Massachusetts School and District Profiles

Charles W Morey

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2018 Official Accountability Report - Charles W Morey

Organization Information
DISTRICT NAME
Lowell (01600000)
TITLE I STATUS
Title I School
SCHOOL
Charles W Morey (01600030)
GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
80% - Meeting targets67

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 achievement24-44-
Mathematics achievement44-44-
Science achievement------
Achievement total6860.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-44-
Growth total5820.06822.5
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 absenteeism14-14-
Advanced coursework completion------
Additional indicators total1410.01410.0
Weighted total4.97.2-6.97.6-
Percentage of possible points 68%-91%-
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 achievement04-
Mathematics achievement34-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth14-
Mathematics growth44-
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.37.6-
Percentage of possible points 43%-
Criterion-referenced target percentage43%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 85

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 503.9 504.5 0.6 505.4 1822Improved Below Target
Lowest Performing 485.2 490.6 5.4 489.9 214Exceeded Target
High needs 500.2 498.8 -1.4 501.8 1230Declined
Econ. Disadvantaged 497.4 497.3 -0.1 498.8 841No Change
EL and Former EL 499.8 500.8 1.0 501.8 792Improved Below Target
Students w/ disabilities 488.4 489.0 0.6 490.1 302Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 504.7 504.7 0.0 506.8 1101No Change
Afr. Amer./Black---- 6--
Hispanic/Latino 493.5 498.0 4.5 494.6 204Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 508.9 504.4 -4.5 510.5 400Declined

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 502.9 505.4 2.5 504.3 1824Exceeded Target
Lowest Performing 484.0 493.6 9.6 487.6 214Exceeded Target
High needs 499.6 501.0 1.4 501.3 1233Met Target
Econ. Disadvantaged 496.1 497.8 1.7 497.2 844Exceeded Target
EL and Former EL 500.5 502.6 2.1 502.7 793Met Target
Students w/ disabilities 486.2 492.3 6.1 488.3 304Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 504.6 505.2 0.6 507.1 1102Improved Below Target
Afr. Amer./Black---- 6--
Hispanic/Latino 492.4 499.9 7.5 494.0 204Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 504.0 506.8 2.8 505.5 404Exceeded 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-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.3 50.0 842Below Target
Lowest Performing 48.9 50.0 212Below Target
High needs 38.7 50.0 541Below Target
Econ. Disadvantaged 39.2 50.0 331Below Target
EL and Former EL 42.4 50.0 302Below Target
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian 41.3 50.0 512Below Target
Afr. Amer./Black-- 2--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 18--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.8 50.0 843Met Target
Lowest Performing 67.5 50.0 214Exceeded Target
High needs 60.7 50.0 544Exceeded Target
Econ. Disadvantaged 61.2 50.0 334Exceeded Target
EL and Former EL 61.6 50.0 304Exceeded Target
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian 58.8 50.0 513Met Target
Afr. Amer./Black-- 2--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 18--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 71.6 71.6 0.0 78.2 1552Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 71.6 71.6 0.0 78.2 1552Improved 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 5.9 6.0 -0.1 4.8 3831No Change
Lowest Performing 4.3 4.8 -0.5 0.7 211No Change
High needs 7.2 7.3 -0.1 4.8 2861No Change
Econ. Disadvantaged 10.1 10.1 0.0 6.6 1581No Change
EL and Former EL 4.9 4.6 0.3 0.5 1752Improved Below Target
Students w/ disabilities 16.4 6.6 9.8 13.1 614Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 2.6 4.7 -2.1 0.0 2340Declined
Afr. Amer./Black---- 21--
Hispanic/Latino 15.1 19.5 -4.4 11.5 410Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 9.6 2.8 6.8 8.3 724Exceeded 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 196 19499Yes 1 197 19599Yes 1 0----
Lowest Performing---------------
High needs 135 135100Yes 1 136 136100Yes 1 0----
Econ. Disadvantaged 94 94100Yes 1 94 94100Yes 1 0----
EL and Former EL 85 85100Yes 1 85 85100Yes 1 0----
Students w/ disabilities 35 35100Yes 1 36 36100Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 111 111100Yes 1 111 111100Yes 1 0----
Afr. Amer./Black 10---- 10---- 0----
Hispanic/Latino 25 25100Yes 1 25 25100Yes 1 0----
Multi-race, Non-Hisp./Lat. 7---- 8---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 43 4195Yes 1 43 4195Yes 1 0----


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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