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Atherton Hough
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2019 Official Accountability Report - Atherton Hough
Organization Information
DISTRICT NAME
Quincy (02430000)		TITLE I STATUS
Non-Title I School
SCHOOL
Atherton Hough (02430040)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
81% - Meeting or exceeding targets58

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage91%74%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		81%
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 achievement34-44-
Mathematics achievement14-44-
Science achievement14----
Achievement total51260.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-44-
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 total0410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.89.6-7.47.6-
Percentage of possible points 50%-97%-
Criterion-referenced target percentage74%

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 achievement44-44-
Science achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-44-
Growth total7822.58822.5
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 total9.010.3-7.27.6-
Percentage of possible points 87%-95%-
Criterion-referenced target percentage91%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage87%30%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		53%
Substantial progress toward 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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.110.3-
Percentage of possible points 30%-
2019 Annual criterion-referenced target percentage30%

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 achievement44-
Science achievement34-
Achievement total111267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
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 total9.010.3-
Percentage of possible points 87%-
2018 Annual criterion-referenced target percentage87%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
73

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 507.4 508.5 1.1 508.4 1333Met Target
Lowest Performing 489.3 494.1 4.8 493.4 224Exceeded Target
High needs 499.5 500.1 0.6 500.7 772Improved Below Target
Econ. Disadvantaged 501.7 502.8 1.1 502.7 443Met Target
EL and Former EL---- 16--
Students w/ disabilities 493.4 492.8 -0.6 494.9 490Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 508.4 509.9 1.5 509.4 1013Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 499.1 499.0 -0.1 500.4 1331No Change
Lowest Performing 483.5 490.5 7.0 487.2 224Exceeded Target
High needs 493.0 491.8 -1.2 494.3 770Declined
Econ. Disadvantaged 493.4 494.5 1.1 494.9 443Met Target
EL and Former EL---- 16--
Students w/ disabilities 489.8 484.8 -5.0 491.9 490Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 499.5 499.4 -0.1 501.0 1011No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 79.2 76.7 -2.5 81.4 451No Change
Lowest Performing-------
High needs 72.8 62.5 -10.3 75.6 220Declined
Econ. Disadvantaged---- 14--
EL and Former EL---- 4--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 82.1 78.6 -3.5 84.4 350Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 62.1 874Exceeded Typical Growth
Lowest Performing 58.7 223Typical Growth - High
High needs 53.9 473Typical Growth - High
Econ. Disadvantaged 56.4 273Typical Growth - High
EL and Former EL- 9--
Students w/ disabilities 47.5 332Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 3--
Hispanic/Latino- 9--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 63.5 684Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.0 873Typical Growth - High
Lowest Performing 65.5 224Exceeded Typical Growth
High needs 53.9 473Typical Growth - High
Econ. Disadvantaged 61.7 274Exceeded Typical Growth
EL and Former EL- 9--
Students w/ disabilities 47.1 332Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 3--
Hispanic/Latino- 9--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 55.8 683Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 47.8 43.8 -4.0 53.0 320Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 32--
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 13.1 8.8 -4.3 11.8 2274Exceeded Target
Lowest Performing 31.8 27.3 -4.5 28.3 224Exceeded Target
High needs 17.5 12.0 -5.5 14.9 1334Exceeded Target
Econ. Disadvantaged 21.3 13.8 -7.5 17.6 654Exceeded Target
EL and Former EL---- 42--
Students w/ disabilities 18.8 14.3 -4.5 15.5 844Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 34--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 14.8 9.4 -5.4 13.4 1604Exceeded Target

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 138 13799Yes 1 138 138100Yes 1 45 45100Yes 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 82 81 82 82 22 22 186 18599Yes1
Econ. Disadvantaged 48 48 48 48 14 14 110 110100Yes1
EL and Former EL 18 17 18 18 4 4 40----
Students w/ disabilities 53 53 53 53 17 17 123 123100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 13 13 13 13 2 2 28----
Afr. Amer./Black 5 5 5 5 2 2 12----
Hispanic/Latino 12 11 12 12 4 4 28----
Multi-race, Non-Hisp./Lat. 4 4 4 4 2 2 10----
Nat. Haw. or Pacif. Isl.-----------
White 104 104 104 104 35 35 243 243100Yes1


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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