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Madeleine Dugger Andrews
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2022 Official Accountability Report - Madeleine Dugger Andrews
Organization Information
DISTRICT NAME
Medford (01760000)		TITLE I STATUS
Non-Title I School
SCHOOL
Madeleine Dugger Andrews (01760315)		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
53

Student group percentile

Group2022 percentile
High needs 38
Low income -
English learner (EL) and Former EL 73
Students with disabilities 48
American Indian or Alaskan Native -
Asian 26
African American/Black 51
Hispanic or Latino 72
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 43

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 503.1 494.7 442
High needs 488.9 484.8 237
Low income 490.7 485.5 189
EL and Former EL 499.8 487.1 40
Students w/ disabilities 479.7 474.1 93
Amer. Ind. or Alaska Nat.-- 4
Asian 508.3 502.4 46
Afr. Amer./Black 494.6 480.2 52
Hispanic/Latino 498.5 489.8 46
Multi-race, Non-Hisp./Lat. 506.6 502.7 24
Nat. Haw. or Pacif. Isl.-- 1
White 503.8 496.5 269

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 500.7 494.1 439
High needs 487.4 485.1 234
Low income 488.5 485.3 187
EL and Former EL 494.3 486.5 40
Students w/ disabilities 478.3 475.8 91
Amer. Ind. or Alaska Nat.-- 4
Asian 508.4 505.4 46
Afr. Amer./Black 490.6 479.8 51
Hispanic/Latino 491.4 486.0 46
Multi-race, Non-Hisp./Lat. 501.3 505.1 23
Nat. Haw. or Pacif. Isl.-- 1
White 502.2 495.5 268

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 501.9 494.6 146
High needs 483.8 485.2 77
Low income 488.3 485.3 63
EL and Former EL-- 9
Students w/ disabilities 475.9 479.1 35
Amer. Ind. or Alaska Nat.-- 1
Asian-- 14
Afr. Amer./Black- 480.3 21
Hispanic/Latino- 487.2 21
Multi-race, Non-Hisp./Lat.-- 9
Nat. Haw. or Pacif. Isl.---
White 502.6 497.4 80

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 55.7 48.5 334
High needs 54.0 46.8 173
Low income 51.1 48.2 138
EL and Former EL 58.8 53.5 33
Students w/ disabilities 53.7 43.8 69
Amer. Ind. or Alaska Nat.-- 2
Asian 52.4 55.8 42
Afr. Amer./Black 57.4 42.9 40
Hispanic/Latino 60.0 49.2 37
Multi-race, Non-Hisp./Lat.-- 19
Nat. Haw. or Pacif. Isl.-- 1
White 55.0 47.7 193

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 60.6 52.8 328
High needs 59.3 51.8 168
Low income 58.4 53.9 133
EL and Former EL 61.3 50.5 32
Students w/ disabilities 57.0 47.6 67
Amer. Ind. or Alaska Nat.-- 1
Asian 55.6 59.6 41
Afr. Amer./Black 64.6 52.6 40
Hispanic/Latino 55.0 44.2 36
Multi-race, Non-Hisp./Lat.-- 19
Nat. Haw. or Pacif. Isl.-- 1
White 61.4 53.1 190

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students---
High needs---
Low income---
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 6.7 6.8 468
High needs 10.9 10.9 257
Low income 11.9 11.1 207
EL and Former EL 4.3 2.3 43
Students w/ disabilities 14.6 17.2 99
Amer. Ind. or Alaska Nat.-- 4
Asian 3.7 0.0 49
Afr. Amer./Black 8.1 9.1 55
Hispanic/Latino 0.0 16.7 54
Multi-race, Non-Hisp./Lat. 0.0 11.5 26
Nat. Haw. or Pacif. Isl.-- 1
White 7.9 5.0 279

*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 456 45399 453 44999 155 15197

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 248 245 246 242 83 80 577 56798
Low income 199 196 198 194 68 66 465 45698
EL and Former EL 42 42 42 42 10- 94 9399
Students w/ disabilities 96 94 94 92 37 35 227 22197
Amer. Ind. or Alaska Nat. 4- 4- 1- 9--
Asian 47 47 47 47 15- 109 109100
Afr. Amer./Black 54 54 53 53 22 21 129 12899
Hispanic/Latino 49 49 48 48 24 23 121 12099
Multi-race, Non-Hisp./Lat. 26 26 25 25 10- 61 61100
Nat. Haw. or Pacif. Isl. 1- 1--- 2--
White 275 272 275 271 83 81 633 62499


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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