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Frederick W. Hartnett Middle School
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2019 Official Accountability Report - Frederick W. Hartnett Middle School
Organization Information
DISTRICT NAME
Blackstone-Millville (06220000)		TITLE I STATUS
Title I School
SCHOOL
Frederick W. Hartnett Middle School (06220405)		GRADES SERVED
06,07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage33%59%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		49%
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 achievement44-24-
Mathematics achievement34-34-
Science achievement04----
Achievement total71267.55867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.110.3-4.57.6-
Percentage of possible points 59%-59%-
Criterion-referenced target percentage59%

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 achievement04-34-
Science achievement24----
Achievement total21267.53867.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total2.510.3-3.27.6-
Percentage of possible points 24%-42%-
Criterion-referenced target percentage33%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage28%51%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		42%
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 achievement44-
Mathematics achievement24-
Science achievement04-
Achievement total61267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.210.3-
Percentage of possible points 51%-
2019 Annual criterion-referenced target percentage51%

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 achievement34-
Achievement total31267.5
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 total2.910.3-
Percentage of possible points 28%-
2018 Annual criterion-referenced target percentage28%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
24

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 495.7 499.6 3.9 497.6 4054Exceeded Target
Lowest Performing 475.3 478.5 3.2 480.4 632Improved Below Target
High needs 486.1 490.7 4.6 488.0 1364Exceeded Target
Econ. Disadvantaged 492.2 495.2 3.0 493.3 934Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 472.8 477.4 4.6 474.9 544Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 495.7 499.4 3.7 497.2 3614Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 496.2 498.0 1.8 497.8 4043Met Target
Lowest Performing 475.3 478.6 3.3 479.0 633Met Target
High needs 487.2 488.2 1.0 489.2 1362Improved Below Target
Econ. Disadvantaged 493.3 492.5 -0.8 495.1 930Declined
EL and Former EL---- 12--
Students w/ disabilities 475.4 476.9 1.5 477.7 542Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 496.2 497.7 1.5 498.0 3603Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 70.3 65.4 -4.9 73.4 1350Declined
Lowest Performing-------
High needs 59.7 51.9 -7.8 63.0 400Declined
Econ. Disadvantaged 64.6 55.6 -9.0 67.7 310Declined
EL and Former EL---- 3--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 70.3 65.2 -5.1 73.6 1220Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.3 3933Typical Growth - High
Lowest Performing 47.5 632Typical Growth - Low
High needs 51.5 1293Typical Growth - High
Econ. Disadvantaged 52.1 893Typical Growth - High
EL and Former EL- 12--
Students w/ disabilities 49.5 492Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 6--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 14--
Nat. Haw. or Pacif. Isl.----
White 52.5 3523Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.3 3923Typical Growth - High
Lowest Performing 54.1 633Typical Growth - High
High needs 44.4 1292Typical Growth - Low
Econ. Disadvantaged 43.5 892Typical Growth - Low
EL and Former EL- 12--
Students w/ disabilities 43.9 492Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 6--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 14--
Nat. Haw. or Pacif. Isl.----
White 50.5 3513Typical Growth - High

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 8.4 10.1 1.7 6.2 4240Declined
Lowest Performing 7.9 12.7 4.8 3.0 630Declined
High needs 15.8 18.6 2.8 13.3 1450Declined
Econ. Disadvantaged 19.2 25.3 6.1 16.5 870Declined
EL and Former EL---- 12--
Students w/ disabilities 19.6 15.8 -3.8 15.3 573Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 7.8 10.9 3.1 4.9 3750Declined

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 415 415100Yes 1 414 414100Yes 1 138 138100Yes 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 142 142 142 142 43 43 327 327100Yes1
Econ. Disadvantaged 97 97 97 97 33 33 227 227100Yes1
EL and Former EL 12 12 12 12 3 3 27----
Students w/ disabilities 57 57 57 57 17 17 131 131100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 6 6 6 6 4 4 16----
Hispanic/Latino 23 23 23 23 4 4 50 50100Yes1
Multi-race, Non-Hisp./Lat. 15 15 15 15 5 5 35----
Nat. Haw. or Pacif. Isl.-----------
White 369 369 368 368 125 125 862 862100Yes1


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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