This organization is currently closed.2013 Report Card - Fitchburg Arts Academy
Data Last Updated on September 30, 2013 Data Under Review or Fewer than 10 students were tested.
Fitchburg Arts Academy: |
2013 English Language Arts Proficiency Gap Narrowing | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
0 10 20 30 40 50 60 70 80 90 100 | 2011 CPI (Baseline) | 2012 CPI | 2013 CPI | CPI Change | 2013 Target | 6 Year Goal | Percentile in School Type | N | PPI Points | Rating | |
All students | - | - | - | - | - | - | - | - | - | - | |
High needs | - | - | - | - | - | - | - | - | - | - | |
Low income | - | - | - | - | - | - | - | - | - | - | |
EL and Former EL | - | - | - | - | - | - | - | - | - | - | |
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 | - | - | - | - | - | - | - | - | - | - |
2013 Mathematics Proficiency Gap Narrowing | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
0 10 20 30 40 50 60 70 80 90 100 | 2011 CPI (Baseline) | 2012 CPI | 2013 CPI | CPI Change | 2013 Target | 6 Year Goal | Percentile in School Type | N | PPI Points | Rating | |
All students | - | - | - | - | - | - | - | - | - | - | |
High needs | - | - | - | - | - | - | - | - | - | - | |
Low income | - | - | - | - | - | - | - | - | - | - | |
EL and Former EL | - | - | - | - | - | - | - | - | - | - | |
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 | - | - | - | - | - | - | - | - | - | - |
2013 Science Proficiency Gap Narrowing | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
0 10 20 30 40 50 60 70 80 90 100 | 2011 CPI (Baseline) | 2012 CPI | 2013 CPI | CPI Change | 2013 Target | 6 Year Goal | Percentile in School Type | N | PPI Points | Rating | |
All students | - | - | - | - | - | - | - | - | - | - | |
High needs | - | - | - | - | - | - | - | - | - | - | |
Low income | - | - | - | - | - | - | - | - | - | - | |
EL and Former EL | - | - | - | - | - | - | - | - | - | - | |
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 | - | - | - | - | - | - | - | - | - | - |
2013 English Language Arts Extra Credit | ||||||||
---|---|---|---|---|---|---|---|---|
Extra credit for increasing % Advanced (10% or more) | Extra credit for decreasing % Warning/Failing (10% or more) | |||||||
2012 % Advanced |
2013 % Advanced |
N | PPI Points | 2012 % Warning/Failing |
2013 % Warning/Failing |
N | PPI Points | |
All students | - | - | - | - | - | - | - | - |
High needs | - | - | - | - | - | - | - | - |
Low income | - | - | - | - | - | - | - | - |
EL and Former EL | - | - | - | - | - | - | - | - |
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 | - | - | - | - | - | - | - | - |
2013 Mathematics Extra Credit | ||||||||
---|---|---|---|---|---|---|---|---|
Extra credit for increasing % Advanced (10% or more) | Extra credit for decreasing % Warning/Failing (10% or more) | |||||||
2012 % Advanced |
2013 % Advanced |
N | PPI Points | 2012 % Warning/Failing |
2013 % Warning/Failing |
N | PPI Points | |
All students | - | - | - | - | - | - | - | - |
High needs | - | - | - | - | - | - | - | - |
Low income | - | - | - | - | - | - | - | - |
EL and Former EL | - | - | - | - | - | - | - | - |
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 | - | - | - | - | - | - | - | - |
2013 Science Extra Credit | ||||||||
---|---|---|---|---|---|---|---|---|
Extra credit for increasing % Advanced (10% or more) | Extra credit for decreasing % Warning/Failing (10% or more) | |||||||
2012 % Advanced |
2013 % Advanced |
N | PPI Points | 2012 % Warning/Failing |
2013 % Warning/Failing |
N | PPI Points | |
All students | - | - | - | - | - | - | - | - |
High needs | - | - | - | - | - | - | - | - |
Low income | - | - | - | - | - | - | - | - |
EL and Former EL | - | - | - | - | - | - | - | - |
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 | - | - | - | - | - | - | - | - |
2013 English Language Arts Growth | |||||||||
---|---|---|---|---|---|---|---|---|---|
0 10 20 30 40 50 60 70 80 90 100 | 2012 SGP | 2013 SGP | SGP Change | 6 Year Goal | Met Safe Harbor? | N | PPI Points | Rating | |
All students | - | - | - | 51.0 | - | - | - | - | |
