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Quarry Hill Community School *closed*

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2018 Official Accountability Report - Quarry Hill Community School

Organization Information
DISTRICT NAME
Monson (01910000)
TITLE I STATUS
Title I School
SCHOOL
Quarry Hill Community School (01910025)
GRADES SERVED
PK,K,01,02,03,04
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 achievement44-44-
Mathematics achievement44-44-
Science achievement------
Achievement total8867.58890.0
GrowthEnglish language arts growth44----
Mathematics growth34----
Growth total7822.5---
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.07.6-7.27.6-
Percentage of possible points 92%-95%-
Criterion-referenced target percentage94%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 total6.57.6-
Percentage of possible points 86%-
Criterion-referenced target percentage86%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 69

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 495.0 506.8 11.8 497.0 1274Exceeded Target
Lowest Performing 470.9 485.6 14.7 476.2 204Exceeded Target
High needs 482.0 496.0 14.0 484.0 634Exceeded Target
Econ. Disadvantaged 486.5 501.3 14.8 488.1 444Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities 470.9 484.4 13.5 472.7 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White 494.8 506.2 11.4 496.9 1184Exceeded 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 490.9 503.0 12.1 492.7 1274Exceeded Target
Lowest Performing 471.8 479.4 7.6 475.1 204Exceeded Target
High needs 479.6 493.3 13.7 481.5 634Exceeded Target
Econ. Disadvantaged 483.0 495.2 12.2 484.4 444Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities 466.8 484.7 17.9 468.9 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White 490.2 502.2 12.0 492.5 1184Exceeded 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 61.8 50.0 624Exceeded Target
Lowest Performing-- 19--
High needs 58.0 50.0 333Met Target
Econ. Disadvantaged 58.1 50.0 233Met Target
EL and Former EL-- 1--
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-----
Hispanic/Latino-- 1--
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White 60.7 50.0 584Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.5 50.0 623Met Target
Lowest Performing-- 19--
High needs 47.4 50.0 332Below Target
Econ. Disadvantaged 46.0 50.0 232Below Target
EL and Former EL-- 1--
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-----
Hispanic/Latino-- 1--
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White 55.1 50.0 583Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 6.9 8.1 -1.2 5.0 2850Declined
Lowest Performing 15.0 20.0 -5.0 10.3 200Declined
High needs 11.4 14.6 -3.2 9.1 1370Declined
Econ. Disadvantaged 10.3 18.1 -7.8 7.9 940Declined
EL and Former EL---- 6--
Students w/ disabilities 9.3 19.6 -10.3 5.0 560Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 4.7 7.3 -2.6 2.1 2600Declined

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 132 13098Yes 1 133 13198Yes 1 0----
Lowest Performing---------------
High needs 67 6699Yes 1 68 6799Yes 1 0----
Econ. Disadvantaged 48 4798Yes 1 49 4898Yes 1 0----
EL and Former EL 2---- 2---- 0----
Students w/ disabilities 34 3397Yes 1 34 3397Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 1---- 1---- 0----
Hispanic/Latino 3---- 3---- 0----
Multi-race, Non-Hisp./Lat. 3---- 3---- 0----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 122 12098Yes 1 123 12198Yes 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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