|
|
Overall progress toward improvement targets
| | 2018 | 2019 |
|---|
| Annual criterion-referenced target percentage | 65% | 54% |
| Weight | 40% | 60% |
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%) | 58% |
| Substantial 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 % |
| Achievement | English language arts achievement | 3 | 4 | - | 2 | 4 | - |
| Mathematics achievement | 1 | 4 | - | 4 | 4 | - |
| Science achievement | 0 | 4 | - | - | - | - |
| Achievement total | 4 | 12 | 60.0 | 6 | 8 | 67.5 |
| Growth | English language arts growth | 3 | 4 | - | 3 | 4 | - |
| Mathematics growth | 2 | 4 | - | 3 | 4 | - |
| Growth total | 5 | 8 | 20.0 | 6 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - | - | - | - |
| Extended engagement rate | - | - | - | - | - | - |
| Annual dropout rate | - | - | - | - | - | - |
| High school completion total | - | - | - | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | 0 | 4 | 10.0 | - | - | - |
| Additional indicators | Chronic absenteeism | 1 | 4 | - | 0 | 4 | - |
| Advanced coursework completion | - | - | - | - | - | - |
| Additional indicators total | 1 | 4 | 10.0 | 0 | 4 | 10.0 |
| Weighted total | 3.5 | 9.6 | - | 5.4 | 7.6 | - |
| Percentage of possible points | 37% | - | 71% | - |
| Criterion-referenced target percentage | 54% |
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 % |
| Achievement | English language arts achievement | 3 | 4 | - | 2 | 4 | - |
| Mathematics achievement | 2 | 4 | - | 4 | 4 | - |
| Science achievement | 2 | 4 | - | - | - | - |
| Achievement total | 7 | 12 | 60.0 | 6 | 8 | 67.5 |
| Growth | English language arts growth | 3 | 4 | - | 3 | 4 | - |
| Mathematics growth | 3 | 4 | - | 3 | 4 | - |
| Growth total | 6 | 8 | 20.0 | 6 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - | - | - | - |
| Extended engagement rate | - | - | - | - | - | - |
| Annual dropout rate | - | - | - | - | - | - |
| High school completion total | - | - | - | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | 3 | 4 | 10.0 | - | - | - |
| Additional indicators | Chronic absenteeism | 0 | 4 | - | 0 | 4 | - |
| Advanced coursework completion | - | - | - | - | - | - |
| Additional indicators total | 0 | 4 | 10.0 | 0 | 4 | 10.0 |
| Weighted total | 5.7 | 9.6 | - | 5.4 | 7.6 | - |
| Percentage of possible points | 59% | - | 71% | - |
| Criterion-referenced target percentage | 65% |
Overall progress toward improvement targets
| | 2018 | 2019 |
|---|
| Annual criterion-referenced target percentage | 72% | 28% |
| Weight | 40% | 60% |
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%) | 46% |
| 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 % |
| Achievement | English language arts achievement | 3 | 4 | - |
| Mathematics achievement | 0 | 4 | - |
| Science achievement | 0 | 4 | - |
| Achievement total | 3 | 12 | 67.5 |
| 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 | - | - | - |
| Extended engagement rate | - | - | - |
| Annual dropout rate | - | - | - |
| High school completion total | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | - | - | - |
| Additional indicators | Chronic absenteeism | 0 | 4 | - |
| Advanced coursework completion | - | - | - |
| Additional indicators total | 0 | 4 | 10.0 |
| Weighted total | 2.9 | 10.3 | - |
| Percentage of possible points | 28% | - |
| 2019 Annual criterion-referenced target percentage | 28% |
2018 Points awarded
| 2018 Progress toward improvement targets |
|---|
| Indicator |
High needs Subgroup
(Non-high school grades) |
| Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | 3 | 4 | - |
| Mathematics achievement | 3 | 4 | - |
| Science achievement | 3 | 4 | - |
| Achievement total | 9 | 12 | 67.5 |
| 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 | - | - | - |
| Extended engagement rate | - | - | - |
| Annual dropout rate | - | - | - |
| High school completion total | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | - | - | - |
