Massachusetts School and District Profiles

Horace Mann

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Horace Mann

Organization Information
DISTRICT NAME
Newton (02070000)
TITLE I STATUS
Non-Title I School
SCHOOL
Horace Mann (02070075)
GRADES SERVED
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 achievement44-44-
Mathematics achievement44-44-
Science achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8822.58822.5
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 total9.210.3-7.27.6-
Percentage of possible points 89%-95%-
Criterion-referenced target percentage92%
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 achievement34-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
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-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total9.010.3-
Percentage of possible points 87%-
Criterion-referenced target percentage87%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 94

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 502.9 506.5 3.6 504.4 2044Exceeded Target
Lowest Performing 478.7 490.7 12.0 483.4 314Exceeded Target
High needs 490.8 499.8 9.0 492.4 794Exceeded Target
Econ. Disadvantaged 488.2 500.7 12.5 489.6 284Exceeded Target
EL and Former EL 497.7 502.8 5.1 499.7 424Exceeded Target
Students w/ disabilities 487.5 490.8 3.3 489.2 304Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 504.7 509.9 5.2 506.8 424Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 504.1 506.5 2.4 505.7 1194Exceeded 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 501.1 505.2 4.1 502.5 2054Exceeded Target
Lowest Performing 472.0 485.7 13.7 475.6 314Exceeded Target
High needs 490.1 500.3 10.2 491.8 794Exceeded Target
Econ. Disadvantaged 486.1 497.6 11.5 487.2 284Exceeded Target
EL and Former EL 501.5 508.6 7.1 503.7 424Exceeded Target
Students w/ disabilities 485.8 487.5 1.7 487.9 303Met Target
Amer. Ind. or Alaska Nat.-------
Asian 510.6 515.3 4.7 513.1 424Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 500.6 503.7 3.1 502.1 1204Exceeded 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 82.8 84.8 2.0 85.2 693Met Target
Lowest Performing-------
High needs 68.5 72.1 3.6 71.3 263Met Target
Econ. Disadvantaged---- 9--
EL and Former EL---- 13--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black-------
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 83.3 83.9 0.6 85.7 422Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.6 50.0 1334Exceeded Target
Lowest Performing 62.2 50.0 314Exceeded Target
High needs 59.8 50.0 543Met Target
Econ. Disadvantaged 63.9 50.0 214Exceeded Target
EL and Former EL 58.2 50.0 283Met Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian 67.8 50.0 294Exceeded Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 58.5 50.0 793Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 71.7 50.0 1344Exceeded Target
Lowest Performing 71.6 50.0 314Exceeded Target
High needs 71.1 50.0 554Exceeded Target
Econ. Disadvantaged 70.0 50.0 214Exceeded Target
EL and Former EL 75.6 50.0 294Exceeded Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian 77.0 50.0 294Exceeded Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-----
White 70.9 50.0 794Exceeded 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 2.2 4.3 -2.1 1.1 3480Declined
Lowest Performing 3.1 6.5 -3.4 0.0 310Declined
High needs 3.1 5.4 -2.3 0.7 1120Declined
Econ. Disadvantaged 6.5 0.0 6.5 3.0 324Exceeded Target
EL and Former EL 1.4 6.6 -5.2 0.0 610Declined
Students w/ disabilities 3.4 7.3 -3.9 0.1 410Declined
Amer. Ind. or Alaska Nat.-------
Asian 1.4 2.8 -1.4 0.0 724Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino---- 31--
Multi-race, Non-Hisp./Lat.---- 32--
Nat. Haw. or Pacif. Isl.-------
White 1.4 4.0 -2.6 0.1 1983Met 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 210 209100Yes 1 210 210100Yes 1 71 7099Yes 1
Lowest Performing---------------
High needs 84 84100Yes 1 84 84100Yes 1 27 27100Yes 1
Econ. Disadvantaged 30 30100Yes 1 30 30100Yes 1 9----
EL and Former EL 46 46100Yes 1 46 46100Yes 1 14----
Students w/ disabilities 30 30100Yes 1 30 30100Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 46 46100Yes 1 46 46100Yes 1 14----
Afr. Amer./Black 9---- 9---- 0----
Hispanic/Latino 18---- 18---- 8----
Multi-race, Non-Hisp./Lat. 17---- 17---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 120 11999Yes 1 120 120100Yes 1 43 4298Yes 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

School and District Profiles