Massachusetts School and District Profiles

Maria Hastings

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2018 Official Accountability Report - Maria Hastings

Organization Information
DISTRICT NAME
Lexington (01550000)
TITLE I STATUS
Non-Title I School
SCHOOL
Maria Hastings (01550035)
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 achievement44-34-
Science achievement44----
Achievement total121260.07867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-24-
Growth total7820.05822.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.29.6-6.37.6-
Percentage of possible points 96%-83%-
Criterion-referenced target percentage90%
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 achievement34-
Mathematics achievement34-
Science achievement34-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total7.810.3-
Percentage of possible points 76%-
Criterion-referenced target percentage76%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 97

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 516.2 518.6 2.4 517.9 2394Exceeded Target
Lowest Performing 494.5 504.3 9.8 498.4 394Exceeded Target
High needs 508.1 509.7 1.6 509.7 1003Met Target
Econ. Disadvantaged---- 13--
EL and Former EL 514.5 515.1 0.6 515.9 444Exceeded Target
Students w/ disabilities 501.9 504.8 2.9 503.2 534Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 520.0 522.7 2.7 521.9 994Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat. 520.7 519.9 -0.8 522.3 234Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 512.5 516.2 3.7 514.1 1014Exceeded 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 517.5 516.7 -0.8 518.7 2394Exceeded Target
Lowest Performing 499.8 498.0 -1.8 502.6 393Met Target
High needs 509.6 510.2 0.6 511.0 1003Met Target
Econ. Disadvantaged---- 13--
EL and Former EL 518.4 517.2 -1.2 520.0 444Exceeded Target
Students w/ disabilities 502.9 504.5 1.6 504.7 533Met Target
Amer. Ind. or Alaska Nat.-------
Asian 525.5 524.5 -1.0 527.9 994Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat. 519.2 520.3 1.1 520.7 234Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 511.8 511.6 -0.2 513.1 1014Exceeded 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 91.7 92.4 0.7 93.9 964Exceeded Target
Lowest Performing-------
High needs 81.7 85.7 4.0 84.9 423Met Target
Econ. Disadvantaged---- 6--
EL and Former EL---- 19--
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian 95.2 94.2 -1.0 97.1 434Exceeded Target
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 91.0 92.6 1.6 93.1 374Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.0 50.0 1574Exceeded Target
Lowest Performing 56.9 50.0 393Met Target
High needs 54.3 50.0 643Met Target
Econ. Disadvantaged-- 7--
EL and Former EL 61.2 50.0 294Exceeded Target
Students w/ disabilities 50.2 50.0 353Met Target
Amer. Ind. or Alaska Nat.-----
Asian 59.1 50.0 683Met Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 5--
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 62.4 50.0 634Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.9 50.0 1573Met Target
Lowest Performing 48.3 50.0 392Below Target
High needs 52.4 50.0 643Met Target
Econ. Disadvantaged-- 7--
EL and Former EL 55.2 50.0 293Met Target
Students w/ disabilities 48.3 50.0 352Below Target
Amer. Ind. or Alaska Nat.-----
Asian 55.9 50.0 683Met Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 5--
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 51.6 50.0 633Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 90.0 76.4 -13.6 78.2 552Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 90.0 76.4 -13.6 78.2 552Improved 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 1.8 1.6 0.2 0.8 4254Exceeded Target
Lowest Performing 0.0 0.0 0.0 0.0 394Exceeded Target
High needs 3.1 2.7 0.4 1.1 1864Exceeded Target
Econ. Disadvantaged---- 21--
EL and Former EL 1.1 0.9 0.2 0.0 1064Exceeded Target
Students w/ disabilities 5.9 5.1 0.8 3.2 782Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 0.7 1.0 -0.3 0.0 1954Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat. 0.0 5.4 -5.4 0.0 370Declined
Nat. Haw. or Pacif. Isl.-------
White 1.1 1.2 -0.1 0.0 1684Exceeded Target

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 256 255100Yes 1 256 255100Yes 1 104 104100Yes 1
Lowest Performing---------------
High needs 110 10999Yes 1 110 10999Yes 1 45 45100Yes 1
Econ. Disadvantaged 17---- 17---- 6----
EL and Former EL 52 52100Yes 1 52 52100Yes 1 22 22100Yes 1
Students w/ disabilities 56 5598Yes 1 56 5598Yes 1 23 23100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 109 109100Yes 1 109 109100Yes 1 49 49100Yes 1
Afr. Amer./Black 7---- 7---- 3----
Hispanic/Latino 9---- 9---- 4----
Multi-race, Non-Hisp./Lat. 24 24100Yes 1 24 24100Yes 1 9----
Nat. Haw. or Pacif. Isl.---------------
White 107 10699Yes 1 107 10699Yes 1 39 39100Yes 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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