Massachusetts School and District Profiles

Paul Revere
Districts Schools
Select an Org
View Previous Year
2019
View Next Year
print page

2019 Official Accountability Report - Paul Revere
Organization Information
DISTRICT NAME
Revere (02480000)		TITLE I STATUS
Title I School
SCHOOL
Paul Revere (02480050)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
46% - Moderate progress toward targets56

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage76%25%
Weight40%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 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 achievement04-24-
Mathematics achievement04-14-
Science achievement14----
Achievement total11260.03867.5
GrowthEnglish language arts growth24-34-
Mathematics growth14-14-
Growth total3820.04822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.29.6-2.97.6-
Percentage of possible points 13%-38%-
Criterion-referenced target percentage25%

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 achievement34-44-
Mathematics achievement34-24-
Science achievement44----
Achievement total101260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total7.59.6-5.67.6-
Percentage of possible points 78%-74%-
Criterion-referenced target percentage76%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage77%34%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		51%
Substantial 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 achievement14-
Mathematics achievement04-
Science achievement34-
Achievement total41267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.510.3-
Percentage of possible points 34%-
2019 Annual criterion-referenced target percentage34%

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 achievement34-
Science achievement44-
Achievement total101267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.910.3-
Percentage of possible points 77%-
2018 Annual criterion-referenced target percentage77%

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 504.4 502.9 -1.5 505.4 2360Declined
Lowest Performing 482.7 486.1 3.4 486.8 342Improved Below Target
High needs 500.8 500.3 -0.5 502.0 1721No Change
Econ. Disadvantaged 502.4 500.9 -1.5 503.4 1340Declined
EL and Former EL 498.4 499.7 1.3 499.8 893Met Target
Students w/ disabilities 489.4 486.4 -3.0 490.9 470Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 7--
Hispanic/Latino 499.4 500.0 0.6 500.4 1023Met Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 509.1 505.6 -3.5 510.1 1060Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 502.7 497.0 -5.7 504.0 2340Declined
Lowest Performing 479.2 478.9 -0.3 482.9 341No Change
High needs 498.2 493.1 -5.1 499.5 1700Declined
Econ. Disadvantaged 499.7 494.6 -5.1 501.2 1330Declined
EL and Former EL 495.4 492.6 -2.8 496.9 880Declined
Students w/ disabilities 484.6 475.7 -8.9 486.7 470Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 7--
Hispanic/Latino 497.5 493.6 -3.9 498.9 1010Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 508.5 500.4 -8.1 510.0 1050Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 84.6 83.1 -1.5 86.8 831No Change
Lowest Performing-------
High needs 78.5 77.2 -1.3 81.3 563Met Target
Econ. Disadvantaged 79.2 78.9 -0.3 82.0 453Met Target
EL and Former EL 76.1 75.0 -1.1 79.0 253Met Target
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino 77.3 77.5 0.2 81.0 303Met Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 94.6 85.8 -8.8 96.9 443Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.8 1542Typical Growth - Low
Lowest Performing 50.8 343Typical Growth - High
High needs 48.6 1142Typical Growth - Low
Econ. Disadvantaged 48.6 912Typical Growth - Low
EL and Former EL 49.4 592Typical Growth - Low
Students w/ disabilities 43.7 322Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 8--
Afr. Amer./Black- 6--
Hispanic/Latino 51.2 683Typical Growth - High
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 49.0 672Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.3 1531Low Growth
Lowest Performing 38.5 341Low Growth
High needs 38.1 1131Low Growth
Econ. Disadvantaged 40.2 902Typical Growth - Low
EL and Former EL 39.0 591Low Growth
Students w/ disabilities 37.3 321Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 8--
Afr. Amer./Black- 6--
Hispanic/Latino 38.5 671Low Growth
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 38.8 671Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 80.8 66.7 -14.1 84.8 870Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 80.8 66.7 -14.1 84.8 870Declined
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 4.5 5.8 1.3 3.2 4110Declined
Lowest Performing 0.0 5.9 5.9 0.0 340Declined
High needs 6.0 6.5 0.5 3.4 3061No Change
Econ. Disadvantaged 6.9 7.7 0.8 3.2 2080Declined
EL and Former EL 4.4 5.8 1.4 1.4 1720Declined
Students w/ disabilities 2.7 9.0 6.3 0.0 780Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 29--
Afr. Amer./Black---- 15--
Hispanic/Latino 4.3 6.9 2.6 0.6 1740Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 5.1 4.4 -0.7 3.7 1802Improved 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 247 247100Yes 1 245 245100Yes 1 84 84100Yes 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 183 183 181 181 57 57 421 421100Yes1
Econ. Disadvantaged 143 143 142 142 46 46 331 331100Yes1
EL and Former EL 98 98 97 97 26 26 221 221100Yes1
Students w/ disabilities 47 47 47 47 16 16 110 110100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 15 15 15 15 4 4 34----
Afr. Amer./Black 7 7 7 7 3 3 17----
Hispanic/Latino 110 110 109 109 31 31 250 250100Yes1
Multi-race, Non-Hisp./Lat. 7 7 7 7 2 2 16----
Nat. Haw. or Pacif. Isl.-----------
White 108 108 107 107 44 44 259 259100Yes1


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

School and District Profiles