Massachusetts School and District Profiles

Ipswich Middle School

Districts
Schools

2024

2024 Official Accountability Report - Ipswich Middle School

Organization Information

DISTRICT NAME
Ipswich (01440000)

TITLE I STATUS
Non-Title I School

SCHOOL
Ipswich Middle School (01440305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
54% - Substantial progress toward targets	83

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	67%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	54%
	Substantial progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	3	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	4	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		3.9	10.3	-	4.1	7.6	-
Percentage of possible points		38%		-	54%		-
2024 Annual criterion-referenced target percentage		46%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	2	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		7.4	10.3	-	4.7	7.6	-
Percentage of possible points		72%		-	62%		-
2023 Annual criterion-referenced target percentage		67%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	72%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	40%
	Moderate progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	1	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2024 Annual criterion-referenced target percentage		19%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.4	10.3	-
Percentage of possible points		72%		-
2023 Annual criterion-referenced target percentage		72%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	506.7	504.7	-2.0	510.2	376	3	Recovery Path: Met Target
Lowest Performing	473.9	478.0	4.1	478.0	56	3	Recovery Path: Met Target
High Needs	490.4	489.2	-1.2	492.7	144	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	488.4	492.0	3.6	491.0	79	4	Recovery Path: Exceeded Target
Students with Disabilities	484.0	484.2	0.2	486.3	93	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	488.2	500.2	12.0	491.2	36	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.4	505.6	-2.8	511.6	318	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	503.9	499.7	-4.2	506.2	377	0	Recovery Path: Declined
Lowest Performing	481.7	481.4	-0.3	486.8	56	1	Path Forward: No Change
High Needs	492.3	488.8	-3.5	494.8	144	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	492.0	489.8	-2.2	494.2	79	0	Recovery Path: Declined
Students with Disabilities	488.7	485.7	-3.0	491.9	93	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	491.7	493.7	2.0	494.2	36	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.0	500.8	-4.2	506.2	319	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	507.1	501.2	-5.9	508.9	115	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	24	-	-
High Needs	490.0	490.0	0.0	492.0	42	1	Recovery Path: No Change
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	491.7	487.4	-4.3	496.1	27	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.0	503.1	-5.9	511.2	96	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	61.3	361	4	Exceeded Typical Growth
Lowest Performing	55.7	56	3	Typical Growth - High
High Needs	58.5	136	3	Typical Growth - High
English Learners and Former English Learners	-	14	-	-
Low Income	58.5	76	3	Typical Growth - High
Students with Disabilities	58.1	87	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	70.7	33	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.2	307	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	54.1	360	3	Typical Growth - High
Lowest Performing	53.1	56	3	Typical Growth - High
High Needs	55.2	135	3	Typical Growth - High
English Learners and Former English Learners	-	14	-	-
Low Income	53.7	75	3	Typical Growth - High
Students with Disabilities	53.6	87	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	54.5	33	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.9	306	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	5.5	9.0	3.5	4.4	388	3	Met Target
Lowest Performing	10.5	17.9	7.4	7.2	56	0	Declined
High Needs	13.8	18.3	4.5	11.7	142	0	Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	17.7	27.4	9.7	13.4	84	0	Declined
Students with Disabilities	13.2	12.6	-0.6	10.7	87	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	19.2	13.5	-5.7	15.0	37	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.8	8.0	3.2	3.6	323	3	Met Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	385	385	100	Yes	1	386	385	100	Yes	1	117	116	99	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	150	150	150	149	44	43	344	342	99	Yes	1
English Learners and Former English Learners	16	16	16	16	6	6	38	-	-	-	-
Low Income	85	85	85	84	29	28	199	197	99	Yes	1
Students with Disabilities	94	94	94	93	23	22	211	209	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	-	2	-	-	-	-
Asian	1	1	1	1	0	-	2	-	-	-	-
Black or African American	7	7	7	7	4	4	18	-	-	-	-
Hispanic or Latino	38	38	38	38	14	14	90	90	100	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	18	3	2	41	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	319	319	320	320	96	96	735	735	100	Yes	1

About this report

About the Data

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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.

Resources

Interpretive Materials

Glossary of Accountability Terms