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Charlton Middle School
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2019 Official Accountability Report - Charlton Middle School
Organization Information
DISTRICT NAME
Dudley-Charlton Reg (06580000)		TITLE I STATUS
Non-Title I School
SCHOOL
Charlton Middle School (06580310)		GRADES SERVED
05,06,07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage8%81%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		52%
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 achievement44-44-
Mathematics achievement34-34-
Science achievement34----
Achievement total101267.57867.5
GrowthEnglish language arts growth34-44-
Mathematics growth24-34-
Growth total5822.57822.5
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 total8.210.3-6.37.6-
Percentage of possible points 80%-83%-
Criterion-referenced target percentage81%

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 growth14-14-
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 total0.710.3-0.77.6-
Percentage of possible points 7%-9%-
Criterion-referenced target percentage8%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage14%90%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		60%
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 achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total9.310.3-
Percentage of possible points 90%-
2019 Annual criterion-referenced target percentage90%

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 growth14-
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 total1.410.3-
Percentage of possible points 14%-
2018 Annual criterion-referenced target percentage14%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
46

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 500.5 504.4 3.9 501.5 6614Exceeded Target
Lowest Performing 476.4 486.2 9.8 481.5 1124Exceeded Target
High needs 489.3 493.7 4.4 490.7 1984Exceeded Target
Econ. Disadvantaged 492.3 500.0 7.7 493.3 1294Exceeded Target
EL and Former EL 488.7 486.9 -1.8 489.7 280Declined
Students w/ disabilities 479.6 481.1 1.5 481.4 833Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 10--
Afr. Amer./Black---- 4--
Hispanic/Latino 493.4 498.6 5.2 494.5 494Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 2--
White 500.7 504.8 4.1 502.0 5834Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 497.1 499.0 1.9 498.7 6613Met Target
Lowest Performing 476.9 480.4 3.5 480.6 1133Met Target
High needs 486.8 489.4 2.6 488.3 1994Exceeded Target
Econ. Disadvantaged 488.1 491.5 3.4 489.2 1304Exceeded Target
EL and Former EL 487.2 486.9 -0.3 489.1 281No Change
Students w/ disabilities 480.0 480.8 0.8 481.8 842Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 10--
Afr. Amer./Black---- 4--
Hispanic/Latino 488.4 492.0 3.6 489.8 494Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 2--
White 497.4 499.6 2.2 498.9 5834Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 79.0 81.7 2.7 81.7 3463Met Target
Lowest Performing-------
High needs 66.0 71.7 5.7 69.5 904Exceeded Target
Econ. Disadvantaged 68.4 76.6 8.2 71.8 614Exceeded Target
EL and Former EL---- 8--
Students w/ disabilities 55.7 59.7 4.0 59.0 363Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 2--
Hispanic/Latino 66.0 72.6 6.6 68.9 214Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White 79.9 82.7 2.8 82.8 3103Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 54.6 6433Typical Growth - High
Lowest Performing 62.6 1124Exceeded Typical Growth
High needs 54.1 1883Typical Growth - High
Econ. Disadvantaged 56.6 1253Typical Growth - High
EL and Former EL 50.9 283Typical Growth - High
Students w/ disabilities 52.9 743Typical Growth - High
Amer. Ind. or Alaska Nat.- 2--
Asian- 7--
Afr. Amer./Black- 4--
Hispanic/Latino 57.9 473Typical Growth - High
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.- 2--
White 54.2 5703Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.5 6412Typical Growth - Low
Lowest Performing 50.2 1113Typical Growth - High
High needs 42.9 1872Typical Growth - Low
Econ. Disadvantaged 41.0 1252Typical Growth - Low
EL and Former EL 44.6 282Typical Growth - Low
Students w/ disabilities 43.2 732Typical Growth - Low
Amer. Ind. or Alaska Nat.- 2--
Asian- 7--
Afr. Amer./Black- 4--
Hispanic/Latino 46.1 472Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.- 2--
White 44.4 5682Typical 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 5.3 5.1 -0.2 3.8 6883Met Target
Lowest Performing 6.2 9.7 3.5 1.6 1130Declined
High needs 10.7 10.8 0.1 8.3 2131No Change
Econ. Disadvantaged 16.3 16.7 0.4 13.1 1201No Change
EL and Former EL 3.6 13.3 9.7 0.1 300Declined
Students w/ disabilities 8.8 11.2 2.4 5.2 890Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 12--
Afr. Amer./Black---- 5--
Hispanic/Latino 12.8 13.5 0.7 8.6 520Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 2--
White 4.9 4.6 -0.3 3.1 6043Met 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 680 67199Yes 1 679 67199Yes 1 354 35199Yes 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 209 205 209 206 96 94 514 50598Yes1
Econ. Disadvantaged 136 135 136 136 64 64 336 335100Yes1
EL and Former EL 30 30 30 30 10 10 70 70100Yes1
Students w/ disabilities 89 86 90 87 40 38 219 21196Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2 1 1 5----
Asian 12 12 12 12 7 7 31----
Afr. Amer./Black 5 5 5 5 2 2 12----
Hispanic/Latino 51 51 51 51 22 22 124 124100Yes1
Multi-race, Non-Hisp./Lat. 11 11 11 11 5 5 27----
Nat. Haw. or Pacif. Isl. 2 2 2 2 1 1 5----
White 597 588 596 588 316 313 1,509 1,48999Yes1


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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