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Raynham Middle School

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2018 Official Accountability Report - Raynham Middle School

Organization Information
DISTRICT NAME
Bridgewater-Raynham (06250000)
TITLE I STATUS
Non-Title I School
SCHOOL
Raynham Middle School (06250315)
GRADES SERVED
05,06,07,08
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 achievement44-24-
Mathematics achievement14-44-
Science achievement34----
Achievement total81267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.810.3-5.67.6-
Percentage of possible points 66%-74%-
Criterion-referenced target percentage70%
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 achievement44-
Mathematics achievement34-
Science achievement34-
Achievement total101267.5
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 total7.910.3-
Percentage of possible points 77%-
Criterion-referenced target percentage77%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 57

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 498.7 504.0 5.3 500.2 6504Exceeded Target
Lowest Performing 478.9 482.4 3.5 483.6 1132Improved Below Target
High needs 487.4 492.2 4.8 489.0 1874Exceeded Target
Econ. Disadvantaged 491.4 497.9 6.5 492.8 1194Exceeded Target
EL and Former EL 495.3 493.6 -1.7 497.3 240Declined
Students w/ disabilities 477.5 480.4 2.9 479.2 914Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black---- 21--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat. 501.9 505.1 3.2 503.5 284Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 498.6 503.9 5.3 500.2 5844Exceeded 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 503.3 503.1 -0.2 504.7 6501No Change
Lowest Performing 482.2 487.4 5.2 485.8 1134Exceeded Target
High needs 491.6 492.8 1.2 493.3 1873Met Target
Econ. Disadvantaged 494.3 496.9 2.6 495.4 1194Exceeded Target
EL and Former EL 500.0 493.8 -6.2 502.2 240Declined
Students w/ disabilities 481.7 483.2 1.5 483.8 912Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black---- 21--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat. 502.8 505.9 3.1 504.3 284Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 503.4 503.0 -0.4 504.9 5841No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 77.6 79.0 1.4 80.0 3473Met Target
Lowest Performing-------
High needs 63.7 67.0 3.3 66.5 1033Met Target
Econ. Disadvantaged 68.0 73.4 5.4 70.9 634Exceeded Target
EL and Former EL---- 13--
Students w/ disabilities 47.7 53.3 5.6 50.8 464Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 77.6 79.5 1.9 80.0 3173Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.6 50.0 6463Met Target
Lowest Performing 56.1 50.0 1133Met Target
High needs 48.9 50.0 1872Below Target
Econ. Disadvantaged 52.0 50.0 1193Met Target
EL and Former EL 52.9 50.0 243Met Target
Students w/ disabilities 45.5 50.0 912Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 13--
Afr. Amer./Black-- 20--
Hispanic/Latino-- 3--
Multi-race, Non-Hisp./Lat. 55.0 50.0 263Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 51.3 50.0 5833Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.0 50.0 6473Met Target
Lowest Performing 60.1 50.0 1134Exceeded Target
High needs 50.8 50.0 1873Met Target
Econ. Disadvantaged 54.1 50.0 1193Met Target
EL and Former EL 49.4 50.0 242Below Target
Students w/ disabilities 46.5 50.0 912Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 13--
Afr. Amer./Black-- 20--
Hispanic/Latino-- 3--
Multi-race, Non-Hisp./Lat. 59.0 50.0 263Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 52.9 50.0 5843Met 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 1.1 6.9 -5.8 0.0 6800Declined
Lowest Performing 1.7 7.1 -5.4 0.0 1130Declined
High needs 3.0 12.2 -9.2 0.6 1970Declined
Econ. Disadvantaged 4.5 11.8 -7.3 1.0 1100Declined
EL and Former EL 0.0 3.0 -3.0 0.0 333Met Target
Students w/ disabilities 5.2 11.6 -6.4 1.9 950Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 25--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat. 4.0 3.2 0.8 2.9 313Met Target
Nat. Haw. or Pacif. Isl.---- 1--
White 1.0 6.6 -5.6 0.0 6020Declined

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 676 67299Yes 1 677 67399Yes 1 359 35799Yes 1
Lowest Performing---------------
High needs 201 200100Yes 1 201 200100Yes 1 108 10799Yes 1
Econ. Disadvantaged 124 124100Yes 1 124 124100Yes 1 64 64100Yes 1
EL and Former EL 32 32100Yes 1 32 32100Yes 1 15----
Students w/ disabilities 97 9699Yes 1 97 9699Yes 1 49 4898Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 13---- 14---- 5----
Afr. Amer./Black 25 2396Yes 2 25 2396Yes 2 14----
Hispanic/Latino 6---- 6---- 3----
Multi-race, Non-Hisp./Lat. 32 32100Yes 1 32 32100Yes 1 15----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 599 597100Yes 1 599 597100Yes 1 322 322100Yes 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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