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Tatnuck

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2018 Official Accountability Report - Tatnuck

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Tatnuck (03480230)
GRADES SERVED
PK,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 achievement04----
Achievement total81260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-34-
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.49.6-6.87.6-
Percentage of possible points 67%-89%-
Criterion-referenced target percentage78%
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.010.3-
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 86

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 492.8 498.3 5.5 494.3 1924Exceeded Target
Lowest Performing 471.5 479.5 8.0 477.0 334Exceeded Target
High needs 490.4 496.2 5.8 492.2 1474Exceeded Target
Econ. Disadvantaged 490.5 494.6 4.1 491.8 1114Exceeded Target
EL and Former EL 494.9 500.7 5.8 496.2 794Exceeded Target
Students w/ disabilities 476.7 479.8 3.1 478.5 304Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 493.2 494.7 1.5 494.8 473Met Target
Hispanic/Latino 491.6 492.3 0.7 493.1 312Improved Below Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 492.3 499.9 7.6 494.0 874Exceeded 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 491.7 496.6 4.9 493.2 1924Exceeded Target
Lowest Performing 471.6 479.2 7.6 474.6 334Exceeded Target
High needs 490.2 494.7 4.5 491.8 1474Exceeded Target
Econ. Disadvantaged 488.9 492.7 3.8 489.9 1114Exceeded Target
EL and Former EL 496.2 498.3 2.1 497.7 794Exceeded Target
Students w/ disabilities 478.8 475.9 -2.9 480.6 300Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 492.3 494.8 2.5 494.6 473Met Target
Hispanic/Latino 491.0 489.2 -1.8 492.6 310Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 489.7 497.6 7.9 491.4 874Exceeded 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 86.9 81.0 -5.9 89.6 460Declined
Lowest Performing-------
High needs 85.3 77.3 -8.0 88.7 320Declined
Econ. Disadvantaged 82.3 72.1 -10.2 86.1 260Declined
EL and Former EL---- 18--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 22--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.2 50.0 1353Met Target
Lowest Performing 57.2 50.0 333Met Target
High needs 53.8 50.0 1033Met Target
Econ. Disadvantaged 51.7 50.0 763Met Target
EL and Former EL 59.8 50.0 523Met Target
Students w/ disabilities 52.2 50.0 213Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black 51.3 50.0 323Met Target
Hispanic/Latino 46.3 50.0 222Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 58.2 50.0 613Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 69.6 50.0 1354Exceeded Target
Lowest Performing 58.2 50.0 333Met Target
High needs 69.0 50.0 1034Exceeded Target
Econ. Disadvantaged 68.0 50.0 764Exceeded Target
EL and Former EL 67.2 50.0 524Exceeded Target
Students w/ disabilities 55.9 50.0 213Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black 67.5 50.0 324Exceeded Target
Hispanic/Latino 59.2 50.0 223Met Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 74.1 50.0 614Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 68.6 68.4 -0.2 70.2 792Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 68.6 68.4 -0.2 70.2 792Improved Below 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 3.5 5.3 -1.8 2.2 3190Declined
Lowest Performing 6.1 9.1 -3.0 2.2 330Declined
High needs 4.5 6.6 -2.1 2.2 2420Declined
Econ. Disadvantaged 6.7 9.0 -2.3 3.6 1560Declined
EL and Former EL 3.4 3.2 0.2 0.7 1573Met Target
Students w/ disabilities 10.6 4.4 6.2 6.8 454Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 22--
Afr. Amer./Black 3.1 1.4 1.7 0.0 704Exceeded Target
Hispanic/Latino 6.6 6.9 -0.3 2.9 721No Change
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 2.1 7.3 -5.2 0.4 1370Declined

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 209 209100Yes 1 209 209100Yes 1 51 51100Yes 1
Lowest Performing---------------
High needs 162 162100Yes 1 162 162100Yes 1 36 36100Yes 1
Econ. Disadvantaged 123 123100Yes 1 123 123100Yes 1 30 30100Yes 1
EL and Former EL 90 90100Yes 1 90 90100Yes 1 21 21100Yes 1
Students w/ disabilities 33 33100Yes 1 33 33100Yes 1 4----
Amer. Ind. or Alaska Nat.---------------
Asian 16---- 16---- 5----
Afr. Amer./Black 52 52100Yes 1 52 52100Yes 1 11----
Hispanic/Latino 40 40100Yes 1 40 40100Yes 1 10----
Multi-race, Non-Hisp./Lat. 12---- 12---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 89 89100Yes 1 89 89100Yes 1 22 22100Yes 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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