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John Avery Parker
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2019 Official Accountability Report - John Avery Parker
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
John Avery Parker (02010115)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Strategic Transformation		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of broad/comprehensive support
Chronically underperforming school
Progress toward improvement targetsAccountability percentile
79% - Meeting or exceeding targets27

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage70%86%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		79%
Meeting or exceeding targets

2019 Points awarded

2019 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 achievement44-44-
Science achievement44----
Achievement total121260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7820.07822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total9.49.6-5.67.6-
Percentage of possible points 98%-74%-
Criterion-referenced target percentage86%

2018 Points awarded

2018 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 achievement34-24-
Science achievement44----
Achievement total111260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-04-
Growth total3820.02822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total7.39.6-4.97.6-
Percentage of possible points 76%-64%-
Criterion-referenced target percentage70%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage72%97%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		87%
Meeting or exceeding targets

2019 Points awarded

2019 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 achievement44-
Achievement total121267.5
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 total10.010.3-
Percentage of possible points 97%-
2019 Annual criterion-referenced target percentage97%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement24-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total7.410.3-
Percentage of possible points 72%-
2018 Annual criterion-referenced target percentage72%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
43

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 490.3 497.2 6.9 492.2 954Exceeded Target
Lowest Performing 482.9 486.6 3.7 488.0 202Improved Below Target
High needs 489.3 496.0 6.7 491.2 864Exceeded Target
Econ. Disadvantaged 489.4 497.1 7.7 490.5 744Exceeded Target
EL and Former EL 486.8 493.6 6.8 488.5 354Exceeded Target
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 14--
Hispanic/Latino 489.0 494.3 5.3 490.4 314Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 492.9 500.4 7.5 494.4 404Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 482.5 494.6 12.1 484.1 954Exceeded Target
Lowest Performing 467.7 480.5 12.8 471.4 204Exceeded Target
High needs 481.4 492.9 11.5 483.4 864Exceeded Target
Econ. Disadvantaged 481.1 494.5 13.4 482.9 744Exceeded Target
EL and Former EL 482.2 492.3 10.1 484.1 354Exceeded Target
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 14--
Hispanic/Latino 482.3 491.8 9.5 483.7 314Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 486.9 499.5 12.6 488.7 404Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 54.1 68.0 13.9 57.2 324Exceeded Target
Lowest Performing-------
High needs 51.5 66.7 15.2 54.8 304Exceeded Target
Econ. Disadvantaged 51.6 67.7 16.1 54.7 244Exceeded Target
EL and Former EL---- 13--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 54.6 553Typical Growth - High
Lowest Performing 50.4 203Typical Growth - High
High needs 54.6 503Typical Growth - High
Econ. Disadvantaged 55.2 423Typical Growth - High
EL and Former EL- 19--
Students w/ disabilities- 12--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 7--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 60.5 244Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 64.3 554Exceeded Typical Growth
Lowest Performing 63.8 204Exceeded Typical Growth
High needs 63.5 504Exceeded Typical Growth
Econ. Disadvantaged 64.5 424Exceeded Typical Growth
EL and Former EL- 19--
Students w/ disabilities- 12--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 7--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 67.1 244Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 62.5 79.6 17.1 64.7 494Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.5 79.6 17.1 64.7 494Exceeded 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 15.7 12.6 -3.1 13.5 1824Exceeded Target
Lowest Performing 5.0 10.0 5.0 0.1 200Declined
High needs 15.7 13.6 -2.1 13.2 1623Met Target
Econ. Disadvantaged 19.3 15.2 -4.1 16.6 1324Exceeded Target
EL and Former EL 14.3 11.1 -3.2 11.0 723Met Target
Students w/ disabilities---- 28--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 27--
Hispanic/Latino 24.4 13.1 -11.3 20.6 614Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.---- 1--
White 11.8 15.3 3.5 8.9 720Declined

Assessment participation - All students
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 109 109100Yes 1 110 110100Yes 1 37 37100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 100 100 101 101 35 35 236 236100Yes1
Econ. Disadvantaged 87 87 88 88 29 29 204 204100Yes1
EL and Former EL 45 45 45 45 16 16 106 106100Yes1
Students w/ disabilities 18 18 18 18 9 9 45----
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian-----------
Afr. Amer./Black 17 17 17 17 5 5 39----
Hispanic/Latino 36 36 36 36 13 13 85 85100Yes1
Multi-race, Non-Hisp./Lat. 9 9 9 9 3 3 21----
Nat. Haw. or Pacif. Isl. 1 1 1 1 1 1 3----
White 45 45 46 46 15 15 106 106100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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