Massachusetts School and District Profiles

Haverhill High

2018

2018 Official Accountability Report - Haverhill High

Organization Information
DISTRICT NAME Haverhill (01280000)	TITLE I STATUS Title I School
SCHOOL Haverhill High (01280505)	GRADES SERVED 09,10,11,12
REGION Coastal	FEDERAL DESIGNATION -

Accountability Information

Overall classification	Not requiring assistance or intervention

Reason for classification
Meeting targets

Progress toward improvement targets	Accountability percentile
80% - Meeting targets	28

OVERALL AND SUBGROUP DATA
DETAILED DATA FOR EACH INDICATOR

Overall results

Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	4	4	-
	Achievement total	9	12	40.0	12	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	2	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	2	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	2	8	10.0	2	4	10.0
Weighted total		7.0	10.0	-	9.2	10.3	-
Percentage of possible points		70%		-	89%		-
Criterion-referenced target percentage		80%
Criterion-referenced target percentage		Meeting targets

Subgroup results

Progress toward improvement targets
Indicator		High needs Subgroup (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	10	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	2	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	3	8	10.0
Weighted total		8.2	10.7	-
Percentage of possible points		77%		-
Criterion-referenced target percentage		77%
Criterion-referenced target percentage		Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments		32

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	95.7	97.0	1.3	97.4	389	3	Met Target
Lowest Performing	86.9	91.9	5.0	89.6	86	4	Exceeded Target
High needs	91.0	93.5	2.5	93.2	182	3	Met Target
Econ. Disadvantaged	92.7	94.2	1.5	94.5	147	3	Met Target
EL and Former EL	82.7	88.2	5.5	85.7	38	4	Exceeded Target
Students w/ disabilities	87.3	89.8	2.5	90.3	61	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Afr. Amer./Black	-	-	-	-	17	-	-
Hispanic/Latino	90.2	94.2	4.0	92.2	108	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	98.0	98.0	0.0	99.8	251	4	Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	86.3	89.7	3.4	88.5	387	3	Met Target
Lowest Performing	53.4	66.9	13.5	55.9	86	4	Exceeded Target
High needs	77.5	81.2	3.7	79.9	181	4	Exceeded Target
Econ. Disadvantaged	78.3	82.9	4.6	80.8	146	4	Exceeded Target
EL and Former EL	73.1	72.3	-0.8	78.2	37	1	No Change
Students w/ disabilities	72.3	74.2	1.9	76.1	61	2	Improved Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Afr. Amer./Black	-	-	-	-	17	-	-
Hispanic/Latino	73.6	81.8	8.2	76.8	106	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	91.9	92.9	1.0	93.6	251	3	Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	87.0	89.4	2.4	89.5	358	3	Met Target
Lowest Performing	61.0	68.9	7.9	64.0	86	4	Exceeded Target
High needs	77.0	80.2	3.2	79.3	159	3	Met Target
Econ. Disadvantaged	77.6	81.1	3.5	80.5	127	3	Met Target
EL and Former EL	66.4	73.4	7.0	69.7	32	4	Exceeded Target
Students w/ disabilities	73.5	73.6	0.1	76.7	53	2	Improved Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Afr. Amer./Black	-	-	-	-	13	-	-
Hispanic/Latino	72.9	80.9	8.0	76.9	94	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	92.2	92.6	0.4	94.7	240	2	Improved Below Target

English language arts growth - High school About the Data
Group	2018 Mean SGP	2018 Target	N	Points	Reason
All Students	53.8	50.0	296	3	Met Target
Lowest Performing	46.4	50.0	68	2	Below Target
High needs	53.4	50.0	126	3	Met Target
Econ. Disadvantaged	53.6	50.0	108	3	Met Target
EL and Former EL	59.4	50.0	20	3	Met Target
Students w/ disabilities	44.5	50.0	35	2	Below Target
Amer. Ind. or Alaska Nat.	-	-	1	-	-
Asian	-	-	6	-	-
Afr. Amer./Black	-	-	12	-	-
Hispanic/Latino	56.1	50.0	78	3	Met Target
Multi-race, Non-Hisp./Lat.	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-
White	53.7	50.0	195	3	Met Target

Mathematics growth - High school About the Data
Group	2018 Mean SGP	2018 Target	N	Points	Reason
All Students	44.9	50.0	299	2	Below Target
Lowest Performing	43.9	50.0	69	2	Below Target
High needs	46.9	50.0	127	2	Below Target
Econ. Disadvantaged	46.4	50.0	109	2	Below Target
EL and Former EL	60.1	50.0	20	4	Exceeded Target
Students w/ disabilities	45.7	50.0	35	2	Below Target
Amer. Ind. or Alaska Nat.	-	-	1	-	-
Asian	-	-	6	-	-
Afr. Amer./Black	-	-	12	-	-
Hispanic/Latino	51.5	50.0	78	3	Met Target
Multi-race, Non-Hisp./Lat.	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-
White	41.8	50.0	198	2	Below Target