High needs | - | - | - | 51.0 | - | - | - | - | |
Low income | - | - | - | 51.0 | - | - | - | - | |
EL and Former EL | - | - | - | 51.0 | - | - | - | - | |
Students w/ disabilities | - | - | - | 51.0 | - | - | - | - | |
Amer. Ind. or Alaska Nat. | - | - | - | 51.0 | - | - | - | - | |
Asian | - | - | - | 51.0 | - | - | - | - | |
Afr. Amer./Black | - | - | - | 51.0 | - | - | - | - | |
Hispanic/Latino | - | - | - | 51.0 | - | - | - | - | |
Multi-race, Non-Hisp./Lat. | - | - | - | 51.0 | - | - | - | - | |
Nat. Haw. or Pacif. Isl. | - | - | - | 51.0 | - | - | - | - | |
White | - | - | - | 51.0 | - | - | - | - |
2013 Mathematics Growth | |||||||||
---|---|---|---|---|---|---|---|---|---|
0 10 20 30 40 50 60 70 80 90 100 | 2012 SGP | 2013 SGP | SGP Change | 6 Year Goal | Met Safe Harbor? | N | PPI Points | Rating | |
All students | - | - | - | 51.0 | - | - | - | - | |
High needs | - | - | - | 51.0 | - | - | - | - | |
Low income | - | - | - | 51.0 | - | - | - | - | |
EL and Former EL | - | - | - | 51.0 | - | - | - | - | |
Students w/ disabilities | - | - | - | 51.0 | - | - | - | - | |
Amer. Ind. or Alaska Nat. | - | - | - | 51.0 | - | - | - | - | |
Asian | - | - | - | 51.0 | - | - | - | - | |
Afr. Amer./Black | - | - | - | 51.0 | - | - | - | - | |
Hispanic/Latino | - | - | - | 51.0 | - | - | - | - | |
Multi-race, Non-Hisp./Lat. | - | - | - | 51.0 | - | - | - | - | |
Nat. Haw. or Pacif. Isl. | - | - | - | 51.0 | - | - | - | - | |
White | - | - | - | 51.0 | - | - | - | - |
2013 MCAS Participation | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
English Language Arts | Mathematics | Science | ||||||||||
Enrolled | Assessed | % | Met Target (95%) | Enrolled | Assessed | % | Met Target (95%) | Enrolled | Assessed | % | Met Target (95%) | |
All students | - | - | - | - | - | - | - | - | - | - | - | - |
High needs | - | - | - | - | - | - | - | - | - | - | - | - |
Low income | - | - | - | - | - | - | - | - | - | - | - | - |
EL and Former EL | - | - | - | - | - | - | - | - | - | - | - | - |
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 | - | - | - | - | - | - | - | - | - | - | - | - |
2013 Massachusetts and Nationwide NAEP Results by Student Group |
NAEP, or the National Assessment of Educational Progress, is often called the "Nation's Report Card." It is the only measure of student achievement in the United States that allows you to compare the performance of students in Massachusetts with the performance of students across the nation or in other states. Students take the NAEP in reading and mathematics every two years. When reviewing these results, it is important to keep in mind that the NAEP results are based on a small sample of students across Massachusetts, not the population of Massachusetts students. For more information, please visit http://www.doe.mass.edu/mcas/naep/faq.html. The following symbols are used to denote the NAEP achievement levels: A for Advanced, P+ for Proficient and above, B+ for Basic and above, BB for Below Basic. The symbol "#" means that the estimated number of students rounds to zero. |
GRADE LEVEL 4 - READING | ||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Group | Massachusetts | National Public | ||||||||||||
Avg. Scaled Score | % at Each Level | Avg. Scaled Score | % at Each Level | |||||||||||
A | P+ | B+ | BB | % Assessed | A | P+ | B+ | BB | % Assessed | |||||
All Students | 232 | 14 | 47 | 79 | 21 | 100 | 221 | 8 | 34 | 67 | 33 | 100 | ||
Stud. w/ Disab | 201 | 3 | 17 | 46 | 54 | 18 | 184 | 2 | 11 | 31 | 69 | 12 | ||
LEP/FLEP | 192 | 1 | 12 | 40 | 60 | 10 | 187 | 1 | 7 | 31 | 69 | 10 | ||
African American/Black | 209 | 3 | 21 | 55 | 45 | 7 | 205 | 2 | 17 | 50 | 50 | 15 | ||
Asian/Pacific Islander | 240 | 22 | 57 | 83 | 17 | 7 | 235 | 18 | 51 | 79 | 21 | 5 | ||
Hispanic/Latino | 208 | 3 | 20 | 56 | 44 | 18 | 207 | 3 | 19 | 52 | 48 | 25 | ||
White | 241 | 17 | 57 | 87 | 13 | 64 | 231 | 11 | 45 | 79 | 21 | 51 | ||
Low-Income | 213 | 3 | 25 | 61 | 39 | 39 | 207 | 3 | 20 | 53 | 47 | 54 |
