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Alexander B Bruce
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2019 Official Accountability Report - Alexander B Bruce
Organization Information
DISTRICT NAME
Lawrence (01490000)		TITLE I STATUS
Title I School
SCHOOL
Alexander B Bruce (01490015)		GRADES SERVED
03,04,05,06,07,08
REGION
Strategic Transformation		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White -High needs
Progress toward improvement targetsAccountability percentile
40% - Moderate progress toward targets4

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage18%55%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		40%
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 achievement24-24-
Mathematics achievement24-44-
Science achievement14----
Achievement total51260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total4.39.6-5.07.6-
Percentage of possible points 45%-66%-
Criterion-referenced target percentage55%

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 achievement04-14-
Mathematics achievement04-04-
Science achievement14----
Achievement total11260.01867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 total2410.0---
Additional indicatorsChronic absenteeism14-24-
Advanced coursework completion------
Additional indicators total1410.02410.0
Weighted total1.79.6-1.37.6-
Percentage of possible points 18%-17%-
Criterion-referenced target percentage18%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage14%46%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		33%
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 achievement24-
Mathematics achievement14-
Science achievement24-
Achievement total51267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.710.3-
Percentage of possible points 46%-
2019 Annual criterion-referenced target percentage46%

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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
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 total1.410.3-
Percentage of possible points 14%-
2018 Annual criterion-referenced target percentage14%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
5

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 486.4 487.0 0.6 488.3 4832Improved Below Target
Lowest Performing 462.1 463.8 1.7 467.2 802Improved Below Target
High needs 485.1 485.4 0.3 487.0 4312Improved Below Target
Econ. Disadvantaged 486.0 485.4 -0.6 487.1 3650Declined
EL and Former EL 482.3 482.8 0.5 484.0 2902Improved Below Target
Students w/ disabilities 469.2 467.4 -1.8 471.3 920Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 4--
Hispanic/Latino 485.8 486.8 1.0 487.2 4453Met Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 491.1 485.5 -5.6 492.6 220Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 486.0 486.2 0.2 487.6 4832Improved Below Target
Lowest Performing 461.7 466.6 4.9 465.4 804Exceeded Target
High needs 484.4 484.2 -0.2 486.4 4311No Change
Econ. Disadvantaged 485.7 484.3 -1.4 487.5 3650Declined
EL and Former EL 481.2 482.2 1.0 483.1 2902Improved Below Target
Students w/ disabilities 467.3 469.0 1.7 469.6 922Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 4--
Hispanic/Latino 485.5 485.9 0.4 486.9 4452Improved Below Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 491.9 486.9 -5.0 493.7 220Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 49.7 47.3 -2.4 52.8 1791No Change
Lowest Performing-------
High needs 46.8 47.0 0.2 50.1 1582Improved Below Target
Econ. Disadvantaged 48.7 46.3 -2.4 51.8 1341No Change
EL and Former EL 40.6 44.7 4.1 43.7 1083Met Target
Students w/ disabilities 30.2 36.4 6.2 33.5 334Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 1--
Hispanic/Latino 49.5 47.6 -1.9 52.5 1651No Change
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 8--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.0 3722Typical Growth - Low
Lowest Performing 41.0 792Typical Growth - Low
High needs 45.3 3282Typical Growth - Low
Econ. Disadvantaged 45.5 2732Typical Growth - Low
EL and Former EL 44.5 2172Typical Growth - Low
Students w/ disabilities 43.3 702Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 10--
Afr. Amer./Black- 4--
Hispanic/Latino 45.6 3382Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 39.1 201Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.9 3722Typical Growth - Low
Lowest Performing 42.6 792Typical Growth - Low
High needs 44.8 3282Typical Growth - Low
Econ. Disadvantaged 44.4 2732Typical Growth - Low
EL and Former EL 43.3 2172Typical Growth - Low
Students w/ disabilities 41.2 702Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 10--
Afr. Amer./Black- 4--
Hispanic/Latino 46.9 3382Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 47.0 202Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 32.9 35.0 2.1 38.3 1802Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 32.9 35.0 2.1 38.3 1802Improved Below 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 21.8 19.2 -2.6 19.6 5563Met Target
Lowest Performing 21.3 22.5 1.2 16.4 800Declined
High needs 23.9 20.6 -3.3 21.4 5054Exceeded Target
Econ. Disadvantaged 26.3 22.0 -4.3 23.6 3774Exceeded Target
EL and Former EL 21.3 19.4 -1.9 18.0 3552Improved Below Target
Students w/ disabilities 31.6 30.3 -1.3 27.3 992Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 4--
Hispanic/Latino 22.5 19.9 -2.6 18.7 5172Improved Below Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 14.3 17.4 3.1 11.4 230Declined

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 559 559100Yes 1 559 559100Yes 1 203 203100Yes 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 507 507 507 507 182 182 1,196 1,196100Yes1
Econ. Disadvantaged 429 429 429 429 155 155 1,013 1,013100Yes1
EL and Former EL 351 351 351 351 125 125 827 827100Yes1
Students w/ disabilities 104 104 104 104 34 34 242 242100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 11 11 11 11 5 5 27----
Afr. Amer./Black 4 4 4 4 1 1 9----
Hispanic/Latino 519 519 519 519 188 188 1,226 1,226100Yes1
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 24 24 24 24 9 9 57 57100Yes1


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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