Four-year cohort graduation rate - High school About the Data
Group	2016 Rate (%)	2017 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	77.8	83.4	5.6	81.6	499	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High needs	68.3	76.1	7.8	72.4	314	4	Exceeded Target
Econ. Disadvantaged	67.8	75.7	7.9	72.7	292	4	Exceeded Target
EL and Former EL	51.9	60.5	8.6	57.9	38	4	Exceeded Target
Students w/ disabilities	50.9	59.8	8.9	59.8	102	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Afr. Amer./Black	-	-	-	-	18	-	-
Hispanic/Latino	61.8	78.3	16.5	66.9	157	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	3	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	83.5	86.3	2.8	87.3	307	2	Improved Below Target

Extended engagement rate - High school About the Data
Group	2015 Rate (%)	2016 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	80.6	81.0	0.4	83.7	469	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High needs	73.2	73.3	0.1	77.9	300	2	Improved Below Target
Econ. Disadvantaged	73.3	72.9	-0.4	78.2	273	1	No Change
EL and Former EL	47.6	59.3	11.7	53.0	27	4	Exceeded Target
Students w/ disabilities	62.6	60.9	-1.7	69.4	110	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Afr. Amer./Black	-	-	-	-	11	-	-
Hispanic/Latino	66.4	65.0	-1.4	71.9	123	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	86.3	86.9	0.6	89.2	321	2	Improved Below Target

Annual dropout rate - High school About the Data
Group	2016 Rate (%)	2017 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	4.4	1.7	2.7	4.0	1,800	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High needs	7.3	3.6	3.7	6.6	805	4	Exceeded Target
Econ. Disadvantaged	7.9	3.6	4.3	7.1	611	4	Exceeded Target
EL and Former EL	14.8	1.7	13.1	13.3	121	4	Exceeded Target
Students w/ disabilities	7.7	6.7	1.0	6.9	285	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	-	-	2	-	-
Asian	-	-	-	-	40	-	-
Afr. Amer./Black	-	-	-	-	64	-	-
Hispanic/Latino	6.9	2.1	4.8	6.2	559	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	-	-	-	-	15	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	3.5	1.3	2.2	3.2	1,120	4	Exceeded Target

Progress toward attaining English language proficiency - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	29.6	36.4	6.8	38.8	99	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High needs	-	-	-	-	-	-	-
Econ. Disadvantaged	-	-	-	-	-	-	-
EL and Former EL	29.6	36.4	6.8	38.8	99	2	Improved Below 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 - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	30.0	29.2	0.8	27.6	1,891	2	Improved Below Target
Lowest Performing	36.1	34.9	1.2	26.5	86	2	Improved Below Target
High needs	45.1	44.1	1.0	41.9	921	2	Improved Below Target
Econ. Disadvantaged	48.4	48.0	0.4	45.1	661	2	Improved Below Target
EL and Former EL	42.9	47.2	-4.3	37.9	216	0	Declined
Students w/ disabilities	41.5	37.6	3.9	38.0	250	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	-	-	1	-	-
Asian	-	-	-	-	32	-	-
Afr. Amer./Black	-	-	-	-	86	-	-
Hispanic/Latino	45.2	46.7	-1.5	41.3	597	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	27	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	22.9	20.7	2.2	19.7	1,147	2	Improved Below Target

Advanced coursework completion - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	49.8	46.0	-3.8	55.9	797	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	24.4	23.7	-0.7	30.7	321	1	No Change
Econ. Disadvantaged	26.8	27.0	0.2	33.3	256	2	Improved Below Target
EL and Former EL	26.0	17.5	-8.5	30.2	63	0	Declined
Students w/ disabilities	8.7	6.8	-1.9	14.7	103	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Afr. Amer./Black	-	-	-	-	29	-	-
Hispanic/Latino	30.2	28.1	-2.1	37.7	217	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	12	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	57.5	54.7	-2.8	64.2	521	0	Declined

Assessment participation About the Data
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	407	405	100	Yes	1	405	405	100	Yes	1	407	407	100	Yes	1
Lowest Performing	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
High needs	197	195	99	Yes	1	196	196	100	Yes	1	197	197	100	Yes	1
Econ. Disadvantaged	161	159	99	Yes	1	160	160	100	Yes	1	161	161	100	Yes	1
EL and Former EL	44	42	95	Yes	1	42	42	100	Yes	1	44	44	100	Yes	1
Students w/ disabilities	65	64	98	Yes	1	65	65	100	Yes	1	66	66	100	Yes	1
Amer. Ind. or Alaska Nat.	1	-	-	-	-	1	-	-	-	-	1	-	-	-	-
Asian	7	-	-	-	-	7	-	-	-	-	7	-	-	-	-
Afr. Amer./Black	20	20	100	Yes	1	20	20	100	Yes	1	20	20	100	Yes	1
Hispanic/Latino	119	117	98	Yes	1	117	117	100	Yes	1	119	119	100	Yes	1
Multi-race, Non-Hisp./Lat.	4	-	-	-	-	4	-	-	-	-	4	-	-	-	-
Nat. Haw. or Pacif. Isl.	1	-	-	-	-	1	-	-	-	-	1	-	-	-	-
White	255	255	100	Yes	1	255	255	100	Yes	1	255	255	100	Yes	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
Glossary of 2018 Accountability Terms