GRADE LEVEL 4 - MATHEMATICS | ||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Group | Massachusetts | National Public | ||||||||||||
Avg. Scaled Score | % at Each Level | Avg. Scaled Score | % at Each Level | |||||||||||
A | P+ | B+ | BB | % Assessed | A | P+ | B+ | BB | % Assessed | |||||
All Students | 253 | 16 | 58 | 90 | 10 | 100 | 241 | 8 | 41 | 82 | 18 | 100 | ||
Stud. w/ Disab | 232 | 5 | 29 | 72 | 28 | 18 | 218 | 2 | 18 | 55 | 45 | 13 | ||
LEP/FLEP | 223 | 2 | 19 | 63 | 37 | 10 | 219 | 1 | 14 | 59 | 41 | 11 | ||
African American/Black | 230 | 5 | 26 | 71 | 29 | 7 | 224 | 1 | 18 | 66 | 34 | 16 | ||
Asian/Pacific Islander | 266 | 31 | 72 | 96 | 4 | 7 | 258 | 23 | 64 | 91 | 9 | 5 | ||
Hispanic/Latino | 234 | 5 | 32 | 75 | 25 | 18 | 230 | 2 | 26 | 73 | 27 | 25 | ||
White | 260 | 18 | 68 | 96 | 4 | 64 | 250 | 10 | 54 | 91 | 9 | 51 | ||
Low-Income | 237 | 5 | 35 | 79 | 21 | 40 | 230 | 2 | 26 | 73 | 27 | 54 |
GRADE LEVEL 8 - READING | ||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Group | Massachusetts | National Public | ||||||||||||
Avg. Scaled Score | % at Each Level | Avg. Scaled Score | % at Each Level | |||||||||||
A | P+ | B+ | BB | % Assessed | A | P+ | B+ | BB | % Assessed | |||||
All Students | 277 | 8 | 48 | 84 | 16 | 100 | 266 | 4 | 34 | 77 | 23 | 100 | ||
Stud. w/ Disab | 246 | 1 | 15 | 55 | 45 | 16 | 231 | # | 8 | 38 | 62 | 11 | ||
LEP/FLEP | 224 | # | 4 | 28 | 72 | 5 | 225 | # | 3 | 30 | 70 | 5 | ||
African American/Black | 255 | 2 | 24 | 64 | 36 | 9 | 250 | 1 | 16 | 60 | 40 | 15 | ||
Asian/Pacific Islander | 286 | 14 | 56 | 91 | 9 | 6 | 279 | 9 | 50 | 85 | 15 | 5 | ||
Hispanic/Latino | 253 | 1 | 20 | 64 | 36 | 16 | 255 | 1 | 21 | 67 | 33 | 23 | ||
White | 285 | 10 | 57 | 91 | 9 | 67 | 275 | 5 | 44 | 85 | 15 | 53 | ||
Low-Income | 260 | 2 | 28 | 71 | 29 | 38 | 254 | 1 | 20 | 66 | 34 | 49 |
GRADE LEVEL 8 - MATHEMATICS | ||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Group | Massachusetts | National Public | ||||||||||||
Avg. Scaled Score | % at Each Level | Avg. Scaled Score | % at Each Level | |||||||||||
A | P+ | B+ | BB | % Assessed | A | P+ | B+ | BB | % Assessed | |||||
All Students | 301 | 18 | 55 | 86 | 14 | 100 | 284 | 8 | 34 | 73 | 27 | 100 | ||
Stud. w/ Disab | 268 | 3 | 17 | 58 | 42 | 16 | 248 | 1 | 8 | 34 | 66 | 12 | ||
LEP/FLEP | 249 | 2 | 8 | 34 | 66 | 5 | 245 | 1 | 5 | 31 | 69 | 5 | ||
African American/Black | 277 | 6 | 28 | 67 | 33 | 9 | 263 | 2 | 14 | 51 | 49 | 15 | ||
Asian/Pacific Islander | 323 | 42 | 78 | 93 | 7 | 6 | 306 | 25 | 60 | 87 | 13 | 5 | ||
Hispanic/Latino | 277 | 4 | 28 | 69 | 31 | 16 | 271 | 3 | 21 | 62 | 38 | 23 | ||
White | 307 | 21 | 63 | 92 | 8 | 67 | 293 | 11 | 44 | 83 | 17 | 53 | ||
Low-Income | 281 | 6 | 31 | 72 | 28 | 38 | 270 | 3 | 20 | 61 | 39 | 50 |
Participation Rates for Students with Disabilities and for English Language Learner Students |
The NAEP program has always endeavored to assess all students selected for testing. In all NAEP schools, accommodations are provided as necessary for students with disabilities and/or English language learners. School staff who are familiar with these students are asked a series of questions to help them decide whether each student should participate in the assessment and whether the student needs accommodations. |
Grade/Subject | # in Sample | % of Sample – Students with Disabilities | % of Sample – English Language Learners | % of Students Excluded from Original Sample |
Grade 4 Reading | 4,700 | 18 | 10 | 3 |
Grade 4 Mathematics | 4,600 | 19 | 11 | 2 |
Grade 8 Reading | 4,300 | 16 | 5 | 2 |
Grade 8 Mathematics | 4,200 | 17 | 6 | 2 |
Enrollment and Educator Data Notes: The waiver data included in this 2013 report card reflects only academic waivers issued during the 2012-2013 school year; it does NOT include critical shortage waivers. The schools included in the data are those in school districts and Horace Mann charter schools, all of whose teachers are required to hold an appropriate license per M.G.L. c.71, §38G. Important information about waivers:
