Massachusetts School and District Profiles

Merrymount

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2018 Official Accountability Report - Merrymount

Organization Information
DISTRICT NAME
Quincy (02430000)
TITLE I STATUS
Non-Title I School
SCHOOL
Merrymount (02430060)
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 achievement34-24-
Mathematics achievement04-34-
Science achievement44----
Achievement total71260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-34-
Growth total6820.05822.5
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 total2410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total5.99.6-4.97.6-
Percentage of possible points 61%-64%-
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 achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total8.810.3-
Percentage of possible points 85%-
Criterion-referenced target percentage85%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 90

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 507.9 509.2 1.3 509.6 1693Met Target
Lowest Performing 488.2 490.3 2.1 492.1 262Improved Below Target
High needs 499.5 502.0 2.5 501.1 994Exceeded Target
Econ. Disadvantaged 500.0 503.7 3.7 501.6 434Exceeded Target
EL and Former EL 508.2 508.0 -0.2 509.6 443Met Target
Students w/ disabilities 491.3 490.5 -0.8 492.6 450Declined
Amer. Ind. or Alaska Nat.-------
Asian 514.9 512.4 -2.5 516.8 373Met Target
Afr. Amer./Black---- 14--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White 508.0 509.9 1.9 509.6 1093Met 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 507.8 505.1 -2.7 509.0 1680Declined
Lowest Performing 485.8 488.1 2.3 488.6 263Met Target
High needs 503.1 500.6 -2.5 504.5 983Met Target
Econ. Disadvantaged 501.9 499.7 -2.2 502.9 433Met Target
EL and Former EL 506.0 506.0 0.0 507.6 441No Change
Students w/ disabilities 501.0 490.0 -11.0 502.8 440Declined
Amer. Ind. or Alaska Nat.-------
Asian 513.4 514.2 0.8 515.8 374Exceeded Target
Afr. Amer./Black---- 14--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White 508.3 504.2 -4.1 509.6 1080Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 88.1 90.9 2.8 90.3 524Exceeded Target
Lowest Performing-------
High needs 80.8 86.2 5.4 84.0 294Exceeded Target
Econ. Disadvantaged---- 13--
EL and Former EL---- 13--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 90.1 91.4 1.3 92.2 384Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.8 50.0 1082Below Target
Lowest Performing 41.3 50.0 262Below Target
High needs 43.0 50.0 662Below Target
Econ. Disadvantaged 48.9 50.0 312Below Target
EL and Former EL 46.8 50.0 312Below Target
Students w/ disabilities 37.6 50.0 301Below Target
Amer. Ind. or Alaska Nat.-----
Asian 51.6 50.0 233Met Target
Afr. Amer./Black-- 9--
Hispanic/Latino-- 3--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 46.8 50.0 712Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 65.2 50.0 1074Exceeded Target
Lowest Performing 52.7 50.0 263Met Target
High needs 59.0 50.0 653Met Target
Econ. Disadvantaged 62.8 50.0 314Exceeded Target
EL and Former EL 71.4 50.0 314Exceeded Target
Students w/ disabilities 39.4 50.0 291Below Target
Amer. Ind. or Alaska Nat.-----
Asian 75.2 50.0 234Exceeded Target
Afr. Amer./Black-- 9--
Hispanic/Latino-- 3--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 63.3 50.0 704Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 73.7 71.1 -2.6 78.2 452Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 73.7 71.1 -2.6 78.2 452Improved Below 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 4.6 3.7 0.9 3.6 2943Met Target
Lowest Performing 11.5 7.7 3.8 8.3 264Exceeded Target
High needs 7.6 6.8 0.8 5.6 1612Improved Below Target
Econ. Disadvantaged 9.5 5.3 4.2 5.3 753Met Target
EL and Former EL 1.1 2.5 -1.4 0.0 794Exceeded Target
Students w/ disabilities 13.1 9.7 3.4 10.4 624Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 1.6 0.0 1.6 0.0 704Exceeded Target
Afr. Amer./Black---- 22--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 3--
White 4.5 4.4 0.1 3.4 1812Improved Below 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 172 17199Yes 1 172 17199Yes 1 53 5298Yes 1
Lowest Performing---------------
High needs 102 10199Yes 1 102 10199Yes 1 30 2997Yes 1
Econ. Disadvantaged 45 45100Yes 1 45 45100Yes 1 13----
EL and Former EL 46 4598Yes 1 46 46100Yes 1 13----
Students w/ disabilities 45 4498Yes 1 45 4498Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian 39 39100Yes 1 39 39100Yes 1 8----
Afr. Amer./Black 14---- 14---- 4----
Hispanic/Latino 5---- 5---- 1----
Multi-race, Non-Hisp./Lat. 3---- 3---- 1----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 110 110100Yes 1 110 10999Yes 1 39 3897Yes 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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