Massachusetts School and District Profiles

Pembroke Community Middle School

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Pembroke Community Middle School

Organization Information
DISTRICT NAME
Pembroke (02310000)
TITLE I STATUS
Title I School
SCHOOL
Pembroke Community Middle School (02310305)
GRADES SERVED
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 achievement04-04-
Mathematics achievement14-44-
Science achievement04----
Achievement total11267.54867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-34-
Growth total4822.54822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total1.910.3-3.87.6-
Percentage of possible points 18%-50%-
Criterion-referenced target percentage34%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total0.710.3-
Percentage of possible points 7%-
Criterion-referenced target percentage7%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 4

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 501.1 498.3 -2.8 502.6 4870Declined
Lowest Performing 479.3 473.0 -6.3 484.8 630Declined
High needs 487.3 481.6 -5.7 489.1 1210Declined
Econ. Disadvantaged 491.4 489.2 -2.2 492.7 750Declined
EL and Former EL---- 2--
Students w/ disabilities 480.3 469.2 -11.1 482.1 640Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 501.0 498.6 -2.4 502.7 4700Declined

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 501.6 501.5 -0.1 503.1 4881No Change
Lowest Performing 476.0 484.6 8.6 479.0 634Exceeded Target
High needs 488.9 486.1 -2.8 490.5 1220Declined
Econ. Disadvantaged 492.2 491.2 -1.0 493.2 760Declined
EL and Former EL---- 3--
Students w/ disabilities 481.8 476.0 -5.8 483.6 630Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 501.5 501.4 -0.1 503.2 4711No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 75.1 69.2 -5.9 77.8 2480Declined
Lowest Performing-------
High needs 62.9 49.2 -13.7 66.3 590Declined
Econ. Disadvantaged 68.1 56.8 -11.3 71.9 370Declined
EL and Former EL---- 2--
Students w/ disabilities 57.1 36.6 -20.5 60.1 280Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 75.3 68.6 -6.7 78.1 2380Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.4 50.0 4822Below Target
Lowest Performing 30.6 50.0 631Below Target
High needs 36.2 50.0 1181Below Target
Econ. Disadvantaged 39.4 50.0 751Below Target
EL and Former EL-- 2--
Students w/ disabilities 31.5 50.0 611Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 43.6 50.0 4662Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.8 50.0 4852Below Target
Lowest Performing 57.0 50.0 633Met Target
High needs 42.9 50.0 1202Below Target
Econ. Disadvantaged 44.6 50.0 762Below Target
EL and Former EL-- 3--
Students w/ disabilities 40.2 50.0 612Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 48.9 50.0 4692Below 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 9.2 7.6 1.6 7.9 4983Met Target
Lowest Performing 18.8 15.9 2.9 14.9 632Improved Below Target
High needs 11.3 22.2 -10.9 9.0 1260Declined
Econ. Disadvantaged 16.4 30.3 -13.9 13.3 660Declined
EL and Former EL---- 3--
Students w/ disabilities 12.5 18.5 -6.0 8.7 650Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 9.4 7.3 2.1 7.7 4803Met 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 493 48999Yes 1 492 490100Yes 1 250 24899Yes 1
Lowest Performing---------------
High needs 124 12298Yes 1 123 123100Yes 1 60 5998Yes 1
Econ. Disadvantaged 77 7699Yes 1 77 77100Yes 1 38 3797Yes 1
EL and Former EL 3---- 3---- 2----
Students w/ disabilities 64 64100Yes 1 63 63100Yes 1 28 28100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 8---- 8---- 4----
Afr. Amer./Black 3---- 3---- 0----
Hispanic/Latino 4---- 4---- 3----
Multi-race, Non-Hisp./Lat. 3---- 3---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 475 47199Yes 1 474 472100Yes 1 240 23899Yes 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