Massachusetts School and District Profiles

Lillian M Jacobs

Districts
Schools

2024

2024 Official Accountability Report - Lillian M Jacobs

Organization Information

DISTRICT NAME
Hull (01420000)

TITLE I STATUS
Title I School

SCHOOL
Lillian M Jacobs (01420015)

GRADES SERVED
PK,K,01,02,03,04,05,06

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	62

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	52%	56%
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	4	4	-	3	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	67.5	5	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	6	8	22.5	5	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		5.1	10.3	-	4.7	7.6	-
Percentage of possible points		50%		-	62%		-
2024 Annual criterion-referenced target percentage		56%

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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	22.5	3	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		3.8	10.3	-	5.1	7.6	-
Percentage of possible points		37%		-	67%		-
2023 Annual criterion-referenced target percentage		52%

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	15%	48%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	34%
	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	4	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	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		4.9	10.3	-
Percentage of possible points		48%		-
2024 Annual criterion-referenced target percentage		48%

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	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		1.5	10.3	-
Percentage of possible points		15%		-
2023 Annual criterion-referenced target percentage		15%

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	498.0	502.1	4.1	501.1	194	4	Recovery Path: Exceeded Target
Lowest Performing	475.2	480.2	5.0	480.3	37	3	Path Forward: Met Target
High Needs	488.5	492.8	4.3	490.0	94	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	489.5	496.1	6.6	491.9	61	4	Path Forward: Exceeded Target
Students with Disabilities	482.7	483.7	1.0	486.0	53	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.5	502.3	3.8	501.1	177	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	501.3	501.3	0.0	503.8	196	1	Path Forward: No Change
Lowest Performing	475.3	478.2	2.9	480.4	37	2	Path Forward: Improved Below Target
High Needs	493.4	493.4	0.0	496.1	94	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	494.7	494.9	0.2	497.5	61	2	Path Forward: Improved Below Target
Students with Disabilities	486.7	486.2	-0.5	490.1	53	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.7	501.6	-0.1	504.5	179	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	501.2	496.5	-4.7	504.8	48	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	493.6	487.8	-5.8	497.4	21	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.6	498.7	-0.9	503.3	44	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	62.1	150	4	Exceeded Typical Growth
Lowest Performing	59.4	37	3	Typical Growth - High
High Needs	59.9	72	3	Typical Growth - High
English Learners and Former English Learners	-	2	-	-
Low Income	64.4	45	4	Exceeded Typical Growth
Students with Disabilities	54.3	38	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.9	139	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	48.1	151	2	Typical Growth - Low
Lowest Performing	47.0	37	2	Typical Growth - Low
High Needs	47.7	72	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	50.1	45	3	Typical Growth - High
Students with Disabilities	48.4	38	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.0	140	2	Typical Growth - Low

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	20.3	11.6	-8.7	18.8	318	4	Exceeded Target
Lowest Performing	23.1	21.6	-1.5	18.5	37	2	Improved Below Target
High Needs	26.5	17.5	-9.0	24.1	160	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	29.3	20.2	-9.1	26.1	114	4	Exceeded Target
Students with Disabilities	23.5	18.5	-5.0	19.9	81	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	18.5	11.2	-7.3	16.7	276	4	Exceeded 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	205	199	97	Yes	1	205	202	99	Yes	1	51	50	98	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	100	97	100	98	24	23	224	218	97	Yes	1
English Learners and Former English Learners	3	2	3	3	2	1	8	-	-	-	-
Low Income	67	65	67	65	16	16	150	146	97	Yes	1
Students with Disabilities	53	53	53	53	13	13	119	119	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	1	1	9	-	-	-	-
Black or African American	5	4	5	4	1	1	11	-	-	-	-
Hispanic or Latino	6	6	6	6	2	2	14	-	-	-	-
Multi-Race, Not Hispanic or Latino	7	7	7	7	1	1	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	183	178	183	181	46	45	412	404	98	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