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Maria Weston Chapman Middle School
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2019 Official Accountability Report - Maria Weston Chapman Middle School
Organization Information
DISTRICT NAME
Weymouth (03360000)		TITLE I STATUS
Title I School
SCHOOL
Maria Weston Chapman Middle School (03360020)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low subgroup performance: High needs
Progress toward improvement targetsAccountability percentile
38% - Moderate progress toward targets14

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage48%31%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		38%
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 achievement14-04-
Mathematics achievement14-34-
Science achievement14----
Achievement total31267.53867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3822.53822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.710.3-2.77.6-
Percentage of possible points 26%-36%-
Criterion-referenced target percentage31%

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 achievement24-44-
Science achievement04----
Achievement total21267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5822.56822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.510.3-5.47.6-
Percentage of possible points 24%-71%-
Criterion-referenced target percentage48%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage16%26%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		22%
Limited or no 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 achievement04-
Achievement total31267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 total2.710.3-
Percentage of possible points 26%-
2019 Annual criterion-referenced target percentage26%

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 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 total1.610.3-
Percentage of possible points 16%-
2018 Annual criterion-referenced target percentage16%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
4

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 493.5 493.3 -0.2 495.4 8411No Change
Lowest Performing 471.4 470.8 -0.6 476.5 950Declined
High needs 483.2 484.0 0.8 485.1 3812Improved Below Target
Econ. Disadvantaged 485.9 485.8 -0.1 487.0 2871No Change
EL and Former EL 478.2 481.0 2.8 479.9 484Exceeded Target
Students w/ disabilities 472.4 473.9 1.5 474.5 1622Improved Below Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 502.8 501.7 -1.1 504.1 420Declined
Afr. Amer./Black 484.1 483.3 -0.8 485.8 600Declined
Hispanic/Latino 488.5 486.8 -1.7 489.9 750Declined
Multi-race, Non-Hisp./Lat. 489.4 491.0 1.6 490.7 283Met Target
Nat. Haw. or Pacif. Isl.---- 2--
White 494.3 494.6 0.3 495.8 6312Improved 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 494.5 494.0 -0.5 496.1 8411No Change
Lowest Performing 470.0 473.2 3.2 473.7 963Met Target
High needs 483.7 483.7 0.0 485.7 3811No Change
Econ. Disadvantaged 486.6 484.9 -1.7 488.4 2860Declined
EL and Former EL 486.7 483.0 -3.7 488.6 500Declined
Students w/ disabilities 472.0 474.0 2.0 474.3 1633Met Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 508.3 510.6 2.3 510.1 423Met Target
Afr. Amer./Black 484.4 480.4 -4.0 486.4 610Declined
Hispanic/Latino 486.4 488.1 1.7 487.8 763Met Target
Multi-race, Non-Hisp./Lat. 490.3 492.1 1.8 491.6 283Met Target
Nat. Haw. or Pacif. Isl.---- 2--
White 495.2 495.1 -0.1 497.0 6291No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 64.5 62.2 -2.3 67.6 4011No Change
Lowest Performing-------
High needs 51.7 46.9 -4.8 55.0 1670Declined
Econ. Disadvantaged 56.3 48.2 -8.1 59.4 1260Declined
EL and Former EL---- 19--
Students w/ disabilities 38.9 36.0 -2.9 42.2 730Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 19--
Afr. Amer./Black 53.0 47.8 -5.2 56.4 230Declined
Hispanic/Latino 51.7 54.0 2.3 54.7 313Met Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 1--
White 64.8 63.7 -1.1 68.1 3141No Change

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.2 8071Low Growth
Lowest Performing 37.4 921Low Growth
High needs 36.9 3561Low Growth
Econ. Disadvantaged 36.3 2751Low Growth
EL and Former EL 45.1 432Typical Growth - Low
Students w/ disabilities 37.5 1471Low Growth
Amer. Ind. or Alaska Nat.- 3--
Asian 44.3 392Typical Growth - Low
Afr. Amer./Black 35.3 521Low Growth
Hispanic/Latino 37.2 681Low Growth
Multi-race, Non-Hisp./Lat. 42.1 262Typical Growth - Low
Nat. Haw. or Pacif. Isl.- 2--
White 39.2 6171Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.9 8102Typical Growth - Low
Lowest Performing 43.2 932Typical Growth - Low
High needs 44.1 3582Typical Growth - Low
Econ. Disadvantaged 44.8 2762Typical Growth - Low
EL and Former EL 46.8 452Typical Growth - Low
Students w/ disabilities 43.5 1482Typical Growth - Low
Amer. Ind. or Alaska Nat.- 3--
Asian 52.6 403Typical Growth - High
Afr. Amer./Black 41.1 522Typical Growth - Low
Hispanic/Latino 44.7 692Typical Growth - Low
Multi-race, Non-Hisp./Lat. 48.1 262Typical Growth - Low
Nat. Haw. or Pacif. Isl.- 2--
White 44.6 6182Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 19.3 20.1 0.8 17.1 9010Declined
Lowest Performing 32.3 38.5 6.2 27.4 960Declined
High needs 31.7 33.6 1.9 29.2 4340Declined
Econ. Disadvantaged 35.1 39.7 4.6 32.4 2820Declined
EL and Former EL 23.8 24.6 0.8 20.5 690Declined
Students w/ disabilities 35.1 35.5 0.4 30.8 1691No Change
Amer. Ind. or Alaska Nat.---- 3--
Asian 2.2 0.0 -2.2 0.0 454Exceeded Target
Afr. Amer./Black 28.6 25.0 -3.6 25.0 683Met Target
Hispanic/Latino 36.6 31.1 -5.5 32.8 904Exceeded Target
Multi-race, Non-Hisp./Lat. 12.1 7.1 -5.0 9.9 284Exceeded Target
Nat. Haw. or Pacif. Isl.---- 2--
White 18.1 19.8 1.7 15.2 6650Declined

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 880 86999Yes 1 876 86899Yes 1 419 41599Yes 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 416 406 412 405 184 180 1,012 99198Yes1
Econ. Disadvantaged 316 308 313 306 140 136 769 75098Yes1
EL and Former EL 62 60 62 62 26 26 150 14899Yes1
Students w/ disabilities 169 165 167 166 76 74 412 40598Yes1
Amer. Ind. or Alaska Nat. 3 3 3 3 1 1 7----
Asian 43 43 43 43 19 19 105 105100Yes1
Afr. Amer./Black 65 64 65 65 25 25 155 15499Yes1
Hispanic/Latino 86 85 86 86 36 36 208 207100Yes1
Multi-race, Non-Hisp./Lat. 28 28 28 28 12 12 68 68100Yes1
Nat. Haw. or Pacif. Isl. 2 2 2 2 1 1 5----
White 653 644 649 641 325 321 1,627 1,60699Yes1


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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