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Raymond J Grey Junior High
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2022 Official Accountability Report - Raymond J Grey Junior High
Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)		TITLE I STATUS
Title I School
SCHOOL
Raymond J Grey Junior High (06000405)		GRADES SERVED
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
93

Student group percentile

Group2022 percentile
High needs 89
Low income 76
English learner (EL) and Former EL 85
Students with disabilities 94
American Indian or Alaskan Native -
Asian 81
African American/Black 83
Hispanic or Latino 88
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 87

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 513.7 505.8 809
High needs 496.7 490.5 244
Low income 493.1 490.2 100
EL and Former EL 499.8 487.2 63
Students w/ disabilities 491.0 486.3 148
Amer. Ind. or Alaska Nat.-- 3
Asian 520.5 515.6 283
Afr. Amer./Black 496.7 490.2 25
Hispanic/Latino 502.6 487.7 54
Multi-race, Non-Hisp./Lat. 510.4 501.7 28
Nat. Haw. or Pacif. Isl.-- 2
White 511.3 502.9 414

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 520.4 517.3 803
High needs 501.6 501.1 239
Low income 492.5 498.3 99
EL and Former EL 509.8 502.2 62
Students w/ disabilities 494.4 496.5 145
Amer. Ind. or Alaska Nat.-- 3
Asian 532.8 531.2 283
Afr. Amer./Black 493.8 496.9 25
Hispanic/Latino 502.1 495.7 53
Multi-race, Non-Hisp./Lat. 513.6 512.6 28
Nat. Haw. or Pacif. Isl.-- 2
White 515.7 512.3 409

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 516.0 513.1 410
High needs 501.6 496.6 123
Low income 497.0 493.8 51
EL and Former EL 495.4 494.5 28
Students w/ disabilities 501.3 494.9 76
Amer. Ind. or Alaska Nat.-- 1
Asian 521.9 522.0 144
Afr. Amer./Black-- 13
Hispanic/Latino- 499.6 25
Multi-race, Non-Hisp./Lat.-- 15
Nat. Haw. or Pacif. Isl.-- 1
White 514.9 510.5 211

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 46.9 51.3 771
High needs 43.9 47.9 232
Low income 39.7 45.2 97
EL and Former EL 42.6 48.4 61
Students w/ disabilities 42.4 46.0 140
Amer. Ind. or Alaska Nat.-- 3
Asian 48.6 56.7 274
Afr. Amer./Black 39.8 47.0 24
Hispanic/Latino 47.3 41.6 50
Multi-race, Non-Hisp./Lat. 51.8 52.1 27
Nat. Haw. or Pacif. Isl.-- 2
White 45.8 49.1 391

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 55.3 68.8 764
High needs 52.0 68.6 225
Low income 41.2 65.6 96
EL and Former EL 57.9 64.8 60
Students w/ disabilities 50.3 69.0 135
Amer. Ind. or Alaska Nat.-- 3
Asian 58.2 67.6 274
Afr. Amer./Black 55.3 71.2 24
Hispanic/Latino 48.9 62.8 49
Multi-race, Non-Hisp./Lat. 56.3 78.8 25
Nat. Haw. or Pacif. Isl.-- 2
White 53.8 69.8 387

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 13
High needs---
Low income---
EL and Former EL-- 13
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 1.9 1.2 844
High needs 3.4 3.4 264
Low income 8.9 3.5 115
EL and Former EL 2.4 1.3 79
Students w/ disabilities 2.9 5.4 147
Amer. Ind. or Alaska Nat.-- 3
Asian 0.6 0.3 288
Afr. Amer./Black 6.7 6.9 29
Hispanic/Latino 2.1 0.0 66
Multi-race, Non-Hisp./Lat. 0.0 3.2 31
Nat. Haw. or Pacif. Isl.-- 2
White 2.4 1.4 425

*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 836 833100 835 82699 421 41699

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 263 261 262 255 131 127 656 64398
Low income 112 112 111 110 54 53 277 27599
EL and Former EL 75 75 75 74 32 31 182 18099
Students w/ disabilities 151 149 151 146 79 77 381 37298
Amer. Ind. or Alaska Nat. 3- 3- 1- 7--
Asian 288 288 288 288 146 146 722 722100
Afr. Amer./Black 27 27 27 27 13- 67 67100
Hispanic/Latino 65 65 65 64 29 28 159 15799
Multi-race, Non-Hisp./Lat. 31 30 31 30 16- 78 7596
Nat. Haw. or Pacif. Isl. 2- 2- 1- 5--
White 420 418 419 412 215 212 1,054 1,04299


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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