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Wood Hill Middle School

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2018 Official Accountability Report - Wood Hill Middle School

Organization Information
DISTRICT NAME
Andover (00090000)
TITLE I STATUS
Title I School
SCHOOL
Wood Hill Middle School (00090350)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
52% - Partially meeting targets74

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 achievement44-14-
Mathematics achievement44-24-
Science achievement04----
Achievement total81267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total6.810.3-2.97.6-
Percentage of possible points 66%-38%-
Criterion-referenced target percentage52%
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 achievement34-
Mathematics achievement44-
Science achievement04-
Achievement total71267.5
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 total6.110.3-
Percentage of possible points 59%-
Criterion-referenced target percentage59%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 62

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 506.8 509.0 2.2 508.3 4034Exceeded Target
Lowest Performing 482.8 482.6 -0.2 487.5 581No Change
High needs 494.1 495.3 1.2 495.7 1183Met Target
Econ. Disadvantaged 499.7 500.1 0.4 501.1 292Improved Below Target
EL and Former EL 504.6 509.7 5.1 506.6 284Exceeded Target
Students w/ disabilities 488.4 487.3 -1.1 490.1 780Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 516.3 517.5 1.2 518.4 1204Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino 495.9 502.8 6.9 497.0 324Exceeded Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 504.4 505.2 0.8 506.0 2312Improved Below 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 510.8 512.3 1.5 512.2 4044Exceeded Target
Lowest Performing 484.7 485.8 1.1 488.3 592Improved Below Target
High needs 493.9 497.9 4.0 495.6 1194Exceeded Target
Econ. Disadvantaged 497.5 495.7 -1.8 498.6 290Declined
EL and Former EL 512.7 517.3 4.6 514.9 284Exceeded Target
Students w/ disabilities 487.5 488.7 1.2 489.6 792Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 526.5 526.2 -0.3 529.0 1204Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino 489.6 496.1 6.5 491.2 334Exceeded Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 506.9 507.6 0.7 508.4 2313Met 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 83.8 78.7 -5.1 86.2 1410Declined
Lowest Performing-------
High needs 64.7 60.3 -4.4 67.5 390Declined
Econ. Disadvantaged---- 11--
EL and Former EL---- 5--
Students w/ disabilities 53.6 58.0 4.4 56.7 284Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 93.1 88.7 -4.4 95.9 423Met Target
Afr. Amer./Black---- 3--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 83.7 75.6 -8.1 86.1 840Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.8 50.0 3842Below Target
Lowest Performing 41.5 50.0 582Below Target
High needs 44.5 50.0 1092Below Target
Econ. Disadvantaged 45.2 50.0 262Below Target
EL and Former EL 49.4 50.0 252Below Target
Students w/ disabilities 42.9 50.0 722Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 52.4 50.0 1113Met Target
Afr. Amer./Black-- 9--
Hispanic/Latino 49.0 50.0 302Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 42.3 50.0 2232Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.7 50.0 3863Met Target
Lowest Performing 49.9 50.0 592Below Target
High needs 52.1 50.0 1103Met Target
Econ. Disadvantaged 51.6 50.0 263Met Target
EL and Former EL 64.3 50.0 254Exceeded Target
Students w/ disabilities 46.5 50.0 732Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 66.4 50.0 1114Exceeded Target
Afr. Amer./Black-- 9--
Hispanic/Latino 49.3 50.0 312Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 50.8 50.0 2243Met 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 3.1 3.6 -0.5 2.0 4223Met Target
Lowest Performing 3.3 6.8 -3.5 0.0 590Declined
High needs 6.1 5.9 0.2 3.7 1192Improved Below Target
Econ. Disadvantaged 20.0 17.2 2.8 16.5 292Improved Below Target
EL and Former EL 0.0 8.8 -8.8 0.0 340Declined
Students w/ disabilities 6.4 3.7 2.7 3.1 823Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 2.6 4.8 -2.2 0.0 1250Declined
Afr. Amer./Black---- 9--
Hispanic/Latino 10.7 7.9 2.8 7.1 382Improved Below Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 2.7 2.5 0.2 1.4 2394Exceeded 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 423 41999Yes 1 423 421100Yes 1 145 145100Yes 1
Lowest Performing---------------
High needs 133 13098Yes 1 133 13299Yes 1 43 43100Yes 1
Econ. Disadvantaged 37 3595Yes 1 37 3697Yes 1 14----
EL and Former EL 34 3397Yes 1 34 34100Yes 1 9----
Students w/ disabilities 85 8296Yes 1 85 8499Yes 1 29 29100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 124 124100Yes 1 124 124100Yes 1 42 42100Yes 1
Afr. Amer./Black 9---- 9---- 3----
Hispanic/Latino 37 3595Yes 1 37 37100Yes 1 13----
Multi-race, Non-Hisp./Lat. 10---- 10---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 242 24099Yes 1 242 24099Yes 1 85 85100Yes 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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