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Hayden/McFadden

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2018 Official Accountability Report - Hayden/McFadden

Organization Information
DISTRICT NAME
New Bedford (02010000)
TITLE I STATUS
Title I School
SCHOOL
Hayden/McFadden (02010078)
GRADES SERVED
PK,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 achievement44-34-
Mathematics achievement04-34-
Science achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total6.49.6-4.57.6-
Percentage of possible points 67%-59%-
Criterion-referenced target percentage63%
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 achievement44-
Mathematics achievement04-
Science achievement44-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.710.3-
Percentage of possible points 65%-
Criterion-referenced target percentage65%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 19

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 483.9 489.9 6.0 485.9 2504Exceeded Target
Lowest Performing 462.6 468.4 5.8 467.9 283Met Target
High needs 483.2 489.1 5.9 485.2 2374Exceeded Target
Econ. Disadvantaged 482.8 489.2 6.4 484.4 2164Exceeded Target
EL and Former EL 483.5 488.1 4.6 485.1 1384Exceeded Target
Students w/ disabilities 471.1 475.2 4.1 472.9 634Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian-------
Afr. Amer./Black 491.7 491.0 -0.7 493.3 320Declined
Hispanic/Latino 485.3 489.2 3.9 487.0 1384Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 479.4 490.5 11.1 481.5 684Exceeded 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 487.6 486.9 -0.7 489.4 2500Declined
Lowest Performing 460.9 464.7 3.8 464.2 283Met Target
High needs 487.1 486.3 -0.8 489.0 2370Declined
Econ. Disadvantaged 486.3 486.2 -0.1 487.7 2161No Change
EL and Former EL 488.8 486.1 -2.7 490.6 1380Declined
Students w/ disabilities 476.0 474.8 -1.2 478.1 630Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian-------
Afr. Amer./Black 491.9 488.1 -3.8 493.7 320Declined
Hispanic/Latino 490.1 485.8 -4.3 491.7 1380Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 483.4 487.5 4.1 485.7 684Exceeded 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 48.4 57.0 8.6 51.3 794Exceeded Target
Lowest Performing-------
High needs 48.6 56.3 7.7 51.7 764Exceeded Target
Econ. Disadvantaged 46.2 56.4 10.2 48.7 704Exceeded Target
EL and Former EL 48.6 52.8 4.2 51.9 453Met Target
Students w/ disabilities 50.9 48.9 -2.0 54.4 221No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 15--
Hispanic/Latino 47.9 52.4 4.5 51.0 414Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.4 50.0 1472Below Target
Lowest Performing 39.9 50.0 281Below Target
High needs 40.9 50.0 1362Below Target
Econ. Disadvantaged 41.0 50.0 1272Below Target
EL and Former EL 40.7 50.0 742Below Target
Students w/ disabilities 40.7 50.0 292Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-----
Afr. Amer./Black-- 18--
Hispanic/Latino 42.3 50.0 772Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 43.5 50.0 452Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.1 50.0 1472Below Target
Lowest Performing 38.0 50.0 281Below Target
High needs 40.7 50.0 1362Below Target
Econ. Disadvantaged 41.3 50.0 1272Below Target
EL and Former EL 36.6 50.0 741Below Target
Students w/ disabilities 35.2 50.0 291Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-----
Afr. Amer./Black-- 18--
Hispanic/Latino 37.4 50.0 771Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 46.9 50.0 452Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 59.8 74.3 14.5 70.2 2184Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 59.8 74.3 14.5 70.2 2184Exceeded 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 20.1 17.4 2.7 18.2 5474Exceeded Target
Lowest Performing 12.5 21.4 -8.9 7.8 280Declined
High needs 20.5 17.2 3.3 18.2 5244Exceeded Target
Econ. Disadvantaged 24.8 18.2 6.6 22.4 4344Exceeded Target
EL and Former EL 15.0 13.3 1.7 11.3 3082Improved Below Target
Students w/ disabilities 25.8 20.0 5.8 21.5 1254Exceeded Target
Amer. Ind. or Alaska Nat.---- 7--
Asian---- 2--
Afr. Amer./Black 8.3 12.9 -4.6 4.4 700Declined
Hispanic/Latino 22.7 18.2 4.5 19.3 3074Exceeded Target
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 21.6 18.1 3.5 19.0 1384Exceeded 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 295 29399Yes 1 294 293100Yes 1 96 9599Yes 1
Lowest Performing---------------
High needs 282 28099Yes 1 281 280100Yes 1 93 9299Yes 1
Econ. Disadvantaged 254 25299Yes 1 253 252100Yes 1 84 8399Yes 1
EL and Former EL 165 16499Yes 1 163 163100Yes 1 55 55100Yes 1
Students w/ disabilities 74 7399Yes 1 73 7299Yes 1 27 2696Yes 1
Amer. Ind. or Alaska Nat. 6---- 6---- 2----
Asian---------------
Afr. Amer./Black 40 3998Yes 1 40 3998Yes 1 18----
Hispanic/Latino 165 16499Yes 1 164 164100Yes 1 52 52100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 75 75100Yes 1 75 75100Yes 1 20 20100Yes 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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