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South End Middle School
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2019 Official Accountability Report - South End Middle School
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
South End Middle School (02810355)		GRADES SERVED
06,07,08
REGION
West/Central		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
66% - Substantial progress toward targets3

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage28%91%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		66%
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 achievement44-44-
Mathematics achievement44-44-
Science achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth24-44-
Mathematics growth24-34-
Growth total4820.07822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total8.49.6-7.17.6-
Percentage of possible points 88%-93%-
Criterion-referenced target percentage91%

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 achievement24-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total21260.02867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-14-
Growth total4820.04822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.59.6-2.37.6-
Percentage of possible points 26%-30%-
Criterion-referenced target percentage28%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage23%87%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		62%
Substantial 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 achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total9.010.3-
Percentage of possible points 87%-
2019 Annual criterion-referenced target percentage87%

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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total2.410.3-
Percentage of possible points 23%-
2018 Annual criterion-referenced target percentage23%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
5

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 479.9 483.5 3.6 481.8 1884Exceeded Target
Lowest Performing 458.7 472.9 14.2 463.8 234Exceeded Target
High needs 479.8 483.5 3.7 481.7 1864Exceeded Target
Econ. Disadvantaged 480.2 483.6 3.4 481.3 1824Exceeded Target
EL and Former EL 476.0 477.8 1.8 477.7 733Met Target
Students w/ disabilities 464.2 474.8 10.6 466.3 294Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 19--
Hispanic/Latino 478.9 482.5 3.6 480.3 1664Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 478.5 482.0 3.5 480.1 1874Exceeded Target
Lowest Performing 460.1 470.0 9.9 463.8 234Exceeded Target
High needs 478.1 482.0 3.9 480.1 1854Exceeded Target
Econ. Disadvantaged 478.4 482.1 3.7 480.2 1814Exceeded Target
EL and Former EL 475.9 477.5 1.6 477.8 723Met Target
Students w/ disabilities 462.9 470.7 7.8 465.2 294Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 19--
Hispanic/Latino 477.4 480.9 3.5 478.8 1654Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 33.5 40.8 7.3 36.6 574Exceeded Target
Lowest Performing-------
High needs 33.2 40.8 7.6 36.5 574Exceeded Target
Econ. Disadvantaged 33.7 40.5 6.8 36.8 554Exceeded Target
EL and Former EL---- 24--
Students w/ disabilities---- 6--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino 33.2 37.8 4.6 36.2 494Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 1--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.9 1782Typical Growth - Low
Lowest Performing 65.7 234Exceeded Typical Growth
High needs 47.9 1762Typical Growth - Low
Econ. Disadvantaged 47.6 1722Typical Growth - Low
EL and Former EL 51.0 643Typical Growth - High
Students w/ disabilities 50.0 273Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 19--
Hispanic/Latino 47.0 1572Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 1--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 48.6 1772Typical Growth - Low
Lowest Performing 55.8 233Typical Growth - High
High needs 48.8 1752Typical Growth - Low
Econ. Disadvantaged 49.3 1712Typical Growth - Low
EL and Former EL 45.6 632Typical Growth - Low
Students w/ disabilities 45.0 272Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 19--
Hispanic/Latino 47.1 1562Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 1--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 17.9 34.2 16.3 23.1 384Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 17.9 34.2 16.3 23.1 384Exceeded 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 33.5 36.9 3.4 31.3 2220Declined
Lowest Performing 52.2 52.2 0.0 47.3 231No Change
High needs 35.4 37.0 1.6 32.9 2190Declined
Econ. Disadvantaged 33.5 37.8 4.3 30.8 2010Declined
EL and Former EL 24.5 36.4 11.9 21.2 880Declined
Students w/ disabilities 37.5 54.5 17.0 33.2 440Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 22--
Hispanic/Latino 33.7 38.7 5.0 29.9 1940Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

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 215 215100Yes 1 216 215100Yes 1 60 60100Yes 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 213 213 214 213 60 60 487 486100Yes1
Econ. Disadvantaged 209 209 210 209 58 58 477 476100Yes1
EL and Former EL 83 83 83 82 25 25 191 19099Yes1
Students w/ disabilities 43 43 43 43 8 8 94 94100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 25 25 25 25 7 7 57 57100Yes1
Hispanic/Latino 183 183 184 183 52 52 419 418100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3-- 6----
Nat. Haw. or Pacif. Isl.-----------
White 4 4 4 4 1 1 9----


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 Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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