Massachusetts School and District Profiles

Ayer Shirley Regional High School

Districts
Schools

2019

2019 Official Accountability Report - Ayer Shirley Regional High School

Organization Information

DISTRICT NAME
Ayer Shirley School District (06160000)

TITLE I STATUS
Title I School

SCHOOL
Ayer Shirley Regional High School (06160505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
37% - Moderate progress toward targets	39

OVERALL RESULTS
SUBGROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2018	2019
Annual criterion-referenced target percentage	45%	31%
Weight	40%	60%
Cumulative criterion-referenced target percentage (2018 x 40%) + (2019 x 60%)	37%
	Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	2	4	-
	Mathematics achievement	1	4	-	0	4	-
	Science achievement	1	4	-	1	4	-
	Achievement total	3	12	47.5	3	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	1	4	-
	Growth total	6	8	22.5	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	2	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	2	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	2	4	10.0
Weighted total		3.6	10.7	-	2.9	10.3	-
Percentage of possible points		34%		-	28%		-
2019 Annual criterion-referenced target percentage		31%

2018 Points awarded

2018 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	0	4	-
	Mathematics achievement	1	4	-	0	4	-
	Science achievement	1	4	-	3	4	-
	Achievement total	6	12	47.5	3	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	1	4	-
	Growth total	5	8	22.5	3	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		6.4	10.7	-	3.1	10.3	-
Percentage of possible points		60%		-	30%		-
2018 Annual criterion-referenced target percentage		45%

Overall progress toward improvement targets

	2018	2019
Annual criterion-referenced target percentage	50%	12%
Weight	40%	60%
Cumulative criterion-referenced target percentage (2018 x 40%) + (2019 x 60%)	27%
	Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator		High needs Subgroup (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	0	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		1.3	10.7	-
Percentage of possible points		12%		-
2019 Annual criterion-referenced target percentage		12%

2018 Points awarded

2018 Progress toward improvement targets
Indicator		High needs Subgroup (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	4	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		5.3	10.7	-
Percentage of possible points		50%		-
2018 Annual criterion-referenced target percentage		50%

Subgroup percentile

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

Detailed data for each indicator

English language arts achievement - MCAS Composite Performance Index (CPI) - High school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	98.0	96.9	-1.1	99.5	89	1	No Change
Lowest Performing	94.3	95.7	1.4	97.1	23	2	Improved Below Target
High needs	95.4	90.0	-5.4	97.5	25	0	Declined
Econ. Disadvantaged	-	-	-	-	19	-	-
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	-	-	-	-	13	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Afr. Amer./Black	-	-	-	-	3	-	-
Hispanic/Latino	-	-	-	-	10	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	14	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	98.0	97.4	-0.6	99.6	58	1	No Change

Mathematics achievement - MCAS Composite Performance Index (CPI) - High school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	92.2	89.8	-2.4	94.0	88	1	No Change
Lowest Performing	75.0	68.5	-6.5	79.1	23	0	Declined
High needs	82.2	66.7	-15.5	84.8	24	0	Declined
Econ. Disadvantaged	-	-	-	-	18	-	-
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	-	-	-	-	13	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Afr. Amer./Black	-	-	-	-	2	-	-
Hispanic/Latino	-	-	-	-	10	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	14	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	92.0	94.4	2.4	94.0	58	3	Met Target

Science achievement - MCAS Composite Performance Index (CPI) - High school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	92.7	92.0	-0.7	94.6	87	1	No Change
Lowest Performing	76.1	73.9	-2.2	79.3	23	1	No Change
High needs	85.5	79.2	-6.3	87.9	24	0	Declined
Econ. Disadvantaged	-	-	-	-	19	-	-
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	-	-	-	-	12	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Afr. Amer./Black	-	-	-	-	3	-	-
Hispanic/Latino	-	-	-	-	10	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	13	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	93.8	94.7	0.9	95.6	57	3	Met Target

English language arts growth - High school
About the Data
Group	2019 Mean SGP	N	Points	Reason
All Students	51.3	82	3	Typical Growth - High
Lowest Performing	41.6	20	2	Typical Growth - Low
High needs	47.4	22	2	Typical Growth - Low
Econ. Disadvantaged	-	18	-	-
EL and Former EL	-	3	-	-
Students w/ disabilities	-	12	-	-
Amer. Ind. or Alaska Nat.	-	2	-	-
Asian	-	2	-	-
Afr. Amer./Black	-	2	-	-
Hispanic/Latino	-	9	-	-
Multi-race, Non-Hisp./Lat.	-	11	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-
White	53.7	56	3	Typical Growth - High

