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McCormack Middle School

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2019 Official Accountability Report - John W McCormack

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
John W McCormack (00350179)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs
Progress toward improvement targetsAccountability percentile
56% - Substantial progress toward targets3

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage44%64%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
56%
Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator All students
(Non-high school grades)
Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-34-
Mathematics achievement24-44-
Science achievement14----
Achievement total51260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total4410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total4.49.6-6.37.6-
Percentage of possible points 46%-83%-
Criterion-referenced target percentage64%

2018 Points awarded

2018 Progress toward improvement targets
Indicator All students
(Non-high school grades)
Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4820.05822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total1410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total1.39.6-5.67.6-
Percentage of possible points 14%-74%-
Criterion-referenced target percentage44%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage13%57%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
40%
Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement24-
Science achievement24-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.910.3-
Percentage of possible points 57%-
2019 Annual criterion-referenced target percentage57%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.310.3-
Percentage of possible points 13%-
2018 Annual criterion-referenced target percentage13%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
3

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 474.7 475.2 0.5 476.6 3152Improved Below Target
Lowest Performing 450.5 455.8 5.3 455.6 423Met Target
High needs 473.1 474.6 1.5 475.0 3003Met Target
Econ. Disadvantaged 474.1 474.6 0.5 475.2 2672Improved Below Target
EL and Former EL 469.4 471.8 2.4 471.1 1664Exceeded Target
Students w/ disabilities 461.9 464.2 2.3 464.0 963Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 12--
Afr. Amer./Black 472.4 473.9 1.5 474.1 883Met Target
Hispanic/Latino 473.6 473.6 0.0 475.0 1851No Change
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 16--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 480.6 481.2 0.6 482.2 3152Improved Below Target
Lowest Performing 453.7 464.8 11.1 457.4 414Exceeded Target
High needs 479.2 480.5 1.3 481.2 3002Improved Below Target
Econ. Disadvantaged 479.3 480.8 1.5 481.1 2673Met Target
EL and Former EL 479.7 479.7 0.0 481.6 1661No Change
Students w/ disabilities 465.6 470.5 4.9 467.9 954Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 12--
Afr. Amer./Black 476.6 481.5 4.9 478.6 874Exceeded Target
Hispanic/Latino 480.3 480.8 0.5 481.7 1852Improved Below Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 16--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 34.4 33.3 -1.1 37.5 1141No Change
Lowest Performing-------
High needs 32.1 32.8 0.7 35.4 1092Improved Below Target
Econ. Disadvantaged 32.2 33.2 1.0 35.3 1012Improved Below Target
EL and Former EL 33.7 28.4 -5.3 36.8 590Declined
Students w/ disabilities 20.6 32.1 11.5 23.9 394Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black 27.3 39.2 11.9 30.7 374Exceeded Target
Hispanic/Latino 34.7 29.9 -4.8 37.7 660Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 6--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 42.5 2672Typical Growth - Low
Lowest Performing 42.8 412Typical Growth - Low
High needs 42.8 2522Typical Growth - Low
Econ. Disadvantaged 42.2 2212Typical Growth - Low
EL and Former EL 42.9 1302Typical Growth - Low
Students w/ disabilities 40.5 802Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 12--
Afr. Amer./Black 40.1 792Typical Growth - Low
Hispanic/Latino 42.4 1512Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 9--
Nat. Haw. or Pacif. Isl.- 1--
White- 14--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.9 2743Typical Growth - High
Lowest Performing 53.6 393Typical Growth - High
High needs 50.3 2593Typical Growth - High
Econ. Disadvantaged 51.2 2303Typical Growth - High
EL and Former EL 50.5 1363Typical Growth - High
Students w/ disabilities 48.9 792Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 12--
Afr. Amer./Black 54.4 793Typical Growth - High
Hispanic/Latino 50.7 1573Typical Growth - High
Multi-race, Non-Hisp./Lat.- 10--
Nat. Haw. or Pacif. Isl.- 1--
White- 14--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 23.7 33.6 9.9 28.9 1254Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 23.7 33.6 9.9 28.9 1254Exceeded Target
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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 28.8 34.1 5.3 26.6 3780Declined
Lowest Performing 35.7 28.6 -7.1 30.8 424Exceeded Target
High needs 31.2 34.9 3.7 28.7 3610Declined
Econ. Disadvantaged 31.7 37.6 5.9 29.0 2870Declined
EL and Former EL 28.2 31.9 3.7 24.9 2130Declined
Students w/ disabilities 35.8 42.9 7.1 31.5 980Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 14--
Afr. Amer./Black 26.2 31.0 4.8 22.6 1000Declined
Hispanic/Latino 31.3 35.3 4.0 27.5 2320Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 17--

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 367 36399Yes 1 368 36399Yes 1 126 12398Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 349 345 350 345 120 117 819 80799Yes1
Econ. Disadvantaged 308 304 308 304 111 108 727 71698Yes1
EL and Former EL 207 205 207 205 67 66 481 47699Yes1
Students w/ disabilities 103 101 103 100 42 40 248 24197Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2 1 1 5----
Asian 15 14 15 15 2 2 32----
Afr. Amer./Black 95 94 95 93 38 37 228 22498Yes1
Hispanic/Latino 225 224 225 223 76 75 526 52299Yes1
Multi-race, Non-Hisp./Lat. 11 11 12 12 2 2 25----
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 18 17 18 17 7 6 43----


About this Report

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 2019 Accountability Terms

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