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James S Daley Middle School
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2019 Official Accountability Report - James S Daley Middle School
Organization Information
DISTRICT NAME
Lowell (01600000)		TITLE I STATUS
Title I School
SCHOOL
James S Daley Middle School (01600315)		GRADES SERVED
05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage76%83%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		80%
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 growth34-34-
Growth total6820.06822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total8.89.6-5.77.6-
Percentage of possible points 92%-75%-
Criterion-referenced target percentage83%

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 achievement34-24-
Mathematics achievement44-44-
Science achievement24----
Achievement total91260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-44-
Growth total6820.06822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.39.6-5.87.6-
Percentage of possible points 76%-76%-
Criterion-referenced target percentage76%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%85%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		84%
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 achievement34-
Achievement total111267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.810.3-
Percentage of possible points 85%-
2019 Annual criterion-referenced target percentage85%

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 achievement34-
Mathematics achievement44-
Science achievement34-
Achievement total101267.5
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 total8.510.3-
Percentage of possible points 83%-
2018 Annual criterion-referenced target percentage83%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
81

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 499.5 502.7 3.2 500.5 6734Exceeded Target
Lowest Performing 474.9 478.1 3.2 480.0 1152Improved Below Target
High needs 494.8 497.2 2.4 496.2 4424Exceeded Target
Econ. Disadvantaged 494.8 496.1 1.3 495.8 3083Met Target
EL and Former EL 494.4 498.4 4.0 495.4 2364Exceeded Target
Students w/ disabilities 482.0 483.1 1.1 483.8 1322Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 500.2 504.0 3.8 501.5 3144Exceeded Target
Afr. Amer./Black 489.0 488.4 -0.6 490.5 270Declined
Hispanic/Latino 491.4 494.2 2.8 492.5 1254Exceeded Target
Multi-race, Non-Hisp./Lat. 499.0 506.3 7.3 500.3 334Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 506.0 507.9 1.9 507.3 1744Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 501.2 504.9 3.7 502.8 6734Exceeded Target
Lowest Performing 478.8 483.2 4.4 482.5 1154Exceeded Target
High needs 497.0 500.7 3.7 498.5 4414Exceeded Target
Econ. Disadvantaged 495.6 499.2 3.6 496.7 3084Exceeded Target
EL and Former EL 497.8 502.2 4.4 499.7 2354Exceeded Target
Students w/ disabilities 482.5 488.1 5.6 484.3 1324Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 502.9 507.5 4.6 505.0 3154Exceeded Target
Afr. Amer./Black 488.1 492.3 4.2 490.4 274Exceeded Target
Hispanic/Latino 492.5 496.6 4.1 493.9 1244Exceeded Target
Multi-race, Non-Hisp./Lat. 498.4 505.2 6.8 499.7 334Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 507.1 508.0 0.9 508.6 1743Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 67.2 71.7 4.5 69.9 3364Exceeded Target
Lowest Performing-------
High needs 62.0 66.0 4.0 65.5 2163Met Target
Econ. Disadvantaged 62.4 65.0 2.6 65.8 1403Met Target
EL and Former EL 59.0 64.1 5.1 61.6 1154Exceeded Target
Students w/ disabilities 50.9 59.9 9.0 54.2 684Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 67.8 73.6 5.8 71.5 1564Exceeded Target
Afr. Amer./Black---- 16--
Hispanic/Latino 59.5 62.7 3.2 62.4 613Met Target
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 75.3 76.5 1.2 78.2 842Improved Below Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 53.1 6223Typical Growth - High
Lowest Performing 52.9 1153Typical Growth - High
High needs 52.1 3923Typical Growth - High
Econ. Disadvantaged 51.6 2663Typical Growth - High
EL and Former EL 54.1 2163Typical Growth - High
Students w/ disabilities 46.9 892Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian 52.1 3023Typical Growth - High
Afr. Amer./Black 51.3 213Typical Growth - High
Hispanic/Latino 50.2 1033Typical Growth - High
Multi-race, Non-Hisp./Lat. 56.4 323Typical Growth - High
Nat. Haw. or Pacif. Isl.----
White 56.3 1643Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.3 6213Typical Growth - High
Lowest Performing 56.8 1143Typical Growth - High
High needs 58.1 3903Typical Growth - High
Econ. Disadvantaged 56.6 2663Typical Growth - High
EL and Former EL 61.2 2144Exceeded Typical Growth
Students w/ disabilities 53.4 883Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian 60.0 3034Exceeded Typical Growth
Afr. Amer./Black 69.0 214Exceeded Typical Growth
Hispanic/Latino 51.7 1013Typical Growth - High
Multi-race, Non-Hisp./Lat. 61.1 334Exceeded Typical Growth
Nat. Haw. or Pacif. Isl.----
White 53.6 1633Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 46.9 44.4 -2.5 52.1 901No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 46.9 44.4 -2.5 52.1 901No Change
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 4.7 4.9 0.2 3.2 6973Met Target
Lowest Performing 4.3 4.3 0.0 0.0 1153Met Target
High needs 5.3 6.7 1.4 2.9 4610Declined
Econ. Disadvantaged 7.7 9.4 1.7 4.5 2760Declined
EL and Former EL 3.4 3.6 0.2 0.0 2484Exceeded Target
Students w/ disabilities 11.6 10.9 -0.7 8.0 1372Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 1.9 2.5 0.6 0.0 3194Exceeded Target
Afr. Amer./Black 0.0 6.5 6.5 0.0 310Declined
Hispanic/Latino 11.5 12.9 1.4 7.3 1320Declined
Multi-race, Non-Hisp./Lat. 5.7 0.0 -5.7 4.2 344Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 4.7 3.9 -0.8 2.9 1814Exceeded 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 685 682100Yes 1 683 681100Yes 1 344 34099Yes 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 452 451 450 449 222 220 1,124 1,120100Yes1
Econ. Disadvantaged 315 314 315 314 145 143 775 77199Yes1
EL and Former EL 246 245 244 243 120 119 610 607100Yes1
Students w/ disabilities 135 134 135 134 71 70 341 33899Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 319 318 319 319 160 158 798 795100Yes1
Afr. Amer./Black 30 30 29 29 16 16 75 75100Yes1
Hispanic/Latino 128 127 127 126 64 63 319 31699Yes1
Multi-race, Non-Hisp./Lat. 33 33 33 33 19 19 85 85100Yes1
Nat. Haw. or Pacif. Isl.-----------
White 175 174 175 174 85 84 435 43299Yes1


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.


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

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