Massachusetts School and District Profiles

Higginson-Lewis K-8 School

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2018 Official Accountability Report - Higginson/Lewis K-8

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Higginson/Lewis K-8 (00350377)
GRADES SERVED
01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

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 achievement24-34-
Mathematics achievement44-44-
Science achievement04----
Achievement total61260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3820.03822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.99.6-5.47.6-
Percentage of possible points 51%-71%-
Criterion-referenced target percentage61%
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 achievement24-
Mathematics achievement44-
Science achievement04-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.110.3-
Percentage of possible points 50%-
Criterion-referenced target percentage50%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 3

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 478.3 478.6 0.3 480.3 2682Improved Below Target
Lowest Performing 459.7 464.7 5.0 465.0 383Met Target
High needs 477.1 478.3 1.2 479.1 2492Improved Below Target
Econ. Disadvantaged 477.3 478.3 1.0 478.9 2282Improved Below Target
EL and Former EL 477.6 478.7 1.1 479.2 753Met Target
Students w/ disabilities 470.6 472.7 2.1 472.4 1003Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 478.6 480.5 1.9 480.2 1293Met Target
Hispanic/Latino 478.5 477.3 -1.2 480.2 1190Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

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 472.6 475.5 2.9 474.4 2684Exceeded Target
Lowest Performing 450.2 458.3 8.1 453.5 394Exceeded Target
High needs 471.0 474.8 3.8 472.9 2494Exceeded Target
Econ. Disadvantaged 470.8 475.0 4.2 472.2 2284Exceeded Target
EL and Former EL 473.5 474.9 1.4 475.3 753Met Target
Students w/ disabilities 464.4 470.1 5.7 466.5 1014Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 472.5 477.7 5.2 474.3 1294Exceeded Target
Hispanic/Latino 472.5 473.4 0.9 474.1 1192Improved Below Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 45.2 41.7 -3.5 48.1 780Declined
Lowest Performing-------
High needs 46.6 40.5 -6.1 49.7 710Declined
Econ. Disadvantaged 47.1 40.2 -6.9 49.6 640Declined
EL and Former EL---- 21--
Students w/ disabilities 51.1 40.6 -10.5 54.6 240Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 40.7 50.0 9.3 44.0 314Exceeded Target
Hispanic/Latino 54.8 38.1 -16.7 57.9 400Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.5 50.0 1672Below Target
Lowest Performing 41.5 50.0 342Below Target
High needs 41.3 50.0 1522Below Target
Econ. Disadvantaged 41.4 50.0 1372Below Target
EL and Former EL 42.7 50.0 442Below Target
Students w/ disabilities 37.5 50.0 531Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 41.5 50.0 812Below Target
Hispanic/Latino 40.5 50.0 752Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 39.7 50.0 1671Below Target
Lowest Performing 35.1 50.0 341Below Target
High needs 38.0 50.0 1521Below Target
Econ. Disadvantaged 37.6 50.0 1371Below Target
EL and Former EL 43.9 50.0 452Below Target
Students w/ disabilities 35.1 50.0 541Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 39.0 50.0 811Below Target
Hispanic/Latino 40.1 50.0 752Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 57.4 46.2 -11.2 45.3 653Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 57.4 46.2 -11.2 45.3 653Met 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
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 28.7 22.4 6.3 26.8 2944Exceeded Target
Lowest Performing 37.2 38.5 -1.3 32.5 390Declined
High needs 30.0 23.4 6.6 27.7 2734Exceeded Target
Econ. Disadvantaged 32.6 25.7 6.9 30.2 2374Exceeded Target
EL and Former EL 22.1 15.0 7.1 18.4 804Exceeded Target
Students w/ disabilities 28.0 25.2 2.8 23.7 1112Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 27.0 21.8 5.2 23.1 1474Exceeded Target
Hispanic/Latino 31.2 21.6 9.6 27.8 1254Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

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 285 28399Yes 1 285 28399Yes 1 84 8399Yes 1
Lowest Performing---------------
High needs 265 264100Yes 1 265 264100Yes 1 76 76100Yes 1
Econ. Disadvantaged 242 241100Yes 1 242 241100Yes 1 69 69100Yes 1
EL and Former EL 80 80100Yes 1 80 80100Yes 1 22 22100Yes 1
Students w/ disabilities 103 10299Yes 1 103 103100Yes 1 25 25100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 1---- 1---- 0----
Afr. Amer./Black 141 14099Yes 1 141 14099Yes 1 34 3397Yes 1
Hispanic/Latino 124 12399Yes 1 124 12399Yes 1 43 43100Yes 1
Multi-race, Non-Hisp./Lat. 15---- 15---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 3---- 3---- 2----


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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