Massachusetts School and District Profiles

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

2022 Official Accountability Report - Walsh Middle
Organization Information
DISTRICT NAME
Framingham (01000000)		TITLE I STATUS
Non-Title I School
SCHOOL
Walsh Middle (01000310)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-
Accountability information

Low participation rate: Afr. Amer./Black -Students w/disabilities -All students
School accountability percentile
32

Student group percentile

Group2022 percentile
High needs 18
Low income 15
English learner (EL) and Former EL 21
Students with disabilities 28
American Indian or Alaskan Native -
Asian 30
African American/Black 21
Hispanic or Latino 35
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 49

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 501.2 489.2 710
High needs 486.8 477.1 411
Low income 486.6 476.7 308
EL and Former EL 481.6 473.5 207
Students w/ disabilities 476.8 465.6 168
Amer. Ind. or Alaska Nat.---
Asian 504.7 501.2 43
Afr. Amer./Black 490.4 475.5 31
Hispanic/Latino 489.6 477.6 263
Multi-race, Non-Hisp./Lat. 512.8 499.7 25
Nat. Haw. or Pacif. Isl.---
White 507.3 496.9 348

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 501.1 491.2 700
High needs 488.4 480.5 402
Low income 486.2 479.8 300
EL and Former EL 486.2 478.6 203
Students w/ disabilities 480.7 471.4 161
Amer. Ind. or Alaska Nat.---
Asian 513.4 508.6 43
Afr. Amer./Black 490.8 475.5 31
Hispanic/Latino 489.4 478.7 257
Multi-race, Non-Hisp./Lat. 503.5 495.9 24
Nat. Haw. or Pacif. Isl.---
White 507.0 499.5 345

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 499.8 491.3 229
High needs 487.7 478.8 121
Low income 486.4 478.4 93
EL and Former EL 482.9 474.9 53
Students w/ disabilities 481.7 468.1 55
Amer. Ind. or Alaska Nat.---
Asian-- 14
Afr. Amer./Black-- 8
Hispanic/Latino 490.0 478.4 76
Multi-race, Non-Hisp./Lat.-- 4
Nat. Haw. or Pacif. Isl.---
White 506.0 499.7 127

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 52.3 42.2 667
High needs 49.2 40.3 383
Low income 49.2 40.9 287
EL and Former EL 48.2 41.0 193
Students w/ disabilities 47.2 37.3 150
Amer. Ind. or Alaska Nat.---
Asian 43.6 43.9 41
Afr. Amer./Black 42.5 40.6 27
Hispanic/Latino 51.1 41.9 240
Multi-race, Non-Hisp./Lat. 50.2 50.3 23
Nat. Haw. or Pacif. Isl.---
White 54.4 41.8 336

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 58.5 48.7 666
High needs 57.4 48.3 380
Low income 54.4 47.8 288
EL and Former EL 62.5 48.6 193
Students w/ disabilities 56.6 44.0 145
Amer. Ind. or Alaska Nat.---
Asian 61.9 64.1 42
Afr. Amer./Black 50.0 43.3 28
Hispanic/Latino 59.2 46.7 242
Multi-race, Non-Hisp./Lat. 53.1 42.4 23
Nat. Haw. or Pacif. Isl.---
White 58.8 49.0 331

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 27.3 19.6 56
High needs---
Low income---
EL and Former EL 27.3 19.6 56
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 9.8 10.0 811
High needs 15.9 14.7 504
Low income 22.1 18.3 388
EL and Former EL 16.1 15.2 283
Students w/ disabilities 17.9 19.1 178
Amer. Ind. or Alaska Nat.---
Asian 3.1 0.0 43
Afr. Amer./Black 12.9 21.1 38
Hispanic/Latino 15.6 16.3 337
Multi-race, Non-Hisp./Lat. 15.4 7.4 27
Nat. Haw. or Pacif. Isl.---
White 6.6 4.4 366

*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 799 78598 798 77497 295 26991

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 493 482 492 472 180 161 1,165 1,11596
Low income 380 369 378 359 143 127 901 85595
EL and Former EL 274 268 273 264 98 90 645 62296
Students w/ disabilities 180 176 179 168 71 58 430 40293
Amer. Ind. or Alaska Nat.---------
Asian 43 43 43 43 14- 100 100100
Afr. Amer./Black 38 35 37 35 11- 86 7891
Hispanic/Latino 328 322 328 315 126 110 782 74796
Multi-race, Non-Hisp./Lat. 26 26 26 25 5- 57 5596
Nat. Haw. or Pacif. Isl.---------
White 364 359 364 356 139 133 867 84898


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