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Frost Middle School

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2018 Official Accountability Report - Frost Middle School

Organization Information
DISTRICT NAME
Lawrence (01490000)
TITLE I STATUS
Title I School
SCHOOL
Frost Middle School (01490525)
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 achievement14-14-
Mathematics achievement04-34-
Science achievement04----
Achievement total11260.04867.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.99.6-3.87.6-
Percentage of possible points 20%-50%-
Criterion-referenced target percentage35%
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 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 total1.110.3-
Percentage of possible points 11%-
Criterion-referenced target percentage11%
Partially 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 - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 492.9 492.6 -0.3 494.4 4721No Change
Lowest Performing 470.4 470.0 -0.4 475.9 771No Change
High needs 489.4 488.5 -0.9 491.2 3320Declined
Econ. Disadvantaged 490.4 489.5 -0.9 491.7 2800Declined
EL and Former EL 486.6 485.0 -1.6 487.9 1290Declined
Students w/ disabilities 474.0 471.9 -2.1 475.8 750Declined
Amer. Ind. or Alaska Nat.-------
Asian 505.4 508.0 2.6 507.2 204Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino 491.3 490.8 -0.5 492.8 3941No Change
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 497.6 500.8 3.2 499.3 434Exceeded 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 498.8 496.2 -2.6 500.3 4720Declined
Lowest Performing 474.9 477.7 2.8 477.9 773Met Target
High needs 494.5 491.9 -2.6 496.1 3320Declined
Econ. Disadvantaged 495.7 493.0 -2.7 496.7 2800Declined
EL and Former EL 490.0 489.0 -1.0 491.5 1290Declined
Students w/ disabilities 476.1 477.0 0.9 477.9 752Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 522.8 513.4 -9.4 525.6 204Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino 496.4 494.5 -1.9 498.0 3940Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 505.6 502.8 -2.8 507.3 430Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 62.6 59.0 -3.6 65.3 2410Declined
Lowest Performing-------
High needs 57.4 51.4 -6.0 60.8 1610Declined
Econ. Disadvantaged 59.1 53.1 -6.0 62.9 1360Declined
EL and Former EL 53.0 44.6 -8.4 55.9 560Declined
Students w/ disabilities 34.0 36.4 2.4 37.0 463Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 6--
Hispanic/Latino 58.1 56.2 -1.9 60.9 1951No Change
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 75.0 75.0 0.0 77.8 251No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.4 50.0 4493Met Target
Lowest Performing 46.8 50.0 762Below Target
High needs 49.9 50.0 3122Below Target
Econ. Disadvantaged 49.3 50.0 2672Below Target
EL and Former EL 53.5 50.0 1153Met Target
Students w/ disabilities 44.3 50.0 722Below Target
Amer. Ind. or Alaska Nat.-----
Asian 63.6 50.0 204Exceeded Target
Afr. Amer./Black-- 10--
Hispanic/Latino 49.3 50.0 3722Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 51.7 50.0 423Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.5 50.0 4493Met Target
Lowest Performing 53.5 50.0 773Met Target
High needs 56.7 50.0 3123Met Target
Econ. Disadvantaged 57.5 50.0 2673Met Target
EL and Former EL 55.3 50.0 1153Met Target
Students w/ disabilities 47.6 50.0 722Below Target
Amer. Ind. or Alaska Nat.-----
Asian 63.8 50.0 204Exceeded Target
Afr. Amer./Black-- 10--
Hispanic/Latino 58.4 50.0 3723Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 55.3 50.0 423Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 72.7 27.5 -45.2 45.3 401No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 72.7 27.5 -45.2 45.3 401No Change
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 10.2 12.2 -2.0 8.9 5320Declined
Lowest Performing 12.8 14.3 -1.5 8.9 770Declined
High needs 12.2 15.2 -3.0 9.9 3690Declined
Econ. Disadvantaged 15.0 17.6 -2.6 11.9 2780Declined
EL and Former EL 12.6 13.1 -0.5 9.9 1681No Change
Students w/ disabilities 10.6 13.4 -2.8 6.8 820Declined
Amer. Ind. or Alaska Nat.-------
Asian 0.0 4.8 -4.8 0.0 210Declined
Afr. Amer./Black---- 11--
Hispanic/Latino 9.7 12.5 -2.8 6.0 4470Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 14.8 16.7 -1.9 13.1 480Declined

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 518 518100Yes 1 517 517100Yes 1 264 264100Yes 1
Lowest Performing---------------
High needs 377 377100Yes 1 376 376100Yes 1 184 184100Yes 1
Econ. Disadvantaged 312 312100Yes 1 312 312100Yes 1 153 153100Yes 1
EL and Former EL 164 164100Yes 1 163 163100Yes 1 74 74100Yes 1
Students w/ disabilities 82 82100Yes 1 81 81100Yes 1 50 50100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 20 20100Yes 1 20 20100Yes 1 11----
Afr. Amer./Black 10---- 10---- 6----
Hispanic/Latino 437 437100Yes 1 436 436100Yes 1 216 216100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 46 46100Yes 1 46 46100Yes 1 27 27100Yes 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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