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Central Middle

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2018 Official Accountability Report - Central Middle

Organization Information
DISTRICT NAME
Quincy (02430000)
TITLE I STATUS
Non-Title I School
SCHOOL
Central Middle (02430315)
GRADES SERVED
06,07,08
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 achievement44-34-
Mathematics achievement44-24-
Science achievement44----
Achievement total121267.55867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-34-
Growth total7822.57822.5
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 total9.710.3-5.07.6-
Percentage of possible points 94%-66%-
Criterion-referenced target percentage80%
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 achievement44-
Achievement total121267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total9.810.3-
Percentage of possible points 95%-
Criterion-referenced target percentage95%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 97

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 512.6 515.1 2.5 514.3 6124Exceeded Target
Lowest Performing 488.4 492.4 4.0 492.3 1013Met Target
High needs 504.4 507.1 2.7 506.0 2684Exceeded Target
Econ. Disadvantaged 508.6 512.7 4.1 510.2 1564Exceeded Target
EL and Former EL 503.4 505.8 2.4 504.8 1264Exceeded Target
Students w/ disabilities 489.4 492.5 3.1 490.7 664Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 514.5 517.5 3.0 516.4 2434Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 2--
White 511.8 513.8 2.0 513.4 3174Exceeded 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 510.0 512.8 2.8 511.2 6124Exceeded Target
Lowest Performing 486.2 487.1 0.9 489.0 1012Improved Below Target
High needs 502.0 507.5 5.5 503.4 2684Exceeded Target
Econ. Disadvantaged 506.3 511.4 5.1 507.3 1564Exceeded Target
EL and Former EL 505.8 512.2 6.4 507.4 1264Exceeded Target
Students w/ disabilities 483.3 485.5 2.2 485.1 663Met Target
Amer. Ind. or Alaska Nat.-------
Asian 515.8 519.6 3.8 518.2 2434Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 2--
White 506.1 508.8 2.7 507.4 3174Exceeded 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 80.5 84.8 4.3 82.7 1974Exceeded Target
Lowest Performing-------
High needs 66.7 75.3 8.6 69.9 854Exceeded Target
Econ. Disadvantaged 74.2 83.2 9.0 77.1 584Exceeded Target
EL and Former EL 56.3 72.5 16.2 63.0 304Exceeded Target
Students w/ disabilities 45.2 53.8 8.6 48.1 204Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 79.8 84.1 4.3 81.7 854Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 81.9 85.2 3.3 84.0 933Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.2 50.0 5884Exceeded Target
Lowest Performing 64.9 50.0 1014Exceeded Target
High needs 61.3 50.0 2564Exceeded Target
Econ. Disadvantaged 63.3 50.0 1504Exceeded Target
EL and Former EL 63.9 50.0 1174Exceeded Target
Students w/ disabilities 58.8 50.0 653Met Target
Amer. Ind. or Alaska Nat.-----
Asian 67.4 50.0 2334Exceeded Target
Afr. Amer./Black-- 15--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-- 2--
White 56.9 50.0 3053Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.1 50.0 5883Met Target
Lowest Performing 53.3 50.0 1013Met Target
High needs 55.6 50.0 2563Met Target
Econ. Disadvantaged 55.0 50.0 1503Met Target
EL and Former EL 62.5 50.0 1174Exceeded Target
Students w/ disabilities 44.2 50.0 652Below Target
Amer. Ind. or Alaska Nat.-----
Asian 63.0 50.0 2334Exceeded Target
Afr. Amer./Black-- 15--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-- 2--
White 51.7 50.0 3053Met 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 5.1 5.7 -0.6 4.1 6370Declined
Lowest Performing 5.8 10.9 -5.1 2.6 1010Declined
High needs 6.4 6.8 -0.4 4.4 2501No Change
Econ. Disadvantaged 6.5 7.9 -1.4 2.3 1400Declined
EL and Former EL 0.7 2.8 -2.1 0.0 1414Exceeded Target
Students w/ disabilities 10.9 7.5 3.4 8.2 674Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 0.7 2.3 -1.6 0.0 2574Exceeded Target
Afr. Amer./Black---- 17--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 2--
White 9.1 8.3 0.8 8.0 3253Met 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 628 62499Yes 1 627 624100Yes 1 209 20397Yes 1
Lowest Performing---------------
High needs 279 278100Yes 1 278 278100Yes 1 91 9099Yes 1
Econ. Disadvantaged 163 16299Yes 1 163 163100Yes 1 62 6198Yes 1
EL and Former EL 137 13699Yes 1 136 136100Yes 1 35 35100Yes 1
Students w/ disabilities 68 68100Yes 1 68 68100Yes 1 22 22100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 252 251100Yes 1 251 251100Yes 1 89 89100Yes 1
Afr. Amer./Black 17---- 17---- 6----
Hispanic/Latino 19---- 19---- 7----
Multi-race, Non-Hisp./Lat. 17---- 17---- 6----
Nat. Haw. or Pacif. Isl. 2---- 2---- 1----
White 321 31899Yes 1 321 31899Yes 1 100 9496Yes 2


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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