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Parthum Middle School

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2018 Official Accountability Report - Parthum Middle School

Organization Information
DISTRICT NAME
Lawrence (01490000)
TITLE I STATUS
Title I School
SCHOOL
Parthum Middle School (01490027)
GRADES SERVED
05,06,07,08
REGION
Strategic Transformation
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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01260.00867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.09.6-0.77.6-
Percentage of possible points 10%-9%-
Criterion-referenced target percentage10%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total0.910.3-
Percentage of possible points 9%-
Criterion-referenced target percentage9%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 11

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 491.1 487.0 -4.1 492.6 5430Declined
Lowest Performing 471.1 466.8 -4.3 476.6 790Declined
High needs 489.1 484.8 -4.3 490.9 4540Declined
Econ. Disadvantaged 489.9 486.0 -3.9 491.2 3720Declined
EL and Former EL 485.5 481.1 -4.4 486.8 2270Declined
Students w/ disabilities 479.2 475.3 -3.9 481.0 1050Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino 490.8 486.5 -4.3 492.3 4940Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 496.4 490.6 -5.8 498.1 350Declined

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 493.4 487.4 -6.0 494.9 5440Declined
Lowest Performing 473.6 467.1 -6.5 476.6 790Declined
High needs 491.8 485.4 -6.4 493.4 4550Declined
Econ. Disadvantaged 492.6 485.8 -6.8 493.6 3730Declined
EL and Former EL 488.6 482.6 -6.0 490.1 2270Declined
Students w/ disabilities 480.3 475.2 -5.1 482.1 1060Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino 493.1 486.9 -6.2 494.7 4950Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 498.7 492.7 -6.0 500.4 350Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 61.6 54.5 -7.1 64.3 2750Declined
Lowest Performing-------
High needs 58.4 51.4 -7.0 61.8 2260Declined
Econ. Disadvantaged 59.2 51.5 -7.7 63.0 1940Declined
EL and Former EL 53.0 46.1 -6.9 55.9 970Declined
Students w/ disabilities 47.2 46.6 -0.6 50.2 591No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 8--
Hispanic/Latino 61.0 53.9 -7.1 63.8 2420Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 22--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.6 50.0 5012Below Target
Lowest Performing 42.6 50.0 792Below Target
High needs 46.0 50.0 4152Below Target
Econ. Disadvantaged 46.0 50.0 3452Below Target
EL and Former EL 46.1 50.0 2032Below Target
Students w/ disabilities 39.8 50.0 911Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 6--
Hispanic/Latino 45.4 50.0 4562Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 49.2 50.0 342Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.7 50.0 5042Below Target
Lowest Performing 36.0 50.0 791Below Target
High needs 40.1 50.0 4172Below Target
Econ. Disadvantaged 39.5 50.0 3471Below Target
EL and Former EL 41.1 50.0 2032Below Target
Students w/ disabilities 38.1 50.0 921Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 6--
Hispanic/Latino 39.9 50.0 4591Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 48.3 50.0 342Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 61.7 33.9 -27.8 45.3 1182Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 61.7 33.9 -27.8 45.3 1182Improved 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 - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 7.1 10.2 -3.1 5.8 6200Declined
Lowest Performing 8.4 12.7 -4.3 4.5 790Declined
High needs 7.7 11.5 -3.8 5.4 5150Declined
Econ. Disadvantaged 9.2 12.4 -3.2 6.1 3700Declined
EL and Former EL 5.7 11.0 -5.3 3.0 2920Declined
Students w/ disabilities 7.4 15.3 -7.9 3.6 1110Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 11--
Hispanic/Latino 7.1 10.6 -3.5 3.4 5680Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 8.3 8.6 -0.3 6.6 351No Change

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 614 612100Yes 1 613 613100Yes 1 309 309100Yes 1
Lowest Performing---------------
High needs 524 522100Yes 1 523 523100Yes 1 259 259100Yes 1
Econ. Disadvantaged 423 422100Yes 1 422 422100Yes 1 220 220100Yes 1
EL and Former EL 289 288100Yes 1 289 289100Yes 1 126 126100Yes 1
Students w/ disabilities 109 10798Yes 1 109 109100Yes 1 60 60100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 10---- 10---- 10----
Hispanic/Latino 562 560100Yes 1 561 561100Yes 1 273 273100Yes 1
Multi-race, Non-Hisp./Lat. 4---- 4---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 36 36100Yes 1 36 36100Yes 1 23 23100Yes 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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