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Marshall Middle School

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2018 Official Accountability Report - Marshall Middle School

Organization Information
DISTRICT NAME
Billerica (00310000)
TITLE I STATUS
Title I School
SCHOOL
Marshall Middle School (00310305)
GRADES SERVED
06,07,08
REGION
Coastal
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 achievement14-24-
Science achievement14----
Achievement total41267.54867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5822.56822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.810.3-4.17.6-
Percentage of possible points 37%-54%-
Criterion-referenced target percentage46%
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 achievement44-
Mathematics achievement34-
Science achievement34-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total8.010.3-
Percentage of possible points 78%-
Criterion-referenced target percentage78%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 40

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 500.7 500.8 0.1 502.2 6402Improved Below Target
Lowest Performing 479.7 480.2 0.5 484.4 972Improved Below Target
High needs 487.5 489.8 2.3 489.1 2264Exceeded Target
Econ. Disadvantaged 491.3 493.0 1.7 492.7 1183Met Target
EL and Former EL---- 22--
Students w/ disabilities 481.8 482.2 0.4 483.5 1302Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 502.8 505.7 2.9 504.9 394Exceeded Target
Afr. Amer./Black 499.0 499.6 0.6 500.6 232Improved Below Target
Hispanic/Latino 499.1 495.4 -3.7 500.2 310Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 500.7 500.8 0.1 502.3 5372Improved 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 499.2 498.7 -0.5 500.6 6401No Change
Lowest Performing 478.1 480.2 2.1 481.7 972Improved Below Target
High needs 486.7 488.1 1.4 488.4 2263Met Target
Econ. Disadvantaged 489.0 491.9 2.9 490.1 1184Exceeded Target
EL and Former EL---- 22--
Students w/ disabilities 481.3 481.4 0.1 483.4 1302Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 500.9 508.7 7.8 503.4 394Exceeded Target
Afr. Amer./Black 497.0 491.2 -5.8 498.5 230Declined
Hispanic/Latino 493.6 493.5 -0.1 495.2 311No Change
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.4 498.6 -0.8 500.9 5370Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 75.6 74.5 -1.1 78.0 2121No Change
Lowest Performing-------
High needs 57.4 59.0 1.6 60.2 753Met Target
Econ. Disadvantaged 61.6 67.1 5.5 64.5 384Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 50.6 48.1 -2.5 53.7 401No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 10--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 75.7 74.9 -0.8 78.1 1821No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.7 50.0 6233Met Target
Lowest Performing 56.6 50.0 973Met Target
High needs 55.9 50.0 2143Met Target
Econ. Disadvantaged 55.6 50.0 1113Met Target
EL and Former EL-- 21--
Students w/ disabilities 52.4 50.0 1233Met Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 63.0 50.0 384Exceeded Target
Afr. Amer./Black 63.4 50.0 224Exceeded Target
Hispanic/Latino 53.6 50.0 283Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-- 1--
White 53.7 50.0 5253Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.6 50.0 6242Below Target
Lowest Performing 56.5 50.0 973Met Target
High needs 48.1 50.0 2152Below Target
Econ. Disadvantaged 47.5 50.0 1122Below Target
EL and Former EL-- 21--
Students w/ disabilities 46.8 50.0 1232Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 58.5 50.0 383Met Target
Afr. Amer./Black 47.9 50.0 222Below Target
Hispanic/Latino 43.0 50.0 282Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-- 1--
White 48.1 50.0 5262Below 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 4.3 6.0 -1.7 3.2 6650Declined
Lowest Performing 3.0 6.2 -3.2 0.0 970Declined
High needs 9.3 9.4 -0.1 6.9 2341No Change
Econ. Disadvantaged 13.1 13.3 -0.2 9.6 1051No Change
EL and Former EL---- 30--
Students w/ disabilities 8.1 10.3 -2.2 4.8 1360Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 0.0 0.0 0.0 0.0 444Exceeded Target
Afr. Amer./Black 0.0 0.0 0.0 0.0 244Exceeded Target
Hispanic/Latino 3.8 3.0 0.8 0.2 333Met Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 4.8 7.0 -2.2 3.5 5540Declined

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 656 656100Yes 1 658 658100Yes 1 218 218100Yes 1
Lowest Performing---------------
High needs 238 238100Yes 1 239 239100Yes 1 78 78100Yes 1
Econ. Disadvantaged 126 126100Yes 1 126 126100Yes 1 40 40100Yes 1
EL and Former EL 28 28100Yes 1 28 28100Yes 1 8----
Students w/ disabilities 132 132100Yes 1 133 133100Yes 1 41 41100Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 1----
Asian 42 42100Yes 1 42 42100Yes 1 11----
Afr. Amer./Black 24 24100Yes 1 24 24100Yes 1 10----
Hispanic/Latino 33 33100Yes 1 33 33100Yes 1 7----
Multi-race, Non-Hisp./Lat. 7---- 7---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 546 546100Yes 1 548 548100Yes 1 186 186100Yes 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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