Massachusetts School and District Profiles

Vernon Hill School

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Vernon Hill School

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Vernon Hill School (03480280)
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 achievement24-24-
Mathematics achievement14-24-
Science achievement44----
Achievement total71260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 total5.29.6-3.47.6-
Percentage of possible points 54%-45%-
Criterion-referenced target percentage50%
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 achievement14-
Science achievement44-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total5.610.3-
Percentage of possible points 54%-
Criterion-referenced target percentage54%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 15

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 487.4 487.8 0.4 489.4 2542Improved Below Target
Lowest Performing 462.2 465.9 3.7 467.5 342Improved Below Target
High needs 486.1 486.3 0.2 488.1 2352Improved Below Target
Econ. Disadvantaged 486.3 485.9 -0.4 487.9 1891No Change
EL and Former EL 487.2 488.2 1.0 488.8 1242Improved Below Target
Students w/ disabilities 467.2 469.2 2.0 469.0 653Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black 486.9 489.6 2.7 488.5 524Exceeded Target
Hispanic/Latino 483.8 484.7 0.9 485.5 1172Improved Below Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 490.4 491.6 1.2 492.5 592Improved Below 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 482.4 482.3 -0.1 484.2 2521No Change
Lowest Performing 457.8 460.4 2.6 461.1 342Improved Below Target
High needs 481.6 481.2 -0.4 483.5 2331No Change
Econ. Disadvantaged 481.0 480.5 -0.5 482.4 1881No Change
EL and Former EL 484.0 483.3 -0.7 485.8 1220Declined
Students w/ disabilities 463.2 466.4 3.2 465.3 654Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black 482.2 486.1 3.9 484.0 524Exceeded Target
Hispanic/Latino 478.6 479.5 0.9 480.2 1162Improved Below Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 487.3 484.9 -2.4 489.6 580Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 45.7 57.7 12.0 48.6 754Exceeded Target
Lowest Performing-------
High needs 45.0 57.0 12.0 48.1 714Exceeded Target
Econ. Disadvantaged 45.5 57.4 11.9 48.0 544Exceeded Target
EL and Former EL 46.2 56.6 10.4 49.5 384Exceeded Target
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 13--
Hispanic/Latino 42.6 57.6 15.0 45.7 364Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 16--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.1 50.0 1872Below Target
Lowest Performing 41.3 50.0 342Below Target
High needs 48.9 50.0 1722Below Target
Econ. Disadvantaged 48.1 50.0 1372Below Target
EL and Former EL 53.0 50.0 873Met Target
Students w/ disabilities 34.0 50.0 511Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black 45.7 50.0 412Below Target
Hispanic/Latino 50.1 50.0 783Met Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 52.3 50.0 453Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.0 50.0 1862Below Target
Lowest Performing 36.8 50.0 341Below Target
High needs 45.2 50.0 1712Below Target
Econ. Disadvantaged 43.7 50.0 1362Below Target
EL and Former EL 49.1 50.0 862Below Target
Students w/ disabilities 36.9 50.0 511Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black 42.7 50.0 412Below Target
Hispanic/Latino 47.4 50.0 782Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 44.7 50.0 442Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 55.9 56.5 0.6 62.8 1152Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.9 56.5 0.6 62.8 1152Improved 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 11.6 16.2 -4.6 9.7 4260Declined
Lowest Performing 2.8 11.8 -9.0 0.0 340Declined
High needs 12.7 17.4 -4.7 10.4 3910Declined
Econ. Disadvantaged 14.3 20.5 -6.2 11.9 2930Declined
EL and Former EL 8.6 9.8 -1.2 4.9 2240Declined
Students w/ disabilities 19.4 24.0 -4.6 15.1 960Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black 6.7 17.2 -10.5 2.8 870Declined
Hispanic/Latino 13.7 13.9 -0.2 10.3 2011No Change
Multi-race, Non-Hisp./Lat.---- 31--
Nat. Haw. or Pacif. Isl.-------
White 13.8 21.3 -7.5 11.2 940Declined

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 307 30499Yes 1 305 30399Yes 1 91 91100Yes 1
Lowest Performing---------------
High needs 286 28399Yes 1 284 28299Yes 1 86 86100Yes 1
Econ. Disadvantaged 237 23499Yes 1 236 23499Yes 1 67 67100Yes 1
EL and Former EL 155 15298Yes 1 153 15299Yes 1 47 47100Yes 1
Students w/ disabilities 79 7696Yes 1 77 7699Yes 1 20 20100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 8---- 8---- 3----
Afr. Amer./Black 71 71100Yes 1 70 70100Yes 1 19----
Hispanic/Latino 136 13398Yes 1 135 13499Yes 1 39 39100Yes 1
Multi-race, Non-Hisp./Lat. 22 22100Yes 1 22 22100Yes 1 9----
Nat. Haw. or Pacif. Isl.---------------
White 70 70100Yes 1 70 6999Yes 1 21 21100Yes 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

School and District Profiles