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Garfield Middle School
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2019 Official Accountability Report - Garfield Middle School
Organization Information
DISTRICT NAME
Revere (02480000)		TITLE I STATUS
Title I School
SCHOOL
Garfield Middle School (02480057)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage37%82%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		64%
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 %
AchievementEnglish language arts achievement44-34-
Mathematics achievement34-44-
Science achievement44----
Achievement total111260.07867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-34-
Growth total5820.05822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total8.29.6-5.97.6-
Percentage of possible points 85%-78%-
Criterion-referenced target percentage82%

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 achievement04-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total01260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.39.6-4.57.6-
Percentage of possible points 14%-59%-
Criterion-referenced target percentage37%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage9%85%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		55%
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 achievement44-
Mathematics achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.910.3-
Percentage of possible points 9%-
2018 Annual criterion-referenced target percentage9%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
32

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 494.4 498.6 4.2 496.3 5194Exceeded Target
Lowest Performing 467.7 473.1 5.4 472.8 743Met Target
High needs 488.4 492.7 4.3 490.3 3634Exceeded Target
Econ. Disadvantaged 490.0 494.3 4.3 491.1 2884Exceeded Target
EL and Former EL 481.0 484.1 3.1 482.7 1814Exceeded Target
Students w/ disabilities 483.3 480.5 -2.8 485.4 480Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 508.5 513.2 4.7 509.8 284Exceeded Target
Afr. Amer./Black---- 17--
Hispanic/Latino 489.7 493.0 3.3 491.1 2894Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 499.9 503.8 3.9 501.4 1774Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 494.6 495.9 1.3 496.2 5193Met Target
Lowest Performing 471.2 475.7 4.5 474.9 744Exceeded Target
High needs 489.4 491.2 1.8 491.4 3633Met Target
Econ. Disadvantaged 490.0 491.9 1.9 491.8 2883Met Target
EL and Former EL 485.0 486.1 1.1 486.9 1812Improved Below Target
Students w/ disabilities 481.1 479.2 -1.9 483.4 480Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 510.1 515.8 5.7 511.9 284Exceeded Target
Afr. Amer./Black---- 17--
Hispanic/Latino 490.8 492.1 1.3 492.2 2893Met Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 498.5 498.1 -0.4 500.3 1771No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 50.5 56.4 5.9 53.6 1654Exceeded Target
Lowest Performing-------
High needs 42.5 48.4 5.9 45.8 1074Exceeded Target
Econ. Disadvantaged 44.8 50.3 5.5 47.9 844Exceeded Target
EL and Former EL 34.6 38.7 4.1 37.7 533Met Target
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black---- 6--
Hispanic/Latino 43.3 52.6 9.3 46.3 884Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 64.3 58.8 -5.5 67.6 570Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.9 4923Typical Growth - High
Lowest Performing 48.3 732Typical Growth - Low
High needs 50.6 3363Typical Growth - High
Econ. Disadvantaged 50.8 2673Typical Growth - High
EL and Former EL 49.7 1582Typical Growth - Low
Students w/ disabilities 46.1 482Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian 59.9 273Typical Growth - High
Afr. Amer./Black- 17--
Hispanic/Latino 48.6 2672Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.----
White 52.4 1733Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.8 4912Typical Growth - Low
Lowest Performing 52.8 723Typical Growth - High
High needs 47.8 3352Typical Growth - Low
Econ. Disadvantaged 46.8 2672Typical Growth - Low
EL and Former EL 47.8 1582Typical Growth - Low
Students w/ disabilities 50.9 473Typical Growth - High
Amer. Ind. or Alaska Nat.- 1--
Asian 64.0 274Exceeded Typical Growth
Afr. Amer./Black- 17--
Hispanic/Latino 47.9 2672Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 44.9 1732Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 62.1 52.9 -9.2 67.3 513Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.1 52.9 -9.2 67.3 513Met 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 11.0 8.7 -2.3 8.8 6013Met Target
Lowest Performing 6.8 8.1 1.3 1.9 740Declined
High needs 11.9 10.5 -1.4 9.4 4402Improved Below Target
Econ. Disadvantaged 12.9 11.6 -1.3 10.2 2932Improved Below Target
EL and Former EL 10.6 9.8 -0.8 7.3 2442Improved Below Target
Students w/ disabilities 18.3 6.3 -12.0 14.0 484Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 3.1 3.3 0.2 0.0 304Exceeded Target
Afr. Amer./Black---- 21--
Hispanic/Latino 11.5 10.3 -1.2 7.7 3492Improved Below Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 11.6 6.3 -5.3 8.7 1914Exceeded 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 568 568100Yes 1 569 569100Yes 1 181 181100Yes 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 408 408 408 408 121 121 937 937100Yes1
Econ. Disadvantaged 329 329 329 329 95 95 753 753100Yes1
EL and Former EL 219 219 219 219 64 64 502 502100Yes1
Students w/ disabilities 50 50 50 50 13 13 113 113100Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2-- 4----
Asian 29 29 29 29 14 14 72 72100Yes1
Afr. Amer./Black 19 19 20 20 7 7 46 46100Yes1
Hispanic/Latino 327 327 327 327 100 100 754 754100Yes1
Multi-race, Non-Hisp./Lat. 7 7 7 7 1 1 15----
Nat. Haw. or Pacif. Isl.-----------
White 184 184 184 184 59 59 427 427100Yes1


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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