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Clyde Reeves
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2019 Official Accountability Report - Clyde Reeves
Organization Information
DISTRICT NAME
Woburn (03470000)		TITLE I STATUS
Non-Title I School
SCHOOL
Clyde Reeves (03470040)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage78%52%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		62%
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 achievement04-24-
Mathematics achievement04-44-
Science achievement34----
Achievement total31260.06867.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.49.6-5.27.6-
Percentage of possible points 35%-68%-
Criterion-referenced target percentage52%

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 achievement44-44-
Mathematics achievement24-24-
Science achievement44----
Achievement total101267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.310.3-5.67.6-
Percentage of possible points 81%-74%-
Criterion-referenced target percentage78%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage73%32%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		48%
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 %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement34-
Achievement total31267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.310.3-
Percentage of possible points 32%-
2019 Annual criterion-referenced target percentage32%

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 achievement44-
Mathematics achievement24-
Science achievement34-
Achievement total91267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total7.510.3-
Percentage of possible points 73%-
2018 Annual criterion-referenced target percentage73%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
72

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 505.9 504.8 -1.1 506.9 1810Declined
Lowest Performing 485.6 486.9 1.3 489.7 292Improved Below Target
High needs 498.1 495.7 -2.4 499.1 710Declined
Econ. Disadvantaged 499.1 497.9 -1.2 500.1 460Declined
EL and Former EL---- 17--
Students w/ disabilities 493.8 487.2 -6.6 494.8 320Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 9--
Afr. Amer./Black---- 14--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 506.5 504.9 -1.6 507.5 1410Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 502.8 500.3 -2.5 503.8 1810Declined
Lowest Performing 477.8 485.4 7.6 481.0 294Exceeded Target
High needs 494.3 490.1 -4.2 495.6 710Declined
Econ. Disadvantaged 494.5 490.9 -3.6 496.0 460Declined
EL and Former EL---- 17--
Students w/ disabilities 488.2 483.9 -4.3 490.0 320Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 9--
Afr. Amer./Black---- 14--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 504.2 501.5 -2.7 505.2 1410Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 89.5 87.5 -2.0 91.7 783Met Target
Lowest Performing-------
High needs 80.0 76.8 -3.2 83.3 283Met Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 3--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 91.4 87.9 -3.5 93.3 623Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.0 1263Typical Growth - High
Lowest Performing 45.0 292Typical Growth - Low
High needs 40.7 432Typical Growth - Low
Econ. Disadvantaged 46.8 292Typical Growth - Low
EL and Former EL- 8--
Students w/ disabilities 33.9 211Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian- 4--
Afr. Amer./Black- 8--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 49.6 1022Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.4 1253Typical Growth - High
Lowest Performing 54.7 283Typical Growth - High
High needs 51.1 423Typical Growth - High
Econ. Disadvantaged 54.8 293Typical Growth - High
EL and Former EL- 8--
Students w/ disabilities 45.1 202Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 4--
Afr. Amer./Black- 8--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 50.6 1013Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 90.0 90.0 0.0 94.0 204Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 20--
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 3.2 3.9 0.7 2.1 3060Declined
Lowest Performing 3.4 6.9 3.5 0.1 290Declined
High needs 5.3 5.4 0.1 3.2 1301No Change
Econ. Disadvantaged 4.9 4.8 -0.1 0.6 622Improved Below Target
EL and Former EL---- 46--
Students w/ disabilities 9.8 7.5 -2.3 7.3 533Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 22--
Afr. Amer./Black---- 21--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 2.3 2.6 0.3 1.1 2324Exceeded 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 185 185100Yes 1 185 185100Yes 1 80 80100Yes 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 75 75 75 75 30 30 180 180100Yes1
Econ. Disadvantaged 50 50 50 50 20 20 120 120100Yes1
EL and Former EL 20 20 20 20 5 5 45 45100Yes1
Students w/ disabilities 32 32 32 32 16 16 80 80100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1 1 1 3----
Asian 10 10 10 10 4 4 24----
Afr. Amer./Black 15 15 15 15 4 4 34----
Hispanic/Latino 10 10 10 10 6 6 26----
Multi-race, Non-Hisp./Lat. 8 8 8 8 3 3 19----
Nat. Haw. or Pacif. Isl.-----------
White 141 141 141 141 62 62 344 344100Yes1


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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