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Dorothy L Beckwith
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2019 Official Accountability Report - Dorothy L Beckwith
Organization Information
DISTRICT NAME
Dighton-Rehoboth (06500000)		TITLE I STATUS
Non-Title I School
SCHOOL
Dorothy L Beckwith (06500310)		GRADES SERVED
05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
53% - Substantial progress toward targets48

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage53%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		53%
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 achievement14-24-
Mathematics achievement34-24-
Science achievement34----
Achievement total71267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-24-
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.910.3-3.87.6-
Percentage of possible points 57%-50%-
Criterion-referenced target percentage54%

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 achievement14-24-
Mathematics achievement34-34-
Science achievement14----
Achievement total51267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total4.810.3-4.57.6-
Percentage of possible points 47%-59%-
Criterion-referenced target percentage53%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage65%61%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		63%
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 achievement24-
Mathematics achievement44-
Science achievement24-
Achievement total81267.5
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 total6.310.3-
Percentage of possible points 61%-
2019 Annual criterion-referenced target percentage61%

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 achievement14-
Mathematics achievement44-
Science achievement34-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.710.3-
Percentage of possible points 65%-
2018 Annual criterion-referenced target percentage65%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
37

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 501.6 501.3 -0.3 502.6 5661No Change
Lowest Performing 476.7 479.2 2.5 480.8 942Improved Below Target
High needs 489.0 489.2 0.2 490.2 1792Improved Below Target
Econ. Disadvantaged 495.5 493.0 -2.5 496.5 1030Declined
EL and Former EL---- 4--
Students w/ disabilities 479.9 481.7 1.8 481.4 1083Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 501.9 501.8 -0.1 502.9 5141No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 501.5 502.4 0.9 502.8 5673Met Target
Lowest Performing 481.6 482.2 0.6 485.3 962Improved Below Target
High needs 489.5 491.4 1.9 490.8 1804Exceeded Target
Econ. Disadvantaged 493.7 492.0 -1.7 495.2 1040Declined
EL and Former EL---- 4--
Students w/ disabilities 481.8 484.8 3.0 483.9 1094Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 501.6 502.5 0.9 503.1 5152Improved Below Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 74.2 76.9 2.7 76.4 2783Met Target
Lowest Performing-------
High needs 62.5 63.8 1.3 65.3 852Improved Below Target
Econ. Disadvantaged 65.3 66.5 1.2 68.1 472Improved Below Target
EL and Former EL---- 1--
Students w/ disabilities 56.3 56.9 0.6 59.7 512Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 74.3 77.7 3.4 76.6 2513Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.2 5372Typical Growth - Low
Lowest Performing 50.9 943Typical Growth - High
High needs 46.1 1642Typical Growth - Low
Econ. Disadvantaged 45.6 962Typical Growth - Low
EL and Former EL- 3--
Students w/ disabilities 45.9 952Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 6--
Afr. Amer./Black- 2--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 16--
Nat. Haw. or Pacif. Isl.----
White 46.1 4932Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.9 5393Typical Growth - High
Lowest Performing 46.1 962Typical Growth - Low
High needs 49.0 1662Typical Growth - Low
Econ. Disadvantaged 46.7 972Typical Growth - Low
EL and Former EL- 3--
Students w/ disabilities 47.0 972Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 6--
Afr. Amer./Black- 2--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 16--
Nat. Haw. or Pacif. Isl.----
White 50.5 4953Typical 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 7.1 11.1 4.0 5.8 5870Declined
Lowest Performing 12.5 18.8 6.3 9.0 960Declined
High needs 13.3 18.7 5.4 10.7 1870Declined
Econ. Disadvantaged 11.7 19.6 7.9 8.0 970Declined
EL and Former EL---- 8--
Students w/ disabilities 18.3 25.0 6.7 15.0 1040Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 27--
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 6.8 11.4 4.6 5.4 5280Declined

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 576 576100Yes 1 578 577100Yes 1 281 281100Yes 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 185 185 187 186 86 86 458 457100Yes1
Econ. Disadvantaged 108 108 110 109 48 48 266 265100Yes1
EL and Former EL 6 6 6 6 1 1 13----
Students w/ disabilities 111 111 113 112 52 52 276 275100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1 1 1 3----
Asian 6 6 6 6 3 3 15----
Afr. Amer./Black 2 2 2 2 2 2 6----
Hispanic/Latino 26 26 26 26 12 12 64 64100Yes1
Multi-race, Non-Hisp./Lat. 20 20 20 20 9 9 49 49100Yes1
Nat. Haw. or Pacif. Isl.-----------
White 521 521 523 522 254 254 1,298 1,297100Yes1


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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