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Robert J. Coelho Middle School
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2022 Official Accountability Report - Robert J. Coelho Middle School
Organization Information
DISTRICT NAME
Attleboro (00160000)		TITLE I STATUS
Non-Title I School
SCHOOL
Robert J. Coelho Middle School (00160305)		GRADES SERVED
05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-
Accountability information
Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022
School accountability percentile
52

Student group percentile

Group2022 percentile
High needs 57
Low income 66
English learner (EL) and Former EL 73
Students with disabilities 55
American Indian or Alaskan Native -
Asian 37
African American/Black 84
Hispanic or Latino 82
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 35

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 498.2 493.0 588
High needs 489.4 486.7 279
Low income 491.7 488.2 232
EL and Former EL 494.9 483.6 40
Students w/ disabilities 478.8 474.7 85
Amer. Ind. or Alaska Nat.-- 2
Asian 509.3 501.3 32
Afr. Amer./Black 495.6 489.2 56
Hispanic/Latino 495.3 489.2 70
Multi-race, Non-Hisp./Lat. 496.5 493.8 40
Nat. Haw. or Pacif. Isl.-- 1
White 498.3 493.3 387

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 501.8 498.1 583
High needs 490.0 490.6 275
Low income 490.3 491.8 229
EL and Former EL 494.1 490.4 39
Students w/ disabilities 482.2 476.9 83
Amer. Ind. or Alaska Nat.-- 2
Asian 511.2 514.9 32
Afr. Amer./Black 490.8 490.3 56
Hispanic/Latino 495.2 493.5 68
Multi-race, Non-Hisp./Lat. 500.6 497.7 40
Nat. Haw. or Pacif. Isl.-- 1
White 503.0 498.6 384

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 503.4 500.2 309
High needs 494.6 491.2 135
Low income 497.9 492.8 111
EL and Former EL-- 16
Students w/ disabilities 485.1 479.2 37
Amer. Ind. or Alaska Nat.-- 2
Asian-- 15
Afr. Amer./Black- 487.3 35
Hispanic/Latino 494.7 498.0 38
Multi-race, Non-Hisp./Lat. 509.1 503.8 23
Nat. Haw. or Pacif. Isl.---
White 503.8 501.7 196

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 47.8 47.0 565
High needs 47.7 47.0 268
Low income 48.0 45.6 222
EL and Former EL 55.9 53.6 39
Students w/ disabilities 46.7 45.4 82
Amer. Ind. or Alaska Nat.-- 2
Asian 60.3 48.4 31
Afr. Amer./Black 50.8 50.8 51
Hispanic/Latino 48.1 47.6 67
Multi-race, Non-Hisp./Lat. 47.5 50.9 39
Nat. Haw. or Pacif. Isl.-- 1
White 46.8 45.8 374

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 55.0 52.9 560
High needs 52.7 51.0 264
Low income 53.4 50.6 219
EL and Former EL 56.8 56.7 38
Students w/ disabilities 49.3 46.8 80
Amer. Ind. or Alaska Nat.-- 2
Asian 63.7 65.4 31
Afr. Amer./Black 55.6 54.5 51
Hispanic/Latino 49.6 57.3 65
Multi-race, Non-Hisp./Lat. 59.8 56.4 39
Nat. Haw. or Pacif. Isl.-- 1
White 54.7 50.4 371

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 7
High needs---
Low income---
EL and Former EL-- 7
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 11.0 4.2 613
High needs 17.2 6.7 298
Low income 21.3 7.7 248
EL and Former EL 10.9 0.0 42
Students w/ disabilities 17.1 5.6 89
Amer. Ind. or Alaska Nat.-- 3
Asian 6.5 0.0 32
Afr. Amer./Black 5.1 0.0 61
Hispanic/Latino 9.9 6.7 75
Multi-race, Non-Hisp./Lat. 8.7 2.5 40
Nat. Haw. or Pacif. Isl.-- 1
White 12.2 5.0 401

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 607 605100 604 60099 322 31698

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 294 292 292 288 145 139 731 71998
Low income 244 242 242 239 119 114 605 59598
EL and Former EL 40 40 39 39 16- 95 95100
Students w/ disabilities 90 89 89 87 40 38 219 21498
Amer. Ind. or Alaska Nat. 2- 2- 2- 6--
Asian 32 32 32 32 15- 79 79100
Afr. Amer./Black 58 58 58 58 35 35 151 151100
Hispanic/Latino 73 73 72 71 42 41 187 18599
Multi-race, Non-Hisp./Lat. 40 40 40 40 23 23 103 103100
Nat. Haw. or Pacif. Isl. 1- 1--- 2--
White 401 399 399 396 205 200 1,005 99599


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

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