Mathematics growth - High school
About the Data
Group	2019 Mean SGP	N	Points	Reason
All Students	54.5	82	3	Typical Growth - High
Lowest Performing	35.4	20	1	Low Growth
High needs	41.0	21	2	Typical Growth - Low
Econ. Disadvantaged	-	17	-	-
EL and Former EL	-	3	-	-
Students w/ disabilities	-	12	-	-
Amer. Ind. or Alaska Nat.	-	2	-	-
Asian	-	2	-	-
Afr. Amer./Black	-	1	-	-
Hispanic/Latino	-	9	-	-
Multi-race, Non-Hisp./Lat.	-	11	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-
White	61.4	57	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.9	91.3	-1.6	95.0	92	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	87.5	80.5	-7.0	91.4	41	0	Declined
Econ. Disadvantaged	-	-	-	-	28	-	-
EL and Former EL	-	-	-	-	3	-	-
Students w/ disabilities	-	-	-	-	27	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Afr. Amer./Black	-	-	-	-	10	-	-
Hispanic/Latino	-	-	-	-	6	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	7	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	96.6	92.5	-4.1	99.1	67	0	Declined

Extended engagement rate - High school
About the Data
Group	2016 Rate (%)	2017 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.3	94.1	0.8	95.2	85	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High needs	90.9	89.6	-1.3	94.2	48	0	Declined
Econ. Disadvantaged	-	-	-	-	38	-	-
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	-	-	-	-	25	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Afr. Amer./Black	-	-	-	-	9	-	-
Hispanic/Latino	-	-	-	-	12	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	4	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	93.5	98.3	4.8	95.3	59	4	Exceeded Target

Annual dropout rate - High school
About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.2	2.0	0.8	1.1	409	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	2.6	3.6	1.0	2.3	140	0	Declined
Econ. Disadvantaged	-	-	-	-	93	-	-
EL and Former EL	-	-	-	-	8	-	-
Students w/ disabilities	-	-	-	-	58	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	4	-	-
Asian	-	-	-	-	9	-	-
Afr. Amer./Black	-	-	-	-	30	-	-
Hispanic/Latino	-	-	-	-	39	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	34	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	1.0	2.4	1.4	1.0	293	0	Declined

Progress toward attaining English language proficiency - High school
About the Data
Group	2018 Rate (%)	2019 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 - High school
About the Data
Group	2018 Rate (%)	2019 Rate (%)	Change	Target	N	Points	Reason
All Students	14.8	17.3	2.5	12.5	393	0	Declined
Lowest Performing	22.7	21.7	-1.0	16.9	23	2	Improved Below Target
High needs	24.5	29.9	5.4	20.7	134	0	Declined
Econ. Disadvantaged	-	-	-	-	84	-	-
EL and Former EL	-	-	-	-	20	-	-
Students w/ disabilities	-	-	-	-	52	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	8	-	-
Asian	-	-	-	-	9	-	-
Afr. Amer./Black	-	-	-	-	21	-	-
Hispanic/Latino	-	-	-	-	39	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	37	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	14.6	17.6	3.0	12.1	278	0	Declined

Advanced coursework completion - High school
About the Data
Group	2018 Rate (%)	2019 Rate (%)	Change	Target	N	Points	Reason
All Students	56.9	64.6	7.7	63.4	206	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High needs	32.9	43.5	10.6	40.3	69	4	Exceeded Target
Econ. Disadvantaged	-	-	-	-	51	-	-
EL and Former EL	-	-	-	-	13	-	-
Students w/ disabilities	-	-	-	-	19	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	3	-	-
Asian	-	-	-	-	5	-	-
Afr. Amer./Black	-	-	-	-	13	-	-
Hispanic/Latino	-	-	-	-	18	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	17	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	59.9	65.3	5.4	66.4	150	2	Improved Below Target

Assessment participation - All students
About the Data
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	91	91	100	Yes	1	90	89	99	Yes	1	90	90	100	Yes	1

Assessment participation - Subgroups
About the Data
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High needs	26	26	25	24	25	25	76	75	99	Yes	1
Econ. Disadvantaged	19	19	19	18	19	19	57	-	-	-	-
EL and Former EL	4	4	4	4	4	4	12	-	-	-	-
Students w/ disabilities	14	14	13	13	13	13	40	-	-	-	-
Amer. Ind. or Alaska Nat.	2	2	2	2	2	2	6	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Afr. Amer./Black	3	3	3	2	3	3	9	-	-	-	-
Hispanic/Latino	10	10	10	10	10	10	30	-	-	-	-
Multi-race, Non-Hisp./Lat.	14	14	14	14	14	14	42	-	-	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-	-	-	-	-
White	60	60	59	59	59	59	178	178	100	Yes	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 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

Glossary of 2019 Accountability Terms