Massachusetts School and District Profiles

Walter S Parker Middle

Districts
Schools

2024

2024 Official Accountability Report - Walter S Parker Middle

Organization Information

DISTRICT NAME
Reading (02460000)

TITLE I STATUS
Title I School

SCHOOL
Walter S Parker Middle (02460310)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
60% - Substantial progress toward targets	76

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	21%	87%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	60%
	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	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	4	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		9.4	10.3	-	6.3	7.6	-
Percentage of possible points		91%		-	83%		-
2024 Annual criterion-referenced target percentage		87%

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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	8	22.5	4	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		1.1	10.3	-	2.3	7.6	-
Percentage of possible points		11%		-	30%		-
2023 Annual criterion-referenced target percentage		21%

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	7%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	43%
	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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	2	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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		6.9	10.3	-
Percentage of possible points		67%		-
2024 Annual criterion-referenced target percentage		67%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.7	10.3	-
Percentage of possible points		7%		-
2023 Annual criterion-referenced target percentage		7%

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	500.9	505.4	4.5	503.4	448	4	Recovery Path: Exceeded Target
Lowest Performing	471.3	476.3	5.0	476.3	71	3	Recovery Path: Met Target
High Needs	482.7	484.5	1.8	485.2	124	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	483.2	487.5	4.3	485.8	60	4	Recovery Path: Exceeded Target
Students with Disabilities	480.2	478.3	-1.9	482.5	80	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	512.6	511.8	-0.8	514.6	25	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.1	506.8	4.7	504.7	368	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	496.9	506.3	9.4	498.6	448	4	Recovery Path: Exceeded Target
Lowest Performing	472.7	482.4	9.7	477.8	71	4	Path Forward: Exceeded Target
High Needs	480.8	489.8	9.0	482.5	124	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	481.3	492.8	11.5	483.2	60	4	Recovery Path: Exceeded Target
Students with Disabilities	478.5	485.8	7.3	481.8	80	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	507.4	509.8	2.4	509.5	25	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.2	507.0	8.8	500.0	368	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	501.9	504.2	2.3	504.6	162	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	44	-	-
High Needs	489.1	490.3	1.2	492.5	47	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	488.8	491.5	2.7	492.2	24	2	Path Forward: Improved Below Target
Students with Disabilities	489.7	485.1	-4.6	494.2	27	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.6	504.2	1.6	505.6	134	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	51.6	441	3	Typical Growth - High
Lowest Performing	49.9	71	2	Typical Growth - Low
High Needs	48.1	119	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	48.5	56	2	Typical Growth - Low
Students with Disabilities	45.6	78	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	21	-	-
Black or African American	-	15	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	53.5	24	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.8	363	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	61.7	443	4	Exceeded Typical Growth
Lowest Performing	61.8	71	4	Exceeded Typical Growth
High Needs	58.1	121	3	Typical Growth - High
English Learners and Former English Learners	-	14	-	-
Low Income	61.2	58	4	Exceeded Typical Growth
Students with Disabilities	57.4	78	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	21	-	-
Black or African American	-	16	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	68.9	24	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.1	364	4	Exceeded Typical Growth

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	12.4	7.2	-5.2	11.1	456	4	Exceeded Target
Lowest Performing	18.3	16.9	-1.4	14.8	71	2	Improved Below Target
High Needs	28.5	14.2	-14.3	25.9	127	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	36.5	19.0	-17.5	32.8	63	4	Exceeded Target
Students with Disabilities	24.1	13.9	-10.2	20.8	79	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	9.1	11.5	2.4	7.8	26	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.4	5.7	-3.7	8.0	369	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	455	454	100	Yes	1	456	455	100	Yes	1	164	163	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	128	128	128	128	48	48	304	304	100	Yes	1
English Learners and Former English Learners	17	17	17	17	4	4	38	-	-	-	-
Low Income	62	62	62	62	24	24	148	148	100	Yes	1
Students with Disabilities	81	81	81	81	27	27	189	189	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	-	2	-	-	-	-
Asian	23	23	23	23	5	5	51	51	100	Yes	1
Black or African American	17	17	17	17	4	4	38	-	-	-	-
Hispanic or Latino	19	18	19	18	8	7	46	-	-	-	-
Multi-Race, Not Hispanic or Latino	25	25	26	26	13	13	64	64	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	370	370	370	370	134	134	874	874	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