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Nathaniel Bowditch

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2018 Official Accountability Report - Nathaniel Bowditch

Organization Information
DISTRICT NAME
Salem (02580000)
TITLE I STATUS
Title I School
SCHOOL
Nathaniel Bowditch (02580025)
GRADES SERVED
K,01,02,03,04,05,06,07,08
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 achievement44-44-
Mathematics achievement44-44-
Science achievement14----
Achievement total91260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-34-
Growth total7820.07822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.19.6-7.07.6-
Percentage of possible points 74%-92%-
Criterion-referenced target percentage83%
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 achievement14-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total7.410.3-
Percentage of possible points 72%-
Criterion-referenced target percentage72%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 18

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 479.4 485.5 6.1 481.4 2314Exceeded Target
Lowest Performing 454.9 468.2 13.3 460.2 414Exceeded Target
High needs 475.2 482.6 7.4 477.2 2004Exceeded Target
Econ. Disadvantaged 475.0 483.1 8.1 476.6 1824Exceeded Target
EL and Former EL 472.1 475.3 3.2 473.7 1154Exceeded Target
Students w/ disabilities 471.0 472.8 1.8 472.8 393Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 14--
Hispanic/Latino 476.0 482.0 6.0 477.7 1634Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 488.4 494.4 6.0 490.5 444Exceeded 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 475.9 480.6 4.7 477.7 2314Exceeded Target
Lowest Performing 451.4 467.3 15.9 454.7 414Exceeded Target
High needs 472.1 478.5 6.4 474.0 2004Exceeded Target
Econ. Disadvantaged 473.2 479.2 6.0 474.6 1824Exceeded Target
EL and Former EL 469.4 474.0 4.6 471.2 1154Exceeded Target
Students w/ disabilities 465.4 469.1 3.7 467.5 394Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 14--
Hispanic/Latino 472.5 478.4 5.9 474.1 1634Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 483.2 483.8 0.6 485.5 442Improved Below 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 50.3 48.4 -1.9 53.2 761No Change
Lowest Performing-------
High needs 43.8 43.4 -0.4 46.9 641No Change
Econ. Disadvantaged 45.8 45.5 -0.3 48.3 561No Change
EL and Former EL 42.6 38.2 -4.4 45.9 360Declined
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 48.0 42.5 -5.5 51.1 530Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.6 50.0 1844Exceeded Target
Lowest Performing 60.2 50.0 404Exceeded Target
High needs 58.8 50.0 1593Met Target
Econ. Disadvantaged 59.0 50.0 1453Met Target
EL and Former EL 55.8 50.0 933Met Target
Students w/ disabilities 56.5 50.0 353Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 3--
Afr. Amer./Black-- 10--
Hispanic/Latino 58.9 50.0 1253Met Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 63.5 50.0 394Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.6 50.0 1853Met Target
Lowest Performing 57.7 50.0 413Met Target
High needs 59.0 50.0 1603Met Target
Econ. Disadvantaged 59.1 50.0 1453Met Target
EL and Former EL 60.4 50.0 944Exceeded Target
Students w/ disabilities 53.9 50.0 353Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 3--
Afr. Amer./Black-- 10--
Hispanic/Latino 60.6 50.0 1264Exceeded Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 58.0 50.0 393Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 32.1 41.3 9.2 45.3 1093Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 32.1 41.3 9.2 45.3 1093Met 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 18.7 20.9 -2.2 16.8 3300Declined
Lowest Performing 12.8 14.6 -1.8 8.1 410Declined
High needs 19.1 21.7 -2.6 16.8 2900Declined
Econ. Disadvantaged 20.8 22.1 -1.3 18.4 2350Declined
EL and Former EL 13.9 22.6 -8.7 10.2 1640Declined
Students w/ disabilities 23.5 30.0 -6.5 19.2 500Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 23--
Hispanic/Latino 16.3 19.3 -3.0 12.9 2280Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 29.6 36.7 -7.1 27.0 600Declined

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 239 238100Yes 1 239 238100Yes 1 79 7797Yes 1
Lowest Performing---------------
High needs 208 207100Yes 1 208 207100Yes 1 67 6597Yes 1
Econ. Disadvantaged 189 18899Yes 1 189 18899Yes 1 59 5797Yes 1
EL and Former EL 119 119100Yes 1 119 119100Yes 1 37 37100Yes 1
Students w/ disabilities 40 40100Yes 1 40 40100Yes 1 16----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 3---- 3---- 0----
Afr. Amer./Black 16---- 16---- 3----
Hispanic/Latino 169 16899Yes 1 169 16899Yes 1 55 5498Yes 1
Multi-race, Non-Hisp./Lat. 6---- 6---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 44 44100Yes 1 44 44100Yes 1 18----


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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