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Stacy Middle

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2018 Official Accountability Report - Stacy Middle

Organization Information
DISTRICT NAME
Milford (01850000)
TITLE I STATUS
Non-Title I School
SCHOOL
Stacy Middle (01850305)
GRADES SERVED
06,07,08
REGION
West/Central
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 achievement24-14-
Mathematics achievement04-24-
Science achievement04----
Achievement total21260.03867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.39.6-2.97.6-
Percentage of possible points 24%-38%-
Criterion-referenced target percentage31%
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 achievement24-
Mathematics achievement14-
Science achievement04-
Achievement total31267.5
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 total2.910.3-
Percentage of possible points 28%-
Criterion-referenced target percentage28%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 22

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 498.7 499.3 0.6 500.2 9422Improved Below Target
Lowest Performing 475.4 475.1 -0.3 480.9 1431No Change
High needs 488.7 489.4 0.7 490.5 4552Improved Below Target
Econ. Disadvantaged 491.7 491.6 -0.1 493.0 3221No Change
EL and Former EL 489.3 486.4 -2.9 490.6 2180Declined
Students w/ disabilities 478.1 473.9 -4.2 479.9 1400Declined
Amer. Ind. or Alaska Nat.---- 12--
Asian 513.6 512.0 -1.6 515.4 263Met Target
Afr. Amer./Black 489.6 485.8 -3.8 491.2 260Declined
Hispanic/Latino 491.3 490.8 -0.5 492.8 2391No Change
Multi-race, Non-Hisp./Lat. 499.9 505.9 6.0 501.5 274Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 501.3 502.4 1.1 503.0 6122Improved Below 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 495.2 493.7 -1.5 496.7 9410Declined
Lowest Performing 471.0 472.0 1.0 474.0 1462Improved Below Target
High needs 484.9 484.7 -0.2 486.5 4531No Change
Econ. Disadvantaged 487.5 485.6 -1.9 488.5 3190Declined
EL and Former EL 485.4 483.3 -2.1 486.9 2180Declined
Students w/ disabilities 473.2 472.5 -0.7 475.0 1380Declined
Amer. Ind. or Alaska Nat.---- 12--
Asian 517.0 511.5 -5.5 519.8 264Exceeded Target
Afr. Amer./Black 483.0 481.5 -1.5 485.3 260Declined
Hispanic/Latino 486.3 485.3 -1.0 487.9 2370Declined
Multi-race, Non-Hisp./Lat. 495.9 490.2 -5.7 497.4 280Declined
Nat. Haw. or Pacif. Isl.-------
White 498.2 497.0 -1.2 499.9 6120Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 75.9 67.0 -8.9 78.6 2870Declined
Lowest Performing-------
High needs 63.9 55.3 -8.6 67.3 1270Declined
Econ. Disadvantaged 68.2 60.1 -8.1 72.0 920Declined
EL and Former EL 57.8 51.6 -6.2 60.7 480Declined
Students w/ disabilities 48.9 37.5 -11.4 51.9 380Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 5--
Afr. Amer./Black---- 9--
Hispanic/Latino 65.5 55.1 -10.4 68.3 680Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 80.3 71.2 -9.1 83.1 1950Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.8 50.0 8962Below Target
Lowest Performing 48.6 50.0 1372Below Target
High needs 48.2 50.0 4122Below Target
Econ. Disadvantaged 48.9 50.0 2982Below Target
EL and Former EL 49.0 50.0 1872Below Target
Students w/ disabilities 44.3 50.0 1262Below Target
Amer. Ind. or Alaska Nat.-- 12--
Asian 53.0 50.0 243Met Target
Afr. Amer./Black 37.8 50.0 241Below Target
Hispanic/Latino 45.9 50.0 2212Below Target
Multi-race, Non-Hisp./Lat. 60.0 50.0 274Exceeded Target
Nat. Haw. or Pacif. Isl.-----
White 49.7 50.0 5882Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.2 50.0 8942Below Target
Lowest Performing 46.0 50.0 1402Below Target
High needs 44.8 50.0 4092Below Target
Econ. Disadvantaged 44.0 50.0 2942Below Target
EL and Former EL 45.9 50.0 1872Below Target
Students w/ disabilities 42.5 50.0 1242Below Target
Amer. Ind. or Alaska Nat.-- 12--
Asian 52.9 50.0 243Met Target
Afr. Amer./Black 47.2 50.0 242Below Target
Hispanic/Latino 45.2 50.0 2182Below Target
Multi-race, Non-Hisp./Lat. 32.8 50.0 281Below Target
Nat. Haw. or Pacif. Isl.-----
White 48.6 50.0 5882Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 88.9 65.3 -23.6 45.3 723Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 88.9 65.3 -23.6 45.3 723Met 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 10.2 10.9 -0.7 8.9 1,0260Declined
Lowest Performing 13.2 18.4 -5.2 9.3 1470Declined
High needs 16.1 18.7 -2.6 13.8 4970Declined
Econ. Disadvantaged 22.2 23.5 -1.3 19.1 3190Declined
EL and Former EL 9.7 12.7 -3.0 7.0 2670Declined
Students w/ disabilities 16.6 22.6 -6.0 12.8 1550Declined
Amer. Ind. or Alaska Nat.---- 13--
Asian 4.3 0.0 4.3 1.2 264Exceeded Target
Afr. Amer./Black 27.3 14.3 13.0 23.6 284Exceeded Target
Hispanic/Latino 12.5 15.4 -2.9 8.8 2800Declined
Multi-race, Non-Hisp./Lat. 6.3 9.4 -3.1 5.0 320Declined
Nat. Haw. or Pacif. Isl.-------
White 8.7 9.3 -0.6 7.0 6470Declined

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 1,001 99499Yes 1 1,001 99399Yes 1 308 30499Yes 1
Lowest Performing---------------
High needs 511 50599Yes 1 511 50398Yes 1 147 14397Yes 1
Econ. Disadvantaged 360 35599Yes 1 360 35298Yes 1 108 10496Yes 1
EL and Former EL 263 262100Yes 1 262 261100Yes 1 64 6398Yes 1
Students w/ disabilities 149 14799Yes 1 148 14497Yes 1 42 4095Yes 1
Amer. Ind. or Alaska Nat. 12---- 12---- 1----
Asian 26 26100Yes 1 26 26100Yes 1 5----
Afr. Amer./Black 28 28100Yes 1 28 28100Yes 1 9----
Hispanic/Latino 272 27099Yes 1 271 26799Yes 1 82 7996Yes 1
Multi-race, Non-Hisp./Lat. 31 3097Yes 1 31 31100Yes 1 11----
Nat. Haw. or Pacif. Isl.---------------
White 632 62899Yes 1 633 62999Yes 1 200 199100Yes 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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