| Additional indicators | Chronic absenteeism | 0 | 4 | - |
| Advanced coursework completion | - | - | - |
| Additional indicators total | 0 | 4 | 10.0 |
| Weighted total | 7.4 | 10.3 | - |
| Percentage of possible points | 72% | - |
| 2018 Annual criterion-referenced target percentage | 72% |
Subgroup percentile
| This group's overall performance relative to the performance of the same subgroup in schools serving similar grades |
|---|
| 17 |
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 | 492.2 | 493.6 | 1.4 | 494.1 | 1,321 | 3 | Met Target | | Lowest Performing | 463.4 | 465.9 | 2.5 | 468.5 | 204 | 2 | Improved Below Target | | High needs | 483.7 | 485.1 | 1.4 | 485.6 | 842 | 3 | Met Target | | Econ. Disadvantaged | 484.7 | 486.0 | 1.3 | 485.8 | 609 | 3 | Met Target | | EL and Former EL | 479.7 | 482.9 | 3.2 | 481.4 | 459 | 4 | Exceeded Target | | Students w/ disabilities | 472.1 | 471.6 | -0.5 | 474.2 | 241 | 1 | No Change | | Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - | | Asian | 514.0 | 512.0 | -2.0 | 515.3 | 32 | 3 | Met Target | | Afr. Amer./Black | 488.1 | 486.0 | -2.1 | 489.8 | 42 | 0 | Declined | | Hispanic/Latino | 484.5 | 487.3 | 2.8 | 485.9 | 671 | 4 | Exceeded Target | | Multi-race, Non-Hisp./Lat. | 498.2 | 500.5 | 2.3 | 499.5 | 41 | 4 | Exceeded Target | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | 499.6 | 500.5 | 0.9 | 501.1 | 534 | 2 | Improved Below Target |
| Mathematics achievement - MCAS average composite scaled score - Non-high school |
| Group |
2018 Achievement |
2019 Achievement |
Change |
2019 Target |
N |
Points |
Reason |
| All Students | 491.3 | 490.8 | -0.5 | 492.9 | 1,325 | 1 | No Change | | Lowest Performing | 463.8 | 469.7 | 5.9 | 467.5 | 206 | 4 | Exceeded Target | | High needs | 483.5 | 482.9 | -0.6 | 485.5 | 846 | 0 | Declined | | Econ. Disadvantaged | 484.4 | 483.9 | -0.5 | 486.2 | 612 | 1 | No Change | | EL and Former EL | 482.4 | 482.3 | -0.1 | 484.3 | 460 | 1 | No Change | | Students w/ disabilities | 470.5 | 470.6 | 0.1 | 472.8 | 243 | 2 | Improved Below Target | | Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - | | Asian | 514.5 | 511.4 | -3.1 | 516.3 | 32 | 3 | Met Target | | Afr. Amer./Black | 486.0 | 483.4 | -2.6 | 488.0 | 42 | 0 | Declined | | Hispanic/Latino | 485.8 | 485.5 | -0.3 | 487.2 | 674 | 1 | No Change | | Multi-race, Non-Hisp./Lat. | 492.5 | 490.8 | -1.7 | 493.8 | 41 | 0 | Declined | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | 496.5 | 496.9 | 0.4 | 498.3 | 535 | 2 | Improved Below Target |
| Science achievement - MCAS Composite Performance Index (CPI) - Non-high school |
| Group |
2018 Achievement |
2019 Achievement |
Change |
2019 Target |
N |
Points |
Reason |
| All Students | 68.1 | 65.2 | -2.9 | 71.2 | 680 | 0 | Declined | | Lowest Performing | - | - | - | - | - | - | - | | High needs | 58.3 | 54.9 | -3.4 | 61.6 | 413 | 0 | Declined | | Econ. Disadvantaged | 59.9 | 56.7 | -3.2 | 63.0 | 304 | 0 | Declined | | EL and Former EL | 53.1 | 52.5 | -0.6 | 56.2 | 228 | 1 | No Change | | Students w/ disabilities | 42.8 | 38.5 | -4.3 | 46.1 | 111 | 0 | Declined | | Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - | | Asian | - | - | - | - | 22 | - | - | | Afr. Amer./Black | 57.1 | 47.8 | -9.3 | 60.5 | 23 | 0 | Declined | | Hispanic/Latino | 58.6 | 57.7 | -0.9 | 61.6 | 353 | 1 | No Change | | Multi-race, Non-Hisp./Lat. | 75.0 | 68.8 | -6.2 | 77.5 | 20 | 0 | Declined | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | 76.8 | 75.1 | -1.7 | 80.1 | 261 | 1 | No Change |
| English language arts growth - Non-high school |
| Group |
2019 Mean SGP |
N |
Points |
Reason |
