5.5	486.8	24	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Afr. Amer./Black	-	-	-	-	2	-	-
Hispanic/Latino	-	-	-	-	5	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	502.2	500.3	-1.9	503.7	122	0	Declined

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	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

English language arts growth - Non-high school
About the Data
Group	2019 Mean SGP	N	Points	Reason
All Students	52.0	64	3	Typical Growth - High
Lowest Performing	-	20	-	-
High needs	52.1	28	3	Typical Growth - High
Econ. Disadvantaged	53.4	22	3	Typical Growth - High
EL and Former EL	-	1	-	-
Students w/ disabilities	-	15	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-
Asian	-	-	-	-
Afr. Amer./Black	-	1	-	-
Hispanic/Latino	-	-	-	-
Multi-race, Non-Hisp./Lat.	-	2	-	-
Nat. Haw. or Pacif. Isl.	-	1	-	-
White	52.3	60	3	Typical Growth - High

Mathematics growth - Non-high school
About the Data
Group	2019 Mean SGP	N	Points	Reason
All Students	44.5	62	2	Typical Growth - Low
Lowest Performing	-	19	-	-
High needs	34.5	26	1	Low Growth
Econ. Disadvantaged	37.1	20	1	Low Growth
EL and Former EL	-	1	-	-
Students w/ disabilities	-	14	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-
Asian	-	-	-	-
Afr. Amer./Black	-	1	-	-
Hispanic/Latino	-	-	-	-
Multi-race, Non-Hisp./Lat.	-	2	-	-
Nat. Haw. or Pacif. Isl.	-	1	-	-
White	44.1	58	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
About the Data
Group	2018 Rate (%)	2019 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
About the Data
Group	2018 Rate (%)	2019 Rate (%)	Change	Target	N	Points	Reason
All Students	8.1	6.3	-1.8	6.8	286	3	Met Target
Lowest Performing	-	-	-	-	20	-	-
High needs	14.6	10.4	-4.2	12.0	134	4	Exceeded Target
Econ. Disadvantaged	18.1	11.3	-6.8	14.4	97	4	Exceeded Target
EL and Former EL	-	-	-	-	6	-	-
Students w/ disabilities	19.6	9.4	-10.2	16.3	53	4	Exceeded Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Afr. Amer./Black	-	-	-	-	3	-	-
Hispanic/Latino	-	-	-	-	16	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	9	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	7.3	6.3	-1.0	5.9	256	3	Met Target

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	146	144	99	Yes	1	146	143	98	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	66	64	66	63	-	-	132	127	96	Yes	1
Econ. Disadvantaged	53	51	53	50	-	-	106	101	95	Yes	1
EL and Former EL	4	4	4	4	-	-	8	-	-	-	-
Students w/ disabilities	30	28	30	27	-	-	60	55	95	Yes	2
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Afr. Amer./Black	2	2	2	2	-	-	4	-	-	-	-
Hispanic/Latino	6	6	6	6	-	-	12	-	-	-	-
Multi-race, Non-Hisp./Lat.	6	6	6	6	-	-	12	-	-	-	-
Nat. Haw. or Pacif. Isl.	1	1	1	1	-	-	2	-	-	-	-
White	131	129	131	128	-	-	262	257	98	Yes	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 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.

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