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May Street

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2018 Official Accountability Report - May Street

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
May Street (03480175)
GRADES SERVED
K,01,02,03,04,05,06
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 achievement14----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-44-
Mathematics growth44-44-
Growth total7820.08822.5
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 total4410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total7.59.6-7.67.6-
Percentage of possible points 78%-100%-
Criterion-referenced target percentage89%
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 achievement04-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total7.310.3-
Percentage of possible points 71%-
Criterion-referenced target percentage71%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 82

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 492.9 498.5 5.6 494.4 1984Exceeded Target
Lowest Performing 468.5 479.2 10.7 474.0 304Exceeded Target
High needs 488.9 495.7 6.8 490.7 1394Exceeded Target
Econ. Disadvantaged 492.3 494.1 1.8 493.6 903Met Target
EL and Former EL 489.2 496.0 6.8 490.5 774Exceeded Target
Students w/ disabilities 476.2 485.1 8.9 478.0 224Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 20--
Hispanic/Latino 488.4 494.7 6.3 489.9 434Exceeded Target
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 494.2 500.5 6.3 495.9 984Exceeded 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 490.6 496.8 6.2 492.1 1974Exceeded Target
Lowest Performing 462.2 476.2 14.0 465.2 304Exceeded Target
High needs 485.9 493.3 7.4 487.5 1394Exceeded Target
Econ. Disadvantaged 486.8 488.0 1.2 487.8 903Met Target
EL and Former EL 490.4 495.8 5.4 491.9 774Exceeded Target
Students w/ disabilities 470.6 479.5 8.9 472.4 224Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 20--
Hispanic/Latino 485.1 489.4 4.3 486.7 434Exceeded Target
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 492.8 500.7 7.9 494.5 984Exceeded 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 76.8 75.5 -1.3 79.5 481No Change
Lowest Performing-------
High needs 76.0 69.1 -6.9 79.4 340Declined
Econ. Disadvantaged---- 25--
EL and Former EL---- 15--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 71.9 79.2 7.3 74.7 244Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.2 50.0 1383Met Target
Lowest Performing 61.1 50.0 284Exceeded Target
High needs 57.2 50.0 993Met Target
Econ. Disadvantaged 54.0 50.0 633Met Target
EL and Former EL 57.6 50.0 483Met Target
Students w/ disabilities-- 18--
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 16--
Hispanic/Latino 61.2 50.0 304Exceeded Target
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 59.9 50.0 683Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 72.9 50.0 1404Exceeded Target
Lowest Performing 67.4 50.0 284Exceeded Target
High needs 70.0 50.0 1014Exceeded Target
Econ. Disadvantaged 64.3 50.0 654Exceeded Target
EL and Former EL 71.9 50.0 494Exceeded Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 16--
Hispanic/Latino 66.2 50.0 314Exceeded Target
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 76.5 50.0 684Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 50.7 75.0 24.3 62.8 644Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 50.7 75.0 24.3 62.8 644Exceeded 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 4.1 3.3 0.8 2.8 3023Met Target
Lowest Performing 6.5 0.0 6.5 2.6 304Exceeded Target
High needs 4.6 3.3 1.3 2.3 2103Met Target
Econ. Disadvantaged 7.7 5.7 2.0 4.6 1222Improved Below Target
EL and Former EL 2.6 0.8 1.8 0.0 1204Exceeded Target
Students w/ disabilities 10.7 0.0 10.7 6.9 294Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 30--
Afr. Amer./Black---- 36--
Hispanic/Latino 8.3 3.1 5.2 4.6 654Exceeded Target
Multi-race, Non-Hisp./Lat.---- 36--
Nat. Haw. or Pacif. Isl.-------
White 1.3 3.0 -1.7 0.0 1353Met 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 214 21299Yes 1 214 21199Yes 1 53 53100Yes 1
Lowest Performing---------------
High needs 154 15299Yes 1 154 15299Yes 1 39 39100Yes 1
Econ. Disadvantaged 103 10299Yes 1 103 10198Yes 1 30 30100Yes 1
EL and Former EL 87 8598Yes 1 87 8598Yes 1 19----
Students w/ disabilities 23 23100Yes 1 23 23100Yes 1 4----
Amer. Ind. or Alaska Nat.---------------
Asian 17---- 17---- 4----
Afr. Amer./Black 27 2696Yes 1 27 2595Yes 2 10----
Hispanic/Latino 45 45100Yes 1 45 45100Yes 1 8----
Multi-race, Non-Hisp./Lat. 25 25100Yes 1 25 2496Yes 1 6----
Nat. Haw. or Pacif. Isl.---------------
White 100 9999Yes 1 100 100100Yes 1 25 25100Yes 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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