| All Students | 51.2 | 1,265 | 3 | Typical Growth - High | | Lowest Performing | 50.7 | 203 | 3 | Typical Growth - High | | High needs | 49.4 | 791 | 2 | Typical Growth - Low | | Econ. Disadvantaged | 49.4 | 570 | 2 | Typical Growth - Low | | EL and Former EL | 51.8 | 426 | 3 | Typical Growth - High | | Students w/ disabilities | 42.7 | 224 | 2 | Typical Growth - Low | | Amer. Ind. or Alaska Nat. | - | 1 | - | - | | Asian | 58.9 | 30 | 3 | Typical Growth - High | | Afr. Amer./Black | 46.6 | 39 | 2 | Typical Growth - Low | | Hispanic/Latino | 50.6 | 630 | 3 | Typical Growth - High | | Multi-race, Non-Hisp./Lat. | 54.9 | 40 | 3 | Typical Growth - High | | Nat. Haw. or Pacif. Isl. | - | - | - | - | | White | 51.5 | 525 | 3 | Typical Growth - High |
| Mathematics growth - Non-high school |
| Group |
2019 Mean SGP |
N |
Points |
Reason |
| All Students | 43.9 | 1,263 | 2 | Typical Growth - Low | | Lowest Performing | 52.5 | 204 | 3 | Typical Growth - High | | High needs | 43.1 | 791 | 2 | Typical Growth - Low | | Econ. Disadvantaged | 43.4 | 568 | 2 | Typical Growth - Low | | EL and Former EL | 42.8 | 426 | 2 | Typical Growth - Low | | Students w/ disabilities | 41.0 | 225 | 2 | Typical Growth - Low | | Amer. Ind. or Alaska Nat. | - | 1 | - | - | | Asian | 47.4 | 30 | 2 | Typical Growth - Low | | Afr. Amer./Black | 41.4 | 39 | 2 | Typical Growth - Low | | Hispanic/Latino | 43.2 | 630 | 2 | Typical Growth - Low | | Multi-race, Non-Hisp./Lat. | 38.1 | 40 | 1 | Low Growth | | Nat. Haw. or Pacif. Isl. | - | - | - | - | | White | 45.2 | 523 | 2 | Typical Growth - Low |
| Progress toward attaining English language proficiency - Non-high school |
| Group |
2018 Rate (%) |
2019 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | 47.7 | 34.4 | -13.3 | 52.9 | 160 | 0 | Declined | | Lowest Performing | - | - | - | - | - | - | - | | High needs | - | - | - | - | - | - | - | | Econ. Disadvantaged | - | - | - | - | - | - | - | | EL and Former EL | 47.7 | 34.4 | -13.3 | 52.9 | 160 | 0 | Declined | | 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 | 11.9 | 12.1 | 0.2 | 9.7 | 1,493 | 1 | No Change | | Lowest Performing | 12.6 | 13.6 | 1.0 | 7.7 | 206 | 0 | Declined | | High needs | 15.5 | 16.8 | 1.3 | 13.0 | 996 | 0 | Declined | | Econ. Disadvantaged | 19.5 | 19.7 | 0.2 | 16.8 | 615 | 1 | No Change | | EL and Former EL | 11.1 | 12.8 | 1.7 | 7.8 | 578 | 0 | Declined | | Students w/ disabilities | 18.3 | 19.0 | 0.7 | 14.0 | 252 | 0 | Declined | | Amer. Ind. or Alaska Nat. | - | - | - | - | 1 | - | - | | Asian | 7.1 | 16.7 | 9.6 | 3.9 | 36 | 0 | Declined | | Afr. Amer./Black | 12.5 | 19.1 | 6.6 | 8.9 | 47 | 0 | Declined | | Hispanic/Latino | 12.1 | 13.0 | 0.9 | 8.3 | 813 | 0 | Declined | | Multi-race, Non-Hisp./Lat. | 23.3 | 18.6 | -4.7 | 21.1 | 43 | 4 | Exceeded Target | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | | White | 10.9 | 9.2 | -1.7 | 8.0 | 553 | 2 | Improved Below 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 | 1,441 | 1,429 | 99 | Yes | 1 | 1,441 | 1,436 | 100 | Yes | 1 | 739 | 735 | 99 | Yes | 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 | 951 | 941 | 952 | 948 | 467 | 464 | 2,370 | 2,353 | 99 | Yes | 1 | | Econ. Disadvantaged | 682 | 675 | 683 | 680 | 342 | 341 | 1,707 | 1,696 | 99 | Yes | 1 | | EL and Former EL | 540 | 537 | 541 | 541 | 265 | 264 | 1,346 | 1,342 | 100 | Yes | 1 | | Students w/ disabilities | 259 | 253 | 259 | 255 | 119 | 118 | 637 | 626 | 98 | Yes | 1 | | Amer. Ind. or Alaska Nat. | 1 | 1 | 1 | 1 | 1 | 1 | 3 | - | - | - | - | | Asian | 35 | 35 | 35 | 35 | 24 | 23 | 94 | 93 | 99 | Yes | 1 | | Afr. Amer./Black | 43 | 43 | 43 | 43 | 24 | 24 | 110 | 110 | 100 | Yes | 1 | | Hispanic/Latino | 769 | 764 | 770 | 770 | 399 | 398 | 1,938 | 1,932 | 100 | Yes | 1 | | Multi-race, Non-Hisp./Lat. | 43 | 42 | 43 | 42 | 20 | 20 | 106 | 104 | 98 | Yes | 1 | | Nat. Haw. or Pacif. Isl. | - | - | - | - | - | - | - | - | - | - | - | | White | 550 | 544 | 549 | 545 | 271 | 269 | 1,370 | 1,358 | 99 | 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.
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| Resources |
|---|
 Interpretive Materials |  Glossary of 2019 Accountability Terms |
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