Massachusetts School and District Profiles

Comprehensive Grammar School
Districts Schools
Select an Org
View Previous Year
2022
View Next Year
print page

2022 Official Accountability Report - Comprehensive Grammar School
Organization Information
DISTRICT NAME
Methuen (01810000)		TITLE I STATUS
Title I School
SCHOOL
Comprehensive Grammar School (01810050)		GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
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
34

Student group percentile

Group2022 percentile
High needs 29
Low income 31
English learner (EL) and Former EL 20
Students with disabilities 46
American Indian or Alaskan Native -
Asian -
African American/Black 31
Hispanic or Latino 49
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 31

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 501.6 493.2 597
High needs 491.0 487.2 383
Low income 491.9 487.7 296
EL and Former EL 482.5 475.3 127
Students w/ disabilities 482.8 479.2 143
Amer. Ind. or Alaska Nat.---
Asian 507.3 497.9 23
Afr. Amer./Black- 485.1 32
Hispanic/Latino 492.3 486.9 227
Multi-race, Non-Hisp./Lat. 507.7 507.1 24
Nat. Haw. or Pacif. Isl.---
White 506.5 497.4 291

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 498.3 490.3 597
High needs 487.6 485.0 383
Low income 488.5 484.6 296
EL and Former EL 483.6 475.9 127
Students w/ disabilities 479.5 477.7 143
Amer. Ind. or Alaska Nat.---
Asian 506.0 504.3 23
Afr. Amer./Black- 478.9 32
Hispanic/Latino 490.8 484.0 227
Multi-race, Non-Hisp./Lat. 502.1 501.3 24
Nat. Haw. or Pacif. Isl.---
White 502.7 494.4 291

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 493.2 486.8 219
High needs 481.7 480.8 133
Low income 481.6 480.8 97
EL and Former EL 475.3 472.6 47
Students w/ disabilities 476.2 474.7 51
Amer. Ind. or Alaska Nat.---
Asian-- 12
Afr. Amer./Black-- 16
Hispanic/Latino 482.2 480.1 70
Multi-race, Non-Hisp./Lat.-- 7
Nat. Haw. or Pacif. Isl.---
White 496.8 489.6 114

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 51.0 48.7 493
High needs 50.4 46.7 312
Low income 50.8 46.1 241
EL and Former EL 55.2 45.0 100
Students w/ disabilities 42.5 44.9 115
Amer. Ind. or Alaska Nat.---
Asian-- 19
Afr. Amer./Black 40.9 29
Hispanic/Latino 48.3 48.7 176
Multi-race, Non-Hisp./Lat. 53.4 59.0 20
Nat. Haw. or Pacif. Isl.---
White 50.6 48.3 249

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 47.7 45.0 491
High needs 45.8 44.4 311
Low income 47.5 44.2 240
EL and Former EL 51.3 38.6 99
Students w/ disabilities 37.6 43.7 115
Amer. Ind. or Alaska Nat.---
Asian-- 19
Afr. Amer./Black 40.0 29
Hispanic/Latino 49.3 44.5 175
Multi-race, Non-Hisp./Lat. 42.7 46.7 20
Nat. Haw. or Pacif. Isl.---
White 47.2 45.3 248

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 61.9 47.1 102
High needs---
Low income---
EL and Former EL 61.9 47.1 102
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 11.9 5.1 886
High needs 17.2 6.6 591
Low income 24.1 7.6 471
EL and Former EL 17.5 7.8 245
Students w/ disabilities 15.2 6.6 182
Amer. Ind. or Alaska Nat.---
Asian 5.9 0.0 33
Afr. Amer./Black 6.7 6.5 46
Hispanic/Latino 15.1 8.7 378
Multi-race, Non-Hisp./Lat. 5.7 0.0 35
Nat. Haw. or Pacif. Isl.---
White 10.8 2.3 394

*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 676 675100 675 674100 248 247100

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 457 456 456 455 161 160 1,074 1,071100
Low income 360 359 360 359 121 120 841 838100
EL and Former EL 187 186 187 186 70 69 444 44199
Students w/ disabilities 150 150 149 149 54 54 353 353100
Amer. Ind. or Alaska Nat.---------
Asian 24 24 24 24 12- 60 60100
Afr. Amer./Black 35 35 35 35 19- 89 89100
Hispanic/Latino 288 287 288 287 92 91 668 665100
Multi-race, Non-Hisp./Lat. 25 25 25 25 7- 57 57100
Nat. Haw. or Pacif. Isl.---------
White 304 304 303 303 118 118 725 725100


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