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Dighton Middle School
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2019 Official Accountability Report - Dighton Middle School
Organization Information
DISTRICT NAME
Dighton-Rehoboth (06500000)		TITLE I STATUS
Non-Title I School
SCHOOL
Dighton Middle School (06500305)		GRADES SERVED
05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
49% - Moderate progress toward targets46

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage30%61%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		49%
Moderate progress toward 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 achievement34-24-
Mathematics achievement44-24-
Science achievement14----
Achievement total81267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5822.56822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total6.810.3-4.37.6-
Percentage of possible points 66%-57%-
Criterion-referenced target percentage61%

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 achievement24-04-
Mathematics achievement04-24-
Science achievement04----
Achievement total21267.52867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total2.810.3-2.57.6-
Percentage of possible points 27%-33%-
Criterion-referenced target percentage30%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage18%60%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		43%
Moderate 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 achievement34-
Mathematics achievement34-
Science achievement14-
Achievement total71267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total6.210.3-
Percentage of possible points 60%-
2019 Annual criterion-referenced target percentage60%

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 achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total1.910.3-
Percentage of possible points 18%-
2018 Annual criterion-referenced target percentage18%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
44

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 500.2 501.2 1.0 501.2 4113Met Target
Lowest Performing 480.0 483.4 3.4 485.1 712Improved Below Target
High needs 490.9 492.3 1.4 492.3 1293Met Target
Econ. Disadvantaged 495.3 496.8 1.5 496.3 813Met Target
EL and Former EL---- 4--
Students w/ disabilities 483.5 485.7 2.2 485.3 673Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 501.0 502.1 1.1 502.3 3653Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 494.9 499.3 4.4 496.5 4094Exceeded Target
Lowest Performing 479.0 480.5 1.5 482.7 712Improved Below Target
High needs 488.8 490.1 1.3 490.3 1293Met Target
Econ. Disadvantaged 491.8 493.5 1.7 492.9 814Exceeded Target
EL and Former EL---- 4--
Students w/ disabilities 482.9 483.3 0.4 484.7 672Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 496.0 500.4 4.4 497.5 3634Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 76.3 75.4 -0.9 79.0 2071No Change
Lowest Performing-------
High needs 63.6 63.1 -0.5 67.1 631No Change
Econ. Disadvantaged 60.0 69.1 9.1 63.4 384Exceeded Target
EL and Former EL---- 1--
Students w/ disabilities 60.3 54.5 -5.8 63.6 330Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 78.0 76.2 -1.8 80.9 1851No Change

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.7 4102Typical Growth - Low
Lowest Performing 52.5 713Typical Growth - High
High needs 45.7 1292Typical Growth - Low
Econ. Disadvantaged 46.0 812Typical Growth - Low
EL and Former EL- 4--
Students w/ disabilities 47.3 672Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 6--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 17--
Nat. Haw. or Pacif. Isl.----
White 47.2 3642Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 53.5 4083Typical Growth - High
Lowest Performing 51.7 713Typical Growth - High
High needs 50.3 1293Typical Growth - High
Econ. Disadvantaged 50.0 813Typical Growth - High
EL and Former EL- 4--
Students w/ disabilities 49.7 672Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 6--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 17--
Nat. Haw. or Pacif. Isl.----
White 54.2 3623Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
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 - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 6.5 4.7 -1.8 5.0 4233Met Target
Lowest Performing 11.3 9.9 -1.4 6.7 712Improved Below Target
High needs 11.8 9.2 -2.6 9.4 1193Met Target
Econ. Disadvantaged 14.5 9.2 -5.3 11.3 654Exceeded Target
EL and Former EL---- 4--
Students w/ disabilities 12.3 14.0 1.7 8.7 500Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 5.9 4.0 -1.9 4.1 3763Met 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 417 417100Yes 1 417 415100Yes 1 210 209100Yes 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 129 129 129 129 63 63 321 321100Yes1
Econ. Disadvantaged 81 81 81 81 38 38 200 200100Yes1
EL and Former EL 4 4 4 4 1 1 9----
Students w/ disabilities 67 67 67 67 33 33 167 167100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 4 4 4 4 2 2 10----
Afr. Amer./Black 6 6 6 6 3 3 15----
Hispanic/Latino 19 19 19 19 9 9 47----
Multi-race, Non-Hisp./Lat. 17 17 17 17 8 8 42----
Nat. Haw. or Pacif. Isl.-----------
White 371 371 371 369 188 187 930 927100Yes1


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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