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James S Daley Middle School

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2018 Official Accountability Report - James S Daley Middle School

Organization Information
DISTRICT NAME
Lowell (01600000)
TITLE I STATUS
Title I School
SCHOOL
James S Daley Middle School (01600315)
GRADES SERVED
05,06,07,08
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 achievement34-24-
Mathematics achievement44-44-
Science achievement24----
Achievement total91260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-44-
Growth total6820.06822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.39.6-5.87.6-
Percentage of possible points 76%-76%-
Criterion-referenced target percentage76%
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 achievement44-
Science achievement34-
Achievement total101267.5
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 total8.510.3-
Percentage of possible points 83%-
Criterion-referenced target percentage83%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 66

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 498.5 499.5 1.0 500.0 6753Met Target
Lowest Performing 475.7 477.5 1.8 481.2 1022Improved Below Target
High needs 492.6 494.8 2.2 494.4 4803Met Target
Econ. Disadvantaged 494.0 494.8 0.8 495.3 3193Met Target
EL and Former EL 493.9 494.4 0.5 495.2 2842Improved Below Target
Students w/ disabilities 480.3 482.0 1.7 482.1 1283Met Target
Amer. Ind. or Alaska Nat.-------
Asian 498.4 500.2 1.8 500.2 3063Met Target
Afr. Amer./Black 487.8 489.0 1.2 489.4 263Met Target
Hispanic/Latino 491.4 491.4 0.0 492.9 1331No Change
Multi-race, Non-Hisp./Lat. 501.0 499.0 -2.0 502.6 320Declined
Nat. Haw. or Pacif. Isl.-------
White 503.8 506.0 2.2 505.5 1783Met 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 498.9 501.2 2.3 500.4 6764Exceeded Target
Lowest Performing 477.8 484.1 6.3 480.8 1024Exceeded Target
High needs 493.5 497.0 3.5 495.1 4814Exceeded Target
Econ. Disadvantaged 494.1 495.6 1.5 495.1 3203Met Target
EL and Former EL 495.8 497.8 2.0 497.3 2843Met Target
Students w/ disabilities 481.7 482.5 0.8 483.5 1282Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 500.2 502.9 2.7 503.0 3063Met Target
Afr. Amer./Black 484.0 488.1 4.1 486.3 264Exceeded Target
Hispanic/Latino 490.5 492.5 2.0 492.1 1333Met Target
Multi-race, Non-Hisp./Lat. 498.9 498.4 -0.5 500.4 321No Change
Nat. Haw. or Pacif. Isl.-------
White 504.0 507.1 3.1 505.7 1794Exceeded 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 66.1 67.2 1.1 68.8 3292Improved Below Target
Lowest Performing-------
High needs 58.2 62.0 3.8 61.6 2383Met Target
Econ. Disadvantaged 60.4 62.4 2.0 64.2 1762Improved Below Target
EL and Former EL 57.5 59.0 1.5 60.4 1422Improved Below Target
Students w/ disabilities 50.4 50.9 0.5 53.4 552Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 62.9 67.8 4.9 67.2 1523Met Target
Afr. Amer./Black---- 12--
Hispanic/Latino 57.1 59.5 2.4 59.9 663Met Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 77.4 75.3 -2.1 80.2 821No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.3 50.0 6103Met Target
Lowest Performing 47.5 50.0 1012Below Target
High needs 50.3 50.0 4173Met Target
Econ. Disadvantaged 52.2 50.0 2713Met Target
EL and Former EL 49.2 50.0 2542Below Target
Students w/ disabilities 47.8 50.0 822Below Target
Amer. Ind. or Alaska Nat.-----
Asian 49.8 50.0 2902Below Target
Afr. Amer./Black 53.6 50.0 203Met Target
Hispanic/Latino 54.2 50.0 1063Met Target
Multi-race, Non-Hisp./Lat. 47.9 50.0 312Below Target
Nat. Haw. or Pacif. Isl.-----
White 52.7 50.0 1633Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.7 50.0 6113Met Target
Lowest Performing 60.9 50.0 1004Exceeded Target
High needs 57.0 50.0 4173Met Target
Econ. Disadvantaged 57.1 50.0 2723Met Target
EL and Former EL 56.0 50.0 2523Met Target
Students w/ disabilities 50.2 50.0 813Met Target
Amer. Ind. or Alaska Nat.-----
Asian 59.0 50.0 2913Met Target
Afr. Amer./Black 58.7 50.0 203Met Target
Hispanic/Latino 57.0 50.0 1053Met Target
Multi-race, Non-Hisp./Lat. 55.2 50.0 313Met Target
Nat. Haw. or Pacif. Isl.-----
White 56.4 50.0 1643Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 38.9 46.9 8.0 45.3 1133Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 38.9 46.9 8.0 45.3 1133Met 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 6.9 4.7 2.2 5.6 6994Exceeded Target
Lowest Performing 6.2 2.9 3.3 2.3 1024Exceeded Target
High needs 9.5 5.7 3.8 7.2 4544Exceeded Target
Econ. Disadvantaged 11.6 7.7 3.9 8.5 2864Exceeded Target
EL and Former EL 5.2 3.4 1.8 2.5 2973Met Target
Students w/ disabilities 16.0 11.6 4.4 12.2 1294Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 2.0 1.9 0.1 0.0 3084Exceeded Target
Afr. Amer./Black 22.6 0.0 22.6 18.9 264Exceeded Target
Hispanic/Latino 13.6 11.5 2.1 9.9 1392Improved Below Target
Multi-race, Non-Hisp./Lat. 2.8 5.7 -2.9 1.5 350Declined
Nat. Haw. or Pacif. Isl.-------
White 8.1 4.7 3.4 6.4 1914Exceeded 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 692 690100Yes 1 693 693100Yes 1 340 340100Yes 1
Lowest Performing---------------
High needs 496 494100Yes 1 497 497100Yes 1 248 248100Yes 1
Econ. Disadvantaged 330 32899Yes 1 331 331100Yes 1 182 182100Yes 1
EL and Former EL 295 294100Yes 1 295 295100Yes 1 148 148100Yes 1
Students w/ disabilities 133 13299Yes 1 133 133100Yes 1 57 57100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 307 307100Yes 1 307 307100Yes 1 153 153100Yes 1
Afr. Amer./Black 27 27100Yes 1 27 27100Yes 1 12----
Hispanic/Latino 138 13799Yes 1 139 139100Yes 1 68 68100Yes 1
Multi-race, Non-Hisp./Lat. 33 33100Yes 1 33 33100Yes 1 18----
Nat. Haw. or Pacif. Isl.---------------
White 186 18599Yes 1 186 186100Yes 1 88 88100Yes 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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