Massachusetts School and District Profiles

Daniel L Joyce Middle School
Districts Schools
Select an Org
View Previous Year
2019
View Next Year
print page

2019 Official Accountability Report - Daniel L Joyce Middle School
Organization Information
DISTRICT NAME
Woburn (03470000)		TITLE I STATUS
Non-Title I School
SCHOOL
Daniel L Joyce Middle School (03470410)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
31% - Moderate progress toward targets26

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage13%42%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		31%
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 achievement24-34-
Science achievement04----
Achievement total21267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4822.55822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total2.610.3-4.57.6-
Percentage of possible points 25%-59%-
Criterion-referenced target percentage42%

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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01267.50867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism24-24-
Advanced coursework completion------
Additional indicators total2410.02410.0
Weighted total1.110.3-1.17.6-
Percentage of possible points 11%-14%-
Criterion-referenced target percentage13%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage17%25%
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 achievement04-
Mathematics achievement24-
Science achievement04-
Achievement total21267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total2.610.3-
Percentage of possible points 25%-
2019 Annual criterion-referenced target percentage25%

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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total1.710.3-
Percentage of possible points 17%-
2018 Annual criterion-referenced target percentage17%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
22

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 497.8 496.0 -1.8 498.8 4980Declined
Lowest Performing 473.7 475.3 1.6 478.8 772Improved Below Target
High needs 488.6 486.2 -2.4 490.0 2210Declined
Econ. Disadvantaged 491.3 486.7 -4.6 492.3 1210Declined
EL and Former EL 485.8 484.7 -1.1 486.8 470Declined
Students w/ disabilities 481.4 481.8 0.4 483.2 1072Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 504.0 493.2 -10.8 505.3 210Declined
Afr. Amer./Black 497.3 493.6 -3.7 498.8 380Declined
Hispanic/Latino 495.6 488.5 -7.1 496.7 470Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 498.0 497.6 -0.4 499.3 3781No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 496.3 496.9 0.6 497.9 5002Improved Below Target
Lowest Performing 472.3 476.4 4.1 476.0 773Met Target
High needs 487.2 487.7 0.5 488.7 2222Improved Below Target
Econ. Disadvantaged 488.9 488.7 -0.2 490.0 1221No Change
EL and Former EL 487.1 488.0 0.9 489.0 472Improved Below Target
Students w/ disabilities 481.6 483.0 1.4 483.4 1073Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 509.7 504.6 -5.1 511.8 210Declined
Afr. Amer./Black 492.2 494.1 1.9 494.5 383Met Target
Hispanic/Latino 488.7 488.7 0.0 490.1 481No Change
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 496.9 498.1 1.2 498.4 3793Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 70.0 65.4 -4.6 72.7 1480Declined
Lowest Performing-------
High needs 59.4 54.7 -4.7 62.9 640Declined
Econ. Disadvantaged 62.2 56.5 -5.7 65.6 310Declined
EL and Former EL---- 6--
Students w/ disabilities 54.3 52.0 -2.3 57.6 381No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 71.9 67.8 -4.1 74.8 1180Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 43.0 4832Typical Growth - Low
Lowest Performing 45.6 772Typical Growth - Low
High needs 42.0 2072Typical Growth - Low
Econ. Disadvantaged 40.9 1122Typical Growth - Low
EL and Former EL 46.4 422Typical Growth - Low
Students w/ disabilities 43.4 992Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian 48.7 202Typical Growth - Low
Afr. Amer./Black 41.9 362Typical Growth - Low
Hispanic/Latino 37.6 451Low Growth
Multi-race, Non-Hisp./Lat.- 12--
Nat. Haw. or Pacif. Isl.----
White 43.6 3692Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.8 4842Typical Growth - Low
Lowest Performing 52.2 763Typical Growth - High
High needs 47.6 2082Typical Growth - Low
Econ. Disadvantaged 47.9 1132Typical Growth - Low
EL and Former EL 54.8 423Typical Growth - High
Students w/ disabilities 45.2 992Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian 51.9 203Typical Growth - High
Afr. Amer./Black 57.4 363Typical Growth - High
Hispanic/Latino 44.5 462Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 12--
Nat. Haw. or Pacif. Isl.----
White 47.1 3692Typical 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 6.6 5.4 -1.2 5.1 5403Met Target
Lowest Performing 3.9 6.5 2.6 0.0 770Declined
High needs 10.7 8.8 -1.9 8.3 2613Met Target
Econ. Disadvantaged 19.3 12.2 -7.1 16.1 1314Exceeded Target
EL and Former EL 8.3 8.5 0.2 4.8 711No Change
Students w/ disabilities 7.1 6.3 -0.8 3.5 1112Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 0.0 4.0 4.0 0.0 253Met Target
Afr. Amer./Black 3.0 2.5 -0.5 0.0 404Exceeded Target
Hispanic/Latino 7.8 8.2 0.4 3.6 611No Change
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.---- 2--
White 7.0 4.8 -2.2 5.2 3973Met 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 524 52099Yes 1 525 524100Yes 1 160 15798Yes 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 245 243 246 246 75 73 566 56299Yes1
Econ. Disadvantaged 138 136 139 139 39 37 316 31299Yes1
EL and Former EL 64 63 65 65 13 13 142 14199Yes1
Students w/ disabilities 109 109 109 109 39 39 257 257100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1 1 1 3----
Asian 25 25 25 25 8 8 58 58100Yes1
Afr. Amer./Black 39 39 39 39 10 10 88 88100Yes1
Hispanic/Latino 55 53 55 55 11 10 121 11898Yes1
Multi-race, Non-Hisp./Lat. 15 15 15 15 5 5 35----
Nat. Haw. or Pacif. Isl.-----------
White 389 387 390 389 125 123 904 89999Yes1


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