2005-06 School Report Card - Keith Middle School

Keith Middle School (02010405)

Steve Derossi, Principal
Mailing Address: 70 Hathaway Blvd
New Bedford, MA 02740-2898
Phone: (508) 997-4511
FAX:
Website: http://www.newbedford.k12.ma.us/keith.htm

Overview:
This report card contains information required by the federal No Child Left Behind Act for our school and district including: teacher qualifications; student achievement on the Massachusetts Comprehensive Assessment System (MCAS); and school/district accountability.

Mission Statement:
Since limited space is available, each school will provide its Mission Statement upon request. Please call the school Principal for a copy.

Enrollment - 2005-06
  School District State
Total Count 667 13,441 972,371
Race/Ethnicity (%)
African American 20.5 12.9 8.3
Asian 1.0 1.1 4.6
Hispanic 21.1 24.2 12.9
Native American 1.6 0.5 0.3
White 48.0 55.4 72.4
Native Hawaiian, Pacific Islander 0.9 0.4 0.1
Multi-Ethnic 6.7 5.4 1.4
Gender (%)
Male 54.4 51.8 51.4
Female 45.6 48.2 48.6
Selected Populations (%)
Limited English Proficiency 0.4 4.4 5.3
Low-income 73.2 65.7 28.2
Special Education 17.1 18.8 16.5
First Language Not English 12.7 20.1 14.3
Migrant 0.0 0.2 0.1

Grades Offered: 07, 08
Teacher Data (2005-06)
  School District State
Total # of Teachers 57 964 73,593
% of Teachers Licensed in Teaching Assignment 94.7 95.0 94.4
Total # of Teachers in Core Academic Areas 48 855 62,301
% of Core Academic Teachers Identified as Highly Qualified 85.4 93.9 93.7
Student/Teacher Ratio 11.7 to 1 13.9 to 1 13.2 to 1

Web Resources
Massachusetts Department of Education:
http://www.doe.mass.edu/
School and District Profiles:
http://profiles.doe.mass.edu/?orgcode=02010405
Adequate Yearly Progress (AYP) Information:
http://www.doe.mass.edu/sda/ayp/cycleIVmid/
Massachusetts No Child Left Behind website:
http://www.doe.mass.edu/nclb/

2005-06 School Report Card - Keith Middle School
GRADE LEVEL 7 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 259 79 2 51 41 7
    DISABLED 66 20 0 8 48 44
    LIMITED ENGLISH PROFICIENT 4 1 - - - -
GENDER
    FEMALE 154 47 3 45 41 10
    MALE 175 53 1 39 42 18
RACE/ETHNICITY
    AFRICAN-AMERICAN 75 23 3 33 57 7
    ASIAN OR PACIFIC ISLANDER 2 1 - - - -
    HISPANIC 64 19 0 28 41 31
    NATIVE AMERICAN 1 0 - - - -
    WHITE 187 57 2 51 35 12
LOW INCOME 240 73 1 38 44 17
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 76719 100 10 56 27 7
    2004 77386 100 9 59 25 7
ALL STUDENT
    2005 329 100 2 42 42 15
    2004 348 100 0 38 46 16
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Keith Middle School
GRADE LEVEL 8 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 285 84 3 16 36 44
    DISABLED 52 15 2 2 6 90
    LIMITED ENGLISH PROFICIENT 3 1 - - - -
GENDER
    FEMALE 159 47 3 16 30 50
    MALE 181 53 3 12 32 53
RACE/ETHNICITY
    AFRICAN-AMERICAN 83 24 2 13 22 63
    ASIAN OR PACIFIC ISLANDER 6 2 - - - -
    HISPANIC 59 17 0 3 39 58
    NATIVE AMERICAN 2 1 - - - -
    WHITE 190 56 4 16 33 46
LOW INCOME 265 78 2 11 27 60
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 77025 100 13 26 30 31
    2004 78893 100 13 26 32 29
ALL STUDENT
    2005 340 100 3 14 31 52
    2004 388 100 3 12 35 50
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Keith Middle School
GRADE LEVEL 8 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 285 84 1 13 53 33
    DISABLED 52 15 0 2 19 79
    LIMITED ENGLISH PROFICIENT 3 1 - - - -
GENDER
    FEMALE 159 47 0 11 45 43
    MALE 181 53 2 10 50 38
RACE/ETHNICITY
    AFRICAN-AMERICAN 83 24 0 7 45 48
    ASIAN OR PACIFIC ISLANDER 6 2 - - - -
    HISPANIC 59 17 2 5 39 54
    NATIVE AMERICAN 2 1 - - - -
    WHITE 190 56 2 13 52 34
LOW INCOME 265 78 1 8 44 47
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 76890 100 4 29 41 26
    2004 78887 100 5 28 35 31
ALL STUDENT
    2005 340 100 1 11 48 40
    2004 389 100 1 15 38 47
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality





2005-06 School Report Card - Keith Middle School
2005 Adequate Yearly Progress (AYP) Report

