Highlandtown Elementary/Middle School No. 237
[Pages:5]Highlandtown Elementary/Middle School No. 237 School No. 237
School Profile - Fall 2019
Welcome
School profiles present a summary of up to three years of public schoolwide data on each school in the district. They include information on principal and teacher tenure, official enrollment, student demographics, attendance, suspensions, and the parent survey. This profile also reports results from the Kindergarten Readiness Assessment (KRA) and MCAP (Maryland Comprehensive Assessment Program, formerly PARCC) assessments for Grades 3 through 8. For more information, visit data
Enrollment & Demographics
Student enrollment is determined on September 30, 2018.
2019 Total Student Enrollment
School Information
Phone
443-642-2792
Management Type
Traditional
Address
231 S Eaton Street
Grades Served
Pre-k to 8
Baltimore, MD 21224
Principal
Denise Ashley
Tenure with City Schools*
9 years
Teachers
* as of 10/15/2018
Official figures are based on full-time teachers as of 10/15/2018.
Percentage of Teachers by Tenure in City Schools
Total No. of
10+No Data Available 21.7
Teachers
6-10
15.2
46
3-5 0-2
19.6 43.5
% of teachers
2019 Percentage of Enrollment by Demographic
785
776
757
African American
White 3.2
19.3
race / ethnicity
years employed
Hispanic/Latino
76.7
2017
2018
2019
Other 0.8
2019 Percentage of Enrollment by Student Group
E SWD
L
56.2 English Learners
43.8 non-EL
8.2 Students with Disabilities 91.8 General Ed
Key: EL = English Learners ? i.e., students whose primary or home language is not English and have been assessed as having limited English proficiency; SWD = Students with Disabilities ? i.e., those who have current Individualized Education Programs.
2019 City Schools' Poverty Rate
Poverty rates are not reported in this school profile. In the 2015-16 school year, City Schools became a Community Eligibility Provision district, allowing all students to eat breakfast and lunch for free at school. Families no longer needed to fill out the free or reduced-price meals form, which measured poverty. The district now uses a different measure for poverty called direct certification. Direct certification includes students who are homeless, in foster care, or participating in programs for low-income families (e.g., SNAP, TANF), but excludes Medicaid (which prior school profiles included). The challenge is that some low-income families may not be eligible to participate in programs due to immigration status. Funding decisions are often based on a school district's poverty rate. Because City Schools' rate is likely undercounted, we are looking into other measures in addition to the current one.
Highlandtown Elementary/Middle School No. 237 School No. 237
Attendance
In the 2017-18 school year, as part of Maryland's Every Student Succeeds Act (ESSA)
Accountability Plan, chronic absence calculations were updated to measure the percent of students
absent 10% or more of days enrolled (attendance rate 90%), among students enrolled for at least
10 days. Because of this new method, only 2017-18 and 2018-19 data are displayed. Data are for
the school year ending in the calendar year indicated (i.e., "2019" indicates the 2018-19 school
year).
Attendance Rate (%)
Chronic Absence Rate (%)
100 93.7 92.0 91.0
100
80
80
60
60
36.5
40
40 30.5
20
20
0
2017 2018 2019
0
2018
2019
Suspensions
The number of suspensions in a school year includes all suspension incidents and expulsions.
Count of Suspension Incidents
50 44
45 40 35 30 25 20 15 10 5 0
28 25
2016 2017 2018
Parent Survey
The annual parent survey is given to all City Schools parents about the climate at their children's schools. Students Feel Safe measures the degree to which parents feel that their child is safe, and students fighting and bringing weapons to school is NOT a problem. The School Connectedness Index measures the extent to which parents feel welcome, staff and parents work closely to meet students' needs, and school administrators are responsive to parent concerns. Data are for the school year ending in the calendar year indicated (i.e., "2019" indicates the 2018-19 school year). For detailed information, visit the City Schools website. (NOTE: In Spring 2019, the Maryland State Department of Education administered schoolwide student and staff surveys. When results are available, instructions for viewing them will be posted on the City Schools website.)
Students Feel Safe
100
80.1
86.0
87.0
80
School Connectedness Index
100
88.3
86.0
81.5
80
60
60
40
40
20
20
0
0
2017
2018
2019
2017
2018
2019
NOTE: To maintain confidentiality, results are suppresssed if there were fewer than 10 respondents OR there were fewer than 50 respondents
and the count of respondents is lower than 10% of student enrollment.
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Highlandtown Elementary/Middle School No. 237 School No. 237
MCAP Results - Grades 3-5
The MCAP (Maryland Comprehensive Assessment Program, formerly the PARCC assessment), aligned to Maryland's College and Career-Ready Standards, is administered in both Math and ELA in Grades 3-8 and for students in Algebra I and English 10. Results are color coded and categorized by the percentage of students achieving each performance level. The 2018-19 school year was the final year that state assessments utilized materials developed by the Partnership for Assessment of Reading for College & Career. Beginning with the 2019-20 school year, students will be assessed under the MCAP, which uses new items developed by Maryland educators. "% met or exceeded" indicates the total percentage of students achieving performance levels 4 or 5 on the PARCC exam (those performance levels, respectively, signify that students have met or exceeded expectations for grade level learning). The percentages of students in each performance level may not add up to 100 due to rounding; the percentages of students in levels 4 and 5 may not add up to the total "% met or exceeded" due to rounding or suppression.
