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Hemenway

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2018 Official Accountability Report - Hemenway

Organization Information
DISTRICT NAME
Framingham (01000000)
TITLE I STATUS
Non-Title I School
SCHOOL
Hemenway (01000015)
GRADES SERVED
K,01,02,03,04,05
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 achievement44-44-
Mathematics achievement24-44-
Science achievement34----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total7.19.6-6.57.6-
Percentage of possible points 74%-86%-
Criterion-referenced target percentage80%
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 achievement44-
Achievement total111267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.610.3-
Percentage of possible points 83%-
Criterion-referenced target percentage83%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 78

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 506.1 509.4 3.3 507.8 2794Exceeded Target
Lowest Performing 483.0 489.5 6.5 486.9 444Exceeded Target
High needs 493.7 497.1 3.4 495.3 1124Exceeded Target
Econ. Disadvantaged 494.3 497.4 3.1 495.9 544Exceeded Target
EL and Former EL 496.6 497.9 1.3 498.0 323Met Target
Students w/ disabilities 490.0 490.4 0.4 491.3 642Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 510.4 518.2 7.8 512.3 214Exceeded Target
Afr. Amer./Black---- 14--
Hispanic/Latino 500.0 509.1 9.1 501.4 224Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 506.2 509.0 2.8 507.8 2104Exceeded 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 503.5 503.8 0.3 504.7 2792Improved Below Target
Lowest Performing 478.2 483.2 5.0 481.0 444Exceeded Target
High needs 491.0 492.7 1.7 492.4 1123Met Target
Econ. Disadvantaged 492.2 490.4 -1.8 493.2 540Declined
EL and Former EL 495.3 492.7 -2.6 496.9 320Declined
Students w/ disabilities 487.7 488.4 0.7 489.5 642Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 515.8 510.9 -4.9 518.2 214Exceeded Target
Afr. Amer./Black---- 14--
Hispanic/Latino 497.8 503.0 5.2 499.7 224Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 503.4 504.0 0.6 504.7 2102Improved Below 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 88.7 86.1 -2.6 90.9 953Met Target
Lowest Performing-------
High needs 74.1 79.7 5.6 77.3 374Exceeded Target
Econ. Disadvantaged---- 21--
EL and Former EL---- 7--
Students w/ disabilities 71.6 70.0 -1.6 74.5 203Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 88.3 87.0 -1.3 90.4 733Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.9 50.0 1823Met Target
Lowest Performing 49.7 50.0 442Below Target
High needs 49.1 50.0 632Below Target
Econ. Disadvantaged 48.7 50.0 332Below Target
EL and Former EL-- 14--
Students w/ disabilities 41.3 50.0 362Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 56.0 50.0 1383Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.0 50.0 1813Met Target
Lowest Performing 54.8 50.0 433Met Target
High needs 57.2 50.0 623Met Target
Econ. Disadvantaged 56.1 50.0 333Met Target
EL and Former EL-- 14--
Students w/ disabilities 56.8 50.0 353Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 58.1 50.0 1373Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 55.0 65.6 10.6 70.2 614Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.0 65.6 10.6 70.2 614Exceeded 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 5.5 5.8 -0.3 4.5 4801No Change
Lowest Performing 2.3 4.5 -2.2 0.0 440Declined
High needs 8.9 10.6 -1.7 6.9 2080Declined
Econ. Disadvantaged 14.5 12.5 2.0 10.3 882Improved Below Target
EL and Former EL 13.1 12.0 1.1 9.0 832Improved Below Target
Students w/ disabilities 9.1 11.5 -2.4 6.4 1220Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 13.5 10.3 3.2 11.3 394Exceeded Target
Afr. Amer./Black---- 21--
Hispanic/Latino 5.9 5.9 0.0 1.9 511No Change
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 4.8 5.8 -1.0 3.7 3460Declined

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 285100Yes 1 285 285100Yes 1 96 96100Yes 1
Lowest Performing---------------
High needs 117 117100Yes 1 117 117100Yes 1 38 38100Yes 1
Econ. Disadvantaged 57 57100Yes 1 57 57100Yes 1 22 22100Yes 1
EL and Former EL 35 35100Yes 1 35 35100Yes 1 8----
Students w/ disabilities 66 66100Yes 1 66 66100Yes 1 21 21100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 22 22100Yes 1 22 22100Yes 1 5----
Afr. Amer./Black 14---- 14---- 7----
Hispanic/Latino 22 22100Yes 1 22 22100Yes 1 6----
Multi-race, Non-Hisp./Lat. 12---- 12---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 214 214100Yes 1 214 214100Yes 1 74 74100Yes 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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