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Lt Job Lane School
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2022 Official Accountability Report - Lt Job Lane School
Organization Information
DISTRICT NAME
Bedford (00230000)		TITLE I STATUS
Title I School
SCHOOL
Lt Job Lane School (00230012)		GRADES SERVED
03,04,05
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
92

Student group percentile

Group2022 percentile
High needs 95
Low income 86
English learner (EL) and Former EL 99
Students with disabilities 91
American Indian or Alaskan Native -
Asian 82
African American/Black 54
Hispanic or Latino -
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 86

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 515.1 508.3 583
High needs 505.5 497.6 212
Low income 503.4 492.6 81
EL and Former EL 511.8 510.1 75
Students w/ disabilities 497.2 487.6 107
Amer. Ind. or Alaska Nat.---
Asian 522.0 516.6 130
Afr. Amer./Black 496.3 488.9 39
Hispanic/Latino 505.7 502.2 31
Multi-race, Non-Hisp./Lat. 526.2 513.0 50
Nat. Haw. or Pacif. Isl.---
White 514.2 507.1 333

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 512.5 509.4 586
High needs 502.9 497.3 213
Low income 496.3 487.0 82
EL and Former EL 514.1 514.7 75
Students w/ disabilities 492.8 486.0 108
Amer. Ind. or Alaska Nat.---
Asian 525.0 523.1 130
Afr. Amer./Black 486.3 482.5 39
Hispanic/Latino 502.0 495.9 31
Multi-race, Non-Hisp./Lat. 525.4 515.5 50
Nat. Haw. or Pacif. Isl.---
White 510.5 507.6 336

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 509.1 510.6 180
High needs 499.6 496.4 64
Low income- 495.2 26
EL and Former EL-- 19
Students w/ disabilities 497.1 486.4 36
Amer. Ind. or Alaska Nat.---
Asian 517.2 525.3 31
Afr. Amer./Black-- 14
Hispanic/Latino-- 10
Multi-race, Non-Hisp./Lat.-- 13
Nat. Haw. or Pacif. Isl.---
White 507.5 510.4 112

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 57.5 59.1 382
High needs 57.0 53.2 134
Low income 55.9 50.6 54
EL and Former EL 59.3 62.9 45
Students w/ disabilities 56.4 47.7 67
Amer. Ind. or Alaska Nat.---
Asian 64.8 64.7 79
Afr. Amer./Black 51.0 43.4 26
Hispanic/Latino-- 18
Multi-race, Non-Hisp./Lat. 59.7 34
Nat. Haw. or Pacif. Isl.---
White 56.7 59.0 225

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 56.2 52.8 384
High needs 58.4 51.3 135
Low income 52.9 46.0 55
EL and Former EL 63.7 59.8 45
Students w/ disabilities 51.8 51.2 68
Amer. Ind. or Alaska Nat.---
Asian 66.4 61.4 79
Afr. Amer./Black 42.1 46.5 26
Hispanic/Latino-- 18
Multi-race, Non-Hisp./Lat. 55.6 34
Nat. Haw. or Pacif. Isl.---
White 54.3 50.9 227

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 81.8 85.3 34
High needs---
Low income---
EL and Former EL 81.8 85.3 34
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 3.2 0.7 608
High needs 5.2 1.3 225
Low income 8.7 1.1 89
EL and Former EL 6.0 0.0 83
Students w/ disabilities 5.2 2.8 109
Amer. Ind. or Alaska Nat.---
Asian 1.6 0.7 135
Afr. Amer./Black 11.8 2.4 42
Hispanic/Latino 0.0 0.0 34
Multi-race, Non-Hisp./Lat. 0.0 0.0 50
Nat. Haw. or Pacif. Isl.---
White 3.4 0.6 347

*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 601 59699 604 59999 184 18399

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 223 220 224 221 65 65 512 50699
Low income 85 85 86 86 26 26 197 197100
EL and Former EL 80 80 80 80 19- 179 179100
Students w/ disabilities 112 109 113 110 37 37 262 25698
Amer. Ind. or Alaska Nat.---------
Asian 135 135 135 135 31 31 301 301100
Afr. Amer./Black 39 39 39 39 14- 92 92100
Hispanic/Latino 34 34 34 34 10- 78 78100
Multi-race, Non-Hisp./Lat. 50 50 50 50 13- 113 113100
Nat. Haw. or Pacif. Isl.---------
White 343 338 346 341 116 115 805 79499


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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