Massachusetts School and District Profiles

Raymond J Grey Junior High

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Raymond J Grey Junior High

Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)
TITLE I STATUS
Non-Title I School
SCHOOL
Raymond J Grey Junior High (06000405)
GRADES SERVED
07,08
REGION
Coastal
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 achievement34-24-
Mathematics achievement44-44-
Science achievement34----
Achievement total101267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total8.210.3-5.47.6-
Percentage of possible points 80%-71%-
Criterion-referenced target percentage76%
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 achievement34-
Science achievement04-
Achievement total51267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 total4.510.3-
Percentage of possible points 44%-
Criterion-referenced target percentage44%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 79

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 511.0 511.5 0.5 512.7 9423Met Target
Lowest Performing 491.4 493.0 1.6 495.3 1072Improved Below Target
High needs 495.9 496.2 0.3 497.5 2332Improved Below Target
Econ. Disadvantaged 499.9 495.0 -4.9 501.5 530Declined
EL and Former EL 500.9 497.6 -3.3 502.3 590Declined
Students w/ disabilities 492.3 492.3 0.0 493.6 1591No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian 518.0 520.2 2.2 519.9 3254Exceeded Target
Afr. Amer./Black---- 22--
Hispanic/Latino 504.0 503.5 -0.5 505.4 333Met Target
Multi-race, Non-Hisp./Lat. 514.6 514.7 0.1 516.2 354Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 507.7 507.6 -0.1 509.3 5261No Change

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 520.5 518.5 -2.0 521.7 9374Exceeded Target
Lowest Performing 492.1 495.5 3.4 494.9 1064Exceeded Target
High needs 504.3 501.6 -2.7 505.7 2313Met Target
Econ. Disadvantaged 511.1 500.3 -10.8 512.1 513Met Target
EL and Former EL 513.3 505.7 -7.6 514.9 590Declined
Students w/ disabilities 498.6 496.1 -2.5 500.4 1583Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 533.5 531.7 -1.8 535.9 3254Exceeded Target
Afr. Amer./Black---- 22--
Hispanic/Latino 506.3 506.0 -0.3 508.2 333Met Target
Multi-race, Non-Hisp./Lat. 524.3 518.5 -5.8 525.8 354Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 514.1 512.6 -1.5 515.4 5214Exceeded 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 90.3 88.0 -2.3 92.5 4683Met Target
Lowest Performing-------
High needs 75.3 69.7 -5.6 78.5 1130Declined
Econ. Disadvantaged 73.1 65.4 -7.7 76.0 260Declined
EL and Former EL---- 29--
Students w/ disabilities 73.7 67.2 -6.5 76.6 770Declined
Amer. Ind. or Alaska Nat.-------
Asian 93.3 94.6 1.3 95.2 1584Exceeded Target
Afr. Amer./Black---- 8--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat. 96.4 92.3 -4.1 99.0 264Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 89.7 85.6 -4.1 91.8 2580Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.7 50.0 8963Met Target
Lowest Performing 51.7 50.0 1043Met Target
High needs 49.9 50.0 2092Below Target
Econ. Disadvantaged 50.8 50.0 473Met Target
EL and Former EL 53.2 50.0 483Met Target
Students w/ disabilities 48.8 50.0 1492Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 52.2 50.0 3153Met Target
Afr. Amer./Black-- 19--
Hispanic/Latino 55.7 50.0 263Met Target
Multi-race, Non-Hisp./Lat. 57.2 50.0 333Met Target
Nat. Haw. or Pacif. Isl.-----
White 49.0 50.0 5022Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.5 50.0 8943Met Target
Lowest Performing 52.5 50.0 1063Met Target
High needs 54.5 50.0 2103Met Target
Econ. Disadvantaged 58.0 50.0 453Met Target
EL and Former EL 55.2 50.0 483Met Target
Students w/ disabilities 50.9 50.0 1513Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 62.7 50.0 3154Exceeded Target
Afr. Amer./Black-- 19--
Hispanic/Latino 66.3 50.0 264Exceeded Target
Multi-race, Non-Hisp./Lat. 48.0 50.0 332Below Target
Nat. Haw. or Pacif. Isl.-----
White 54.7 50.0 5003Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 5.0 5.2 -0.2 4.0 9761No Change
Lowest Performing 8.9 13.0 -4.1 5.7 1080Declined
High needs 10.3 11.7 -1.4 8.3 2300Declined
Econ. Disadvantaged 14.6 13.5 1.1 10.4 522Improved Below Target
EL and Former EL 8.9 9.0 -0.1 4.8 671No Change
Students w/ disabilities 10.7 10.6 0.1 8.0 1612Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 2.0 2.7 -0.7 0.0 3344Exceeded Target
Afr. Amer./Black---- 24--
Hispanic/Latino 20.0 10.5 9.5 16.0 384Exceeded Target
Multi-race, Non-Hisp./Lat. 14.0 2.7 11.3 13.0 374Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 4.8 6.8 -2.0 3.7 5420Declined

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 964 95999Yes 1 964 95499Yes 1 480 47599Yes 1
Lowest Performing---------------
High needs 248 24699Yes 1 248 24498Yes 1 120 11898Yes 1
Econ. Disadvantaged 62 62100Yes 1 62 6097Yes 1 31 3097Yes 1
EL and Former EL 64 64100Yes 1 64 64100Yes 1 32 32100Yes 1
Students w/ disabilities 163 16199Yes 1 163 16098Yes 1 78 7799Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 330 329100Yes 1 330 329100Yes 1 159 159100Yes 1
Afr. Amer./Black 24 24100Yes 1 24 24100Yes 1 9----
Hispanic/Latino 37 37100Yes 1 37 37100Yes 1 20 1995Yes 1
Multi-race, Non-Hisp./Lat. 37 3697Yes 1 37 3697Yes 1 26 26100Yes 1
Nat. Haw. or Pacif. Isl.---------------
White 535 53299Yes 1 535 52799Yes 1 266 26298Yes 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