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James S Daley Middle School
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2022 Official Accountability Report - James S Daley Middle School
Organization Information
DISTRICT NAME
Lowell (01600000)		TITLE I STATUS
Title I School
SCHOOL
James S Daley Middle School (01600315)		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
57

Student group percentile

Group2022 percentile
High needs 85
Low income 84
English learner (EL) and Former EL 81
Students with disabilities 72
American Indian or Alaskan Native -
Asian 17
African American/Black 82
Hispanic or Latino 76
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 56

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 502.7 495.6 624
High needs 497.2 492.0 471
Low income 496.1 491.2 401
EL and Former EL 498.4 490.8 219
Students w/ disabilities 483.1 480.0 137
Amer. Ind. or Alaska Nat.---
Asian 504.0 496.6 308
Afr. Amer./Black 488.4 490.0 25
Hispanic/Latino 494.2 489.2 107
Multi-race, Non-Hisp./Lat. 506.3 500.8 32
Nat. Haw. or Pacif. Isl.---
White 507.9 498.2 152

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 504.9 498.5 624
High needs 500.7 495.8 471
Low income 499.2 495.0 401
EL and Former EL 502.2 496.5 219
Students w/ disabilities 488.1 483.4 137
Amer. Ind. or Alaska Nat.---
Asian 507.5 502.0 308
Afr. Amer./Black 492.3 491.6 25
Hispanic/Latino 496.6 489.5 107
Multi-race, Non-Hisp./Lat. 505.2 503.9 32
Nat. Haw. or Pacif. Isl.---
White 508.0 497.6 152

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 496.6 495.2 295
High needs 492.0 490.3 214
Low income 490.3 489.1 178
EL and Former EL 491.3 489.4 94
Students w/ disabilities 483.6 482.7 69
Amer. Ind. or Alaska Nat.---
Asian 498.2 496.4 149
Afr. Amer./Black-- 11
Hispanic/Latino 488.4 485.8 45
Multi-race, Non-Hisp./Lat.-- 19
Nat. Haw. or Pacif. Isl.---
White 501.7 499.2 71

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 53.1 54.0 549
High needs 52.1 53.1 411
Low income 51.6 52.5 351
EL and Former EL 54.1 53.9 201
Students w/ disabilities 46.9 50.9 98
Amer. Ind. or Alaska Nat.---
Asian 52.1 55.2 281
Afr. Amer./Black 51.3 58.0 22
Hispanic/Latino 50.2 51.4 89
Multi-race, Non-Hisp./Lat. 56.4 51.8 30
Nat. Haw. or Pacif. Isl.---
White 56.3 52.9 127

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 57.3 57.3 550
High needs 58.1 59.0 412
Low income 56.6 58.5 352
EL and Former EL 61.2 60.3 202
Students w/ disabilities 53.4 58.0 99
Amer. Ind. or Alaska Nat.---
Asian 60.0 59.9 281
Afr. Amer./Black 69.0 66.8 22
Hispanic/Latino 51.7 54.3 89
Multi-race, Non-Hisp./Lat. 61.1 60.0 30
Nat. Haw. or Pacif. Isl.---
White 53.6 51.6 128

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 55.8 34.9 83
High needs---
Low income---
EL and Former EL 55.8 34.9 83
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 4.9 3.8 681
High needs 6.7 4.8 525
Low income 9.4 5.5 451
EL and Former EL 3.6 3.1 261
Students w/ disabilities 10.9 7.0 142
Amer. Ind. or Alaska Nat.---
Asian 2.5 1.2 325
Afr. Amer./Black 6.5 3.1 32
Hispanic/Latino 12.9 10.7 122
Multi-race, Non-Hisp./Lat. 0.0 8.6 35
Nat. Haw. or Pacif. Isl.---
White 3.9 3.0 167

*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 659 65399 660 65599 316 31098

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 504 499 505 501 233 228 1,242 1,22899
Low income 432 429 433 430 196 192 1,061 1,05199
EL and Former EL 246 242 247 244 110 107 603 59398
Students w/ disabilities 141 139 141 140 71 69 353 34899
Amer. Ind. or Alaska Nat.---------
Asian 316 313 316 314 155 153 787 78099
Afr. Amer./Black 27 27 27 27 11- 65 65100
Hispanic/Latino 119 118 120 119 49 48 288 28599
Multi-race, Non-Hisp./Lat. 33 32 33 32 20 19 86 8397
Nat. Haw. or Pacif. Isl.---------
White 164 163 164 163 81 79 409 40599


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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