ENGLISH LANGUAGE ARTS
Student Group 2005 Mid-Cycle IV (2005) Data 2005 AYP
2005
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 330 328 99 Yes 309 75.1 No 6.2 Yes 94.1 1.4 Yes Yes
Lim. English Prof. 9 - - - - - - - - - - - -
Spec. Ed. 64 64 100 Yes 60 49.6 No 3.0 Yes/EB 93.0 2.4 Yes Yes
Low Income 241 239 99 Yes 221 72.3 No 8.3 Yes 93.6 1.6 Yes Yes
Afr. Amer./Black 75 74 99 Yes 71 74.3 No 10.4 Yes 94.5 1.3 Yes Yes
Asian or Pacif. Isl. 2 - - - - - - - - - - - -
Hispanic 64 64 100 Yes 59 60.2 No 0.9 Yes/EB 93.9 2.5 Yes Yes
Native American 1 - - - - - - - - - - - -
White 188 187 99 Yes 176 80.3 No 6.6 Yes 94.0 1.2 Yes Yes

MATHEMATICS
Student Group 2005 Mid-Cycle IV (2005) Data 2005 AYP
2005
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 341 338 99 Yes 322 47.8 No 2.3 No 94.1 1.4 Yes No
Lim. English Prof. 8 - - - - - - - - - - - -
Spec. Ed. 49 49 100 Yes 46 24.5 No -1.9 No 93.0 2.4 Yes No
Low Income 266 264 99 Yes 250 43.1 No 3.0 No 93.6 1.6 Yes No
Afr. Amer./Black 83 81 98 Yes 78 43.6 No 4.5 Yes/EB 94.5 1.3 Yes Yes
Asian or Pacif. Isl. 6 - - - - - - - - - - - -
Hispanic 60 59 98 Yes 56 40.6 No 3.0 No 93.9 2.5 Yes No
Native American 2 - - - - - - - - - - - -
White 190 190 100 Yes 180 50.7 No 0.5 No 94.0 1.2 Yes No

Adequate Yearly Progress History Accountability Status
  1999 2000 2001 2002 2003 2004 2005
ELA Aggregate No No Yes Yes No Yes Yes Identified for Improvement - Subgroups only
All subgroups N/A N/A N/A N/A No No Yes
MATH Aggregate No No No No No No No Identified for Restructuring
All subgroups N/A N/A N/A N/A No No No

Data Definitions

Enrollment - This information reflects the public school enrollment on October 1, 2005.

Race/Ethnicity:
Asian. A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American. A person having origins in any of the black racial groups of Africa.
Hispanic or Latino. A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other Pacific Islander. A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Native American. A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.
White. A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Multi-racial. A person selecting more than one racial category and non-Hispanic.
Selected Populations:
Limited English Proficient: A student whose first language is a language other than English who is unable to perform ordinary classroom work in English is identified as limited English proficient.
Low Income: An indication of whether a student meets ANY ONE of the following definitions of low income:
1. The student is eligible for free or reduced price lunch; or
2. The student receives Transitional Aid to Families benefits; or
3. The student is eligible for food stamps
Special Education: Students who have an Individualized Education Plan (IEP).
Migrant: An indication of whether an individual or a parent/guardian accompanying an individual maintains primary employment in one or more agricultural or fishing activities on a seasonal or other temporary basis and establishes a temporary residence for the purposes of such employment.

Educator Quality - Educator information is as of October 1, 2005.

Percent of teachers licensed in the area in which teaching: The percentage of teachers with Preliminary, Initial, or Professional licensure (all teaching staff, including long-term substitutes) in the area in which they are teaching. Charter schools are not required to hire licensed teachers.
Percentage of core academic classes taught by highly-qualified teachers: The percentage of staff, measured in "full-time equivalency", teaching in core academic areas, that meet the NCLB definition of highly-qualified. To meet the definition, teachers must possess a valid Massachusetts teaching license at the Preliminary, Initial, or Professional level AND demonstrate subject matter competency in the areas they teach. The core academic areas are defined as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. NCLB subject matter competence requirements are applied differently to those who teach at different levels. For more information on the definition and requirements of highly-qualified, please see http://www.doe.mass.edu/nclb/hq/hq_memo.html.
High-Poverty Schools: Schools in the bottom quartile statewide by low-income percentage.
Low-Poverty Schools: Schools in the top quartile statewide by low-income percentage.

MCAS Results- Spring 2005 Results

Performance Level Definitions
(A) Advanced - Students demonstrate a superior understanding of challenging subject matter, and solve a wide variety of problems.
(P) Proficient - Students demonstrate a solid understanding of challenging subject matter, and solve a wide variety of problems.
(NI) Needs Improvement - Students demonstrate partial understanding of subject matter, and solve some simple problems.
(W/F) Warning/Failing - Students demonstrate minimal understanding of subject matter, and do not solve simple problems.
Student Subgroup Definitions
Regular - Students who do not meet the definition for Students with Disabilities or for Limited English Proficient.
Students with Disabilities - Students who have an Individualized Education Plan (IEP) or a plan of instructional accommodations provided under Section 504 of the Rehabilitation Act of 1973.
Limited English Proficient, Race/Ethnicity, Low income, Migrant - See definitions under Enrollment.

Adequate Yearly Progress - According to federal law, a measure of the extent to which students in a school, taken as a whole and certain groups within the school, demonstrate proficiency in English language arts and mathematics. All schools are rated, and AYP determinations are made, based on an analysis of the performance and improvement schools and districts demonstrate toward achieving this goal. Detailed information on AYP determinations can be found on the MA Department of Education website at http://www.doe.mass.edu/sda/ayp/cycleIVmid/.

Accountability Status Labels:
II-S Identified for Improvement - Subgroups only
II-A Identified for Improvement
CA-A Identified for Corrective Action
RST Identified for Restructuring
UR Status Under Review