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Mosier

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2018 Official Accountability Report - Mosier

Organization Information
DISTRICT NAME
South Hadley (02780000)
TITLE I STATUS
Title I School
SCHOOL
Mosier (02780020)
GRADES SERVED
02,03,04
REGION
West/Central
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 achievement------
Achievement total8860.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7820.06822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total6.47.2-6.97.6-
Percentage of possible points 89%-91%-
Criterion-referenced target percentage90%
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 achievement24-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.27.6-
Percentage of possible points 68%-
Criterion-referenced target percentage68%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 70

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 497.1 505.9 8.8 498.6 2694Exceeded Target
Lowest Performing 479.4 487.4 8.0 484.1 284Exceeded Target
High needs 487.5 497.2 9.7 489.1 1154Exceeded Target
Econ. Disadvantaged 488.4 500.5 12.1 489.8 824Exceeded Target
EL and Former EL---- 20--
Students w/ disabilities 475.9 483.9 8.0 477.6 434Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 4--
Hispanic/Latino 494.8 501.0 6.2 495.9 434Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 498.1 507.3 9.2 499.7 2124Exceeded 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 501.4 504.9 3.5 502.8 2714Exceeded Target
Lowest Performing 475.6 480.0 4.4 479.2 284Exceeded Target
High needs 491.0 491.8 0.8 492.7 1162Improved Below Target
Econ. Disadvantaged 490.4 494.6 4.2 491.5 834Exceeded Target
EL and Former EL---- 19--
Students w/ disabilities 481.6 478.9 -2.7 483.7 430Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 4--
Hispanic/Latino 500.8 495.9 -4.9 502.4 430Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 502.0 506.8 4.8 503.5 2144Exceeded 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-------
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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.8 50.0 1214Exceeded Target
Lowest Performing 52.0 50.0 283Met Target
High needs 58.9 50.0 523Met Target
Econ. Disadvantaged 61.8 50.0 374Exceeded Target
EL and Former EL-- 9--
Students w/ disabilities 42.9 50.0 202Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White 62.4 50.0 994Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.1 50.0 1213Met Target
Lowest Performing 51.1 50.0 283Met Target
High needs 49.1 50.0 522Below Target
Econ. Disadvantaged 50.6 50.0 373Met Target
EL and Former EL-- 9--
Students w/ disabilities 47.6 50.0 202Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White 58.4 50.0 993Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 81.8 76.2 -5.6 78.2 212Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 21--
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 3.4 9.0 -5.6 2.3 4320Declined
Lowest Performing 10.3 10.7 -0.4 6.7 281No Change
High needs 6.3 17.5 -11.2 3.9 1940Declined
Econ. Disadvantaged 9.8 22.7 -12.9 6.3 1100Declined
EL and Former EL---- 36--
Students w/ disabilities 6.7 8.3 -1.6 3.4 720Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 6--
Hispanic/Latino 11.1 27.4 -16.3 7.5 730Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 1.7 4.4 -2.7 0.4 3390Declined

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 280 27498Yes 1 280 27799Yes 1 0----
Lowest Performing---------------
High needs 123 11896Yes 1 123 12098Yes 1 0----
Econ. Disadvantaged 90 8696Yes 1 90 8797Yes 1 0----
EL and Former EL 20 1995Yes 1 20 1995Yes 1 0----
Students w/ disabilities 46 4496Yes 1 46 4598Yes 1 0----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 6---- 6---- 0----
Afr. Amer./Black 5---- 5---- 0----
Hispanic/Latino 47 4596Yes 1 47 4698Yes 1 0----
Multi-race, Non-Hisp./Lat. 3---- 3---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 218 21498Yes 1 218 21699Yes 1 0----


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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