Student Groups (2012-13 School Year) African American/Black: A person having origins in any of the black racial groups of Africa. MCAS Data (Spring 2013 Results) MCAS achievement levels include Advanced (A) in grades 3-8 and 10; Proficient (P) in grades 3-8 and 10; Needs Improvement (NI) in grades 3-8 and 10; Warning (W) in grades 3-8; and Failing (F) in grade 10.
* Intellectual, Sensory/Deaf and Blind, Multiple Disabilities, Autism, and Developmental Delay. Additionally, a student must be reported as having a "high level of need." SGP: Each student who participated in the MCAS ELA or Mathematics tests in grades 4-8 or 10 and who also took the last MCAS test in that subject receives a Student Growth Percentile (SGP) score. The SGP compares a student's MCAS score with the scores of all students in the state at that grade level who received similar MCAS scores in prior years. SGPs range from 1 to 99; higher numbers represent higher growth and lower numbers represent lower growth. An SGP of 75, for example, means the student's progress is higher than 75 percent and lower than 25 percent of the students in the state with similar prior test scores. This method works independently of MCAS achievement levels. Therefore, all students, regardless of the scores they earned on past MCAS tests, have an equal chance to demonstrate growth at any of the 99 percentiles. School and district growth percentiles represent the growth of the median, or middle, student in the school or district. Most school and district median SGPs tend to range between 40 and 60. Schools outside of that range are showing less or more growth than the typical school in Massachusetts. For more information, go to http://www.doe.mass.edu/mcas/growth/ Accountability Data (2013)Accountability and Assistance LevelsAll Massachusetts schools and districts with sufficient data are classified into one of five accountability and assistance levels (1-5), with the highest performing in Level 1 and lowest performing in Level 5. In general, a district is classified into the level of its lowest performing school, unless the district was independently classified into Level 4 or 5 as a result of action by the Board of Elementary and Secondary Education. Determination of need for special education technical assistance or interventionThe U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district’s determination is based on five categories: Meets Requirements (MR); Meets Requirements-At Risk (MRAR); Needs Technical Assistance (NTA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's accountability and assistance level, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities. Upon classification of a district into Level 3, two additional focus areas for special education will be reviewed at the district level and may require action: (A) over-identification of low-income students as eligible for special education and (B) inordinate separation of students with disabilities across low income and/or racial groups. School PercentilesA school percentile between 1 and 99 is reported for schools with at least four years of data. This number is an indication of the school's overall performance relative to other schools that serve the same or similar grades. Cumulative Progress and Performance Index (PPI)The cumulative PPI combines information about narrowing proficiency gaps, growth, and graduation and dropout rates over four years into a single number between 0 and 100. For a group to be considered to be making progress toward narrowing proficiency gaps, its cumulative PPI must be 75 or higher. For more information on the Elementary and Secondary Education Act, please visit http://www.doe.mass.edu/apa/titlei/esea/default.html. For a detailed profile of Massachusetts, please visit http://profiles.doe.mass.edu/profiles/general.aspx?orgcode=00000000. For detailed information about the accountability report, please visit http://www.doe.mass.edu/apa/accountability/default.html. For more information on any of the terms used in this report card, please visit http://profiles.doe.mass.edu/help/data.aspx. |