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South End Middle School

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2018 Official Accountability Report - South End Middle School

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
South End Middle School (02810355)
GRADES SERVED
06,07,08
REGION
West/Central
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

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 achievement24-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total21260.02867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-14-
Growth total4820.04822.5
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 total1410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.59.6-2.37.6-
Percentage of possible points 26%-30%-
Criterion-referenced target percentage28%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.410.3-
Percentage of possible points 23%-
Criterion-referenced target percentage23%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 2

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 479.5 479.9 0.4 481.5 2072Improved Below Target
Lowest Performing 463.4 465.0 1.6 468.7 252Improved Below Target
High needs 479.2 479.8 0.6 481.2 2022Improved Below Target
Econ. Disadvantaged 479.4 480.2 0.8 481.0 1962Improved Below Target
EL and Former EL 474.0 476.0 2.0 475.6 723Met Target
Students w/ disabilities 465.7 464.2 -1.5 467.5 310Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 483.5 484.0 0.5 485.1 282Improved Below Target
Hispanic/Latino 478.9 478.9 0.0 480.6 1711No Change
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

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 480.5 478.5 -2.0 482.3 2070Declined
Lowest Performing 461.5 459.2 -2.3 464.8 250Declined
High needs 480.4 478.1 -2.3 482.3 2020Declined
Econ. Disadvantaged 480.4 478.4 -2.0 481.8 1960Declined
EL and Former EL 475.0 475.9 0.9 476.8 722Improved Below Target
Students w/ disabilities 472.8 462.9 -9.9 474.9 310Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 480.1 480.4 0.3 481.9 282Improved Below Target
Hispanic/Latino 480.9 477.4 -3.5 482.5 1710Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 37.8 33.5 -4.3 40.7 560Declined
Lowest Performing-------
High needs 36.8 33.2 -3.6 39.9 550Declined
Econ. Disadvantaged 37.7 33.7 -4.0 40.2 520Declined
EL and Former EL---- 18--
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino 38.2 33.2 -5.0 41.3 460Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.8 50.0 1882Below Target
Lowest Performing 51.4 50.0 223Met Target
High needs 45.9 50.0 1832Below Target
Econ. Disadvantaged 46.2 50.0 1772Below Target
EL and Former EL 45.8 50.0 632Below Target
Students w/ disabilities 32.8 50.0 301Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 40.4 50.0 242Below Target
Hispanic/Latino 46.1 50.0 1572Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 4--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.2 50.0 1902Below Target
Lowest Performing 35.3 50.0 221Below Target
High needs 39.9 50.0 1851Below Target
Econ. Disadvantaged 40.0 50.0 1792Below Target
EL and Former EL 39.1 50.0 631Below Target
Students w/ disabilities 24.8 50.0 300Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 42.4 50.0 252Below Target
Hispanic/Latino 38.9 50.0 1581Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 4--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 12.5 17.9 5.4 45.3 391No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 12.5 17.9 5.4 45.3 391No Change
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 38.9 33.5 5.4 37.0 2454Exceeded Target
Lowest Performing 27.6 40.0 -12.4 22.9 250Declined
High needs 39.1 32.9 6.2 36.8 2404Exceeded Target
Econ. Disadvantaged 35.0 33.5 1.5 32.6 2212Improved Below Target
EL and Former EL 39.6 24.5 15.1 35.9 1024Exceeded Target
Students w/ disabilities 52.1 37.5 14.6 47.8 404Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 31.4 36.7 -5.3 27.5 300Declined
Hispanic/Latino 41.5 33.7 7.8 38.1 2054Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

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 244 243100Yes 1 245 244100Yes 1 72 7097Yes 1
Lowest Performing---------------
High needs 236 235100Yes 1 237 236100Yes 1 69 6797Yes 1
Econ. Disadvantaged 230 229100Yes 1 231 230100Yes 1 66 6497Yes 1
EL and Former EL 91 91100Yes 1 92 92100Yes 1 25 25100Yes 1
Students w/ disabilities 37 37100Yes 1 37 37100Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 32 32100Yes 1 32 32100Yes 1 11----
Hispanic/Latino 204 203100Yes 1 205 204100Yes 1 58 5798Yes 1
Multi-race, Non-Hisp./Lat. 3---- 3---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 5---- 5---- 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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