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Lee K-8 School

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2018 Official Accountability Report - Joseph Lee

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Joseph Lee (00350183)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: EL and former EL
Progress toward improvement targetsAccountability percentile
69% - Partially meeting targets12

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 achievement44-44-
Mathematics achievement24-44-
Science achievement04----
Achievement total61260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-34-
Growth total5820.05822.5
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 total0410.0---
Additional indicatorsChronic absenteeism14-24-
Advanced coursework completion------
Additional indicators total1410.02410.0
Weighted total4.79.6-6.77.6-
Percentage of possible points 49%-88%-
Criterion-referenced target percentage69%
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 achievement04-
Achievement total71267.5
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 total6.010.3-
Percentage of possible points 58%-
Criterion-referenced target percentage58%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 22

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 490.4 494.0 3.6 492.4 3924Exceeded Target
Lowest Performing 466.6 473.1 6.5 471.9 464Exceeded Target
High needs 488.6 492.0 3.4 490.6 3254Exceeded Target
Econ. Disadvantaged 488.9 491.8 2.9 490.5 2744Exceeded Target
EL and Former EL 490.7 495.9 5.2 492.3 914Exceeded Target
Students w/ disabilities 484.3 488.4 4.1 486.1 1294Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 502.9 510.0 7.1 505.0 284Exceeded Target
Afr. Amer./Black 489.1 491.1 2.0 490.7 2043Met Target
Hispanic/Latino 489.8 493.0 3.2 491.5 1144Exceeded Target
Multi-race, Non-Hisp./Lat. 485.6 495.7 10.1 487.2 284Exceeded Target
Nat. Haw. or Pacif. Isl.---- 2--
White---- 16--

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 484.1 485.2 1.1 485.9 3922Improved Below Target
Lowest Performing 458.3 467.4 9.1 461.6 464Exceeded Target
High needs 482.5 483.9 1.4 484.4 3253Met Target
Econ. Disadvantaged 482.5 483.0 0.5 483.9 2742Improved Below Target
EL and Former EL 484.4 487.4 3.0 486.2 914Exceeded Target
Students w/ disabilities 481.1 485.8 4.7 483.2 1294Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 498.8 504.4 5.6 501.1 284Exceeded Target
Afr. Amer./Black 482.6 481.6 -1.0 484.4 2040Declined
Hispanic/Latino 482.5 484.0 1.5 484.1 1143Met Target
Multi-race, Non-Hisp./Lat. 480.6 489.2 8.6 482.1 284Exceeded Target
Nat. Haw. or Pacif. Isl.---- 2--
White---- 16--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 65.0 57.9 -7.1 67.9 1230Declined
Lowest Performing-------
High needs 64.4 56.3 -8.1 67.5 990Declined
Econ. Disadvantaged 61.2 54.7 -6.5 63.7 800Declined
EL and Former EL 69.2 50.0 -19.2 72.5 260Declined
Students w/ disabilities 73.4 70.1 -3.3 76.9 363Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black 62.0 56.0 -6.0 65.3 710Declined
Hispanic/Latino 66.9 55.1 -11.8 70.0 340Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 6--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.4 50.0 2653Met Target
Lowest Performing 49.1 50.0 422Below Target
High needs 53.8 50.0 2073Met Target
Econ. Disadvantaged 53.8 50.0 1853Met Target
EL and Former EL 58.0 50.0 563Met Target
Students w/ disabilities 46.8 50.0 372Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black 54.4 50.0 1363Met Target
Hispanic/Latino 52.8 50.0 813Met Target
Multi-race, Non-Hisp./Lat.-- 18--
Nat. Haw. or Pacif. Isl.-- 2--
White-- 10--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.7 50.0 2662Below Target
Lowest Performing 53.6 50.0 433Met Target
High needs 44.0 50.0 2082Below Target
Econ. Disadvantaged 44.5 50.0 1862Below Target
EL and Former EL 44.8 50.0 572Below Target
Students w/ disabilities 43.2 50.0 382Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black 40.5 50.0 1362Below Target
Hispanic/Latino 51.1 50.0 823Met Target
Multi-race, Non-Hisp./Lat.-- 18--
Nat. Haw. or Pacif. Isl.-- 2--
White-- 10--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 53.6 43.0 -10.6 62.8 790Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 53.6 43.0 -10.6 62.8 790Declined
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 25.7 25.8 -0.1 23.8 5341No Change
Lowest Performing 23.5 21.7 1.8 18.8 462Improved Below Target
High needs 28.8 29.2 -0.4 26.5 4491No Change
Econ. Disadvantaged 31.8 33.0 -1.2 29.4 3450Declined
EL and Former EL 19.3 21.1 -1.8 15.6 1230Declined
Students w/ disabilities 28.0 27.5 0.5 23.7 1822Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 9.1 2.9 6.2 6.2 344Exceeded Target
Afr. Amer./Black 24.0 24.7 -0.7 20.1 2870Declined
Hispanic/Latino 29.7 32.0 -2.3 26.3 1500Declined
Multi-race, Non-Hisp./Lat. 36.0 29.4 6.6 34.1 344Exceeded Target
Nat. Haw. or Pacif. Isl.---- 2--
White---- 26--

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 416 40698Yes 1 417 416100Yes 1 134 13399Yes 1
Lowest Performing---------------
High needs 348 33897Yes 1 349 348100Yes 1 109 10899Yes 1
Econ. Disadvantaged 295 28797Yes 1 296 295100Yes 1 89 8899Yes 1
EL and Former EL 96 8793No 2 96 96100Yes 1 31 31100Yes 1
Students w/ disabilities 136 13297Yes 1 136 136100Yes 1 37 37100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 29 2795Yes 2 29 29100Yes 1 10----
Afr. Amer./Black 220 21899Yes 1 221 220100Yes 1 76 7599Yes 1
Hispanic/Latino 117 11296Yes 1 117 117100Yes 1 36 36100Yes 1
Multi-race, Non-Hisp./Lat. 29 29100Yes 1 29 29100Yes 1 4----
Nat. Haw. or Pacif. Isl. 2---- 2---- 0----
White 18---- 18---- 7----


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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