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Belmont Street Community
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2022 Official Accountability Report - Belmont Street Community
Organization Information
DISTRICT NAME
Worcester (03480000)		TITLE I STATUS
Title I School
SCHOOL
Belmont Street Community (03480020)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central		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
48

Student group percentile

Group2022 percentile
High needs 70
Low income 71
English learner (EL) and Former EL 78
Students with disabilities 53
American Indian or Alaskan Native -
Asian -
African American/Black 81
Hispanic or Latino 78
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 27

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 495.4 480.5 245
High needs 495.1 479.8 239
Low income 494.6 479.1 230
EL and Former EL 494.5 480.5 155
Students w/ disabilities 486.4 469.5 48
Amer. Ind. or Alaska Nat.---
Asian-- 7
Afr. Amer./Black 494.3 482.4 56
Hispanic/Latino 496.7 477.9 135
Multi-race, Non-Hisp./Lat.-- 5
Nat. Haw. or Pacif. Isl.---
White 495.8 482.5 42

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 496.6 484.2 245
High needs 496.5 483.8 239
Low income 495.5 483.2 230
EL and Former EL 496.4 484.4 155
Students w/ disabilities 486.7 469.4 48
Amer. Ind. or Alaska Nat.---
Asian-- 7
Afr. Amer./Black 494.3 487.7 56
Hispanic/Latino 496.2 481.0 135
Multi-race, Non-Hisp./Lat.-- 5
Nat. Haw. or Pacif. Isl.---
White 500.9 486.7 42

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 498.1 497.3 47
High needs 498.6 496.4 44
Low income 498.8 495.7 42
EL and Former EL 498.2 495.6 30
Students w/ disabilities-- 7
Amer. Ind. or Alaska Nat.---
Asian-- 2
Afr. Amer./Black-- 12
Hispanic/Latino 495.2 493.0 21
Multi-race, Non-Hisp./Lat.-- 1
Nat. Haw. or Pacif. Isl.---
White-- 11

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 64.8 57.2 163
High needs 64.8 56.7 159
Low income 64.8 56.7 154
EL and Former EL 67.4 57.0 107
Students w/ disabilities 64.9 43.8 29
Amer. Ind. or Alaska Nat.---
Asian-- 5
Afr. Amer./Black 65.7 55.6 41
Hispanic/Latino 64.9 56.9 85
Multi-race, Non-Hisp./Lat.-- 2
Nat. Haw. or Pacif. Isl.---
White 64.9 58.3 30

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 65.1 60.6 163
High needs 65.0 60.3 159
Low income 64.0 59.9 154
EL and Former EL 65.7 61.7 107
Students w/ disabilities 65.7 51.4 29
Amer. Ind. or Alaska Nat.---
Asian-- 5
Afr. Amer./Black 68.1 66.1 41
Hispanic/Latino 64.2 58.8 85
Multi-race, Non-Hisp./Lat.-- 2
Nat. Haw. or Pacif. Isl.---
White 68.0 53.4 30

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 68.5 59.7 159
High needs---
Low income---
EL and Former EL 68.5 59.7 159
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 0.5 5.0 462
High needs 0.5 5.1 453
Low income 0.6 4.9 432
EL and Former EL 0.4 5.3 303
Students w/ disabilities 1.5 2.6 78
Amer. Ind. or Alaska Nat.---
Asian 0.0 17.4 23
Afr. Amer./Black 0.0 3.5 85
Hispanic/Latino 0.5 4.1 243
Multi-race, Non-Hisp./Lat.-- 16
Nat. Haw. or Pacif. Isl.---
White 1.1 6.3 95

*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 309 309100 309 309100 63 63100

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 300 300 300 300 59 59 659 659100
Low income 288 288 287 287 56 56 631 631100
EL and Former EL 199 199 199 199 40 40 438 438100
Students w/ disabilities 57 57 59 59 8- 124 124100
Amer. Ind. or Alaska Nat.---------
Asian 11- 10- 4- 25--
Afr. Amer./Black 67 67 67 67 16- 150 150100
Hispanic/Latino 174 174 175 175 29 29 378 378100
Multi-race, Non-Hisp./Lat. 8- 7- 1- 16--
Nat. Haw. or Pacif. Isl.---------
White 49 49 50 50 13- 112 112100


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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