Massachusetts School and District Profiles

Cameron Middle School
Districts Schools
Select an Org
View Previous Year
2022
View Next Year
print page

2022 Official Accountability Report - Cameron Middle School
Organization Information
DISTRICT NAME
Framingham (01000000)		TITLE I STATUS
Title I School
SCHOOL
Cameron Middle School (01000302)		GRADES SERVED
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
14

Student group percentile

Group2022 percentile
High needs 11
Low income 12
English learner (EL) and Former EL 15
Students with disabilities 20
American Indian or Alaskan Native -
Asian -
African American/Black 29
Hispanic or Latino 13
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 9

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 488.4 483.3 505
High needs 481.4 474.7 356
Low income 482.1 474.3 315
EL and Former EL 478.6 469.9 201
Students w/ disabilities 471.0 467.4 116
Amer. Ind. or Alaska Nat.---
Asian-- 10
Afr. Amer./Black 481.0 480.8 30
Hispanic/Latino 478.7 473.8 118
Multi-race, Non-Hisp./Lat. 494.8 491.6 21
Nat. Haw. or Pacif. Isl.---
White 490.1 486.0 326

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 492.3 487.3 505
High needs 486.4 479.5 356
Low income 487.2 479.1 315
EL and Former EL 485.6 476.1 201
Students w/ disabilities 474.3 470.6 117
Amer. Ind. or Alaska Nat.---
Asian-- 10
Afr. Amer./Black 483.5 482.6 30
Hispanic/Latino 481.8 476.9 118
Multi-race, Non-Hisp./Lat. 495.9 491.5 21
Nat. Haw. or Pacif. Isl.---
White 494.5 490.7 326

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 488.9 487.5 189
High needs 481.1 480.5 134
Low income 481.5 479.5 123
EL and Former EL 477.1 472.5 62
Students w/ disabilities 472.6 469.8 54
Amer. Ind. or Alaska Nat.---
Asian-- 3
Afr. Amer./Black-- 12
Hispanic/Latino 479.7 481.2 43
Multi-race, Non-Hisp./Lat.-- 10
Nat. Haw. or Pacif. Isl.---
White 490.8 488.9 121

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 46.8 43.0 478
High needs 45.9 40.6 334
Low income 45.2 39.9 296
EL and Former EL 47.1 39.9 195
Students w/ disabilities 43.9 42.0 101
Amer. Ind. or Alaska Nat.---
Asian-- 9
Afr. Amer./Black 48.3 40.5 28
Hispanic/Latino 44.9 37.3 111
Multi-race, Non-Hisp./Lat. 50.3 20
Nat. Haw. or Pacif. Isl.---
White 46.8 44.8 310

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 50.8 50.3 476
High needs 52.1 48.8 333
Low income 52.7 48.6 294
EL and Former EL 56.1 47.4 193
Students w/ disabilities 44.8 48.2 100
Amer. Ind. or Alaska Nat.---
Asian-- 9
Afr. Amer./Black 48.7 51.2 28
Hispanic/Latino 49.1 45.4 110
Multi-race, Non-Hisp./Lat. 56.5 50.2 20
Nat. Haw. or Pacif. Isl.---
White 51.3 52.0 309

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 28.1 31.8 85
High needs---
Low income---
EL and Former EL 28.1 31.8 85
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 13.2 8.8 600
High needs 16.9 11.8 448
Low income 19.6 12.4 396
EL and Former EL 12.9 9.8 276
Students w/ disabilities 22.2 17.8 129
Amer. Ind. or Alaska Nat.---
Asian-- 11
Afr. Amer./Black 9.1 8.6 35
Hispanic/Latino 23.7 13.2 182
Multi-race, Non-Hisp./Lat. 19.0 4.8 21
Nat. Haw. or Pacif. Isl.---
White 11.1 6.8 351

*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 580 57599 581 57799 197 19699

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 430 425 431 427 142 141 1,003 99399
Low income 380 376 381 378 128 128 889 88299
EL and Former EL 263 260 263 261 65 65 591 58699
Students w/ disabilities 124 121 124 122 59 58 307 30198
Amer. Ind. or Alaska Nat.---------
Asian 10- 10- 3- 23--
Afr. Amer./Black 34 34 34 34 13- 81 81100
Hispanic/Latino 177 176 177 177 47 47 401 400100
Multi-race, Non-Hisp./Lat. 21 21 21 21 10- 52 52100
Nat. Haw. or Pacif. Isl.---------
White 338 334 339 335 124 123 801 79299


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

School and District Profiles