MATHEMATICS
Percent at Each Performance Level - All Students, 2019
ENGLISH LANGUAGE ARTS
Percent at Each Performance Level - All Students, 2019
45.1 32.2
15.6 7.1
44.8 26.0 18.4 10.8
295 Students Tested
% met or exceeded, 2018-2019
2019 2018 Year
7.1% 8.2%
School
17.1% 16.9%
District
39.5% 39.7%
State
277 Students Tested
% met or exceeded, 2018-2019
2019 2018 Year
10.8% 12.8%
School
17.9% 16.5%
District
42.9% 41.4%
State
1 - Have Not Met Expectations
2 - Partially Met Expectations 3 - Approached Expectations
4 - Met Expectations
5 - Exceeded Expectations
Percentage Met or Exceeded Expectation by
Percentage Met or Exceeded Expectation by
Race/Ethnicity, 2018-2019
Race/Ethnicity, 2018 - 2019
Black
*
*
Black
*
*
White
*
*
White
*
*
Hispanic /
7.0
Latino
8.7
Hispanic / Latino
10.4
13.6
Other
*
* SY19
SY18
Other
*
* SY19
SY18
Percentage Met or Exceeded Expectation by Student Group, 2018-2019
Students with *
Disabilities *
English Learners *
*
Economically Disadvantaged
*
7.9 SY19
SY18
Percentage Met or Exceeded Expectation by Student Group, 2018-2019
Students with *
Disabilities *
English Learners *
*
Economically Disadvantaged
8.7
12.5
SY19
SY18
NOTE: To maintain confidentiality, (*) indicates suppressed data with fewer than 10 students. Economically disadvantaged (ED) indicates students identified as enrolled in a direct certification program. Starting in SY 2015-16 ED is the new terminology used to refer to students historically identified as low-income or FARMs students under the Every Student Succeeds Act (ESSA). "n/a" indicates the test is not given at this school.
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Highlandtown Elementary/Middle School No. 237 School No. 237
MCAP Results - Grades 6-8
The MCAP (Maryland Comprehensive Assessment Program, formerly the PARCC assessment), aligned to Maryland's College and Career-Ready Standards, is administered in both Math and ELA in Grades 3-8 and for students in Algebra I and English 10. Results are color coded and categorized by the percentage of students achieving each performance level. The 2018-19 school year was the final year that state assessments utilized materials developed by the Partnership for Assessment of Reading for College & Career. Beginning with the 2019-20 school year, students will be assessed under the MCAP, which uses new items developed by Maryland educators. "% met or exceeded" indicates the total percentage of students achieving performance levels 4 or 5 on the PARCC exam (those performance levels, respectively, signify that students have met or exceeded expectations for grade level learning). The percentages of students in each performance level may not add up to 100 due to rounding; the percentages of students in levels 4 and 5 may not add up to the total "% met or exceeded" due to rounding or suppression.
MATHEMATICS
Percent at Each Performance Level - All Students, 2019
ENGLISH LANGUAGE ARTS
Percent at Each Performance Level - All Students, 2019
53.2
28.4 13.3 5.0
218 Students Tested
% met or 2019
exceeded 2018 2018 - 2019
Year
5.0% 5.3%
School
10.7% 10.9%
District
24.9% 27.0%
State
40.6
22.8
20.8
14.2
197 Students Tested
% met or 2019
exceeded 2018 2018 - 2019
Year
15.7% 17.2%
School
21.8% 18.8%
District
44.4% 41.8%
State
1 - Have Not Met Expectations
2 - Partially Met Expectations 3 - Approached Expectations
4 - Met Expectations
5 - Exceeded Expectations
Percentage Met or Exceeded Expectation by
Percentage Met or Exceeded Expectation by
Race/Ethnicity, 2018 - 2019
Race/Ethnicity, 2018 - 2019
Black
*
*
Black
*
*
White
*
*
White
*
*
Hispanic / Latino
6.2
*
Hispanic / Latino
18.6
18.0
Other
*
* SY19
SY18
Other
*
* SY19
SY18
Percentage Met or Exceeded Expectation by Student Group, 2018 - 2019
Percentage Met or Exceeded Expectation by Student Group, 2018 - 2019
Students with *
Disabilities *
Students with *
Disabilities *
English Learners *
*
English Learners *
*
Economically *
Disadvantaged *
SY19
SY18
Economically Disadvantaged
20.0
16.1
SY19
SY18
NOTE: To maintain confidentiality, (*) indicates suppressed data with fewer than 10 students. Economically disadvantaged (ED) indicates students identified as enrolled in a direct certification program. Starting in SY 2015-16 ED is the new terminology used to refer to students historically identified as low-income or FARMs students under the Every Student Succeeds Act (ESSA). "n/a" indicates the test is not given at
this school.
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Highlandtown Elementary/Middle School No. 237 School No. 237
Kindergarten Readiness Assessment (KRA) Results
Maryland's Kindergarten Readiness Assessment (KRA) is administered to incoming kindergarteners each fall. The KRA uses age-appropriate performance tasks and observations to measure specific skills and determine what each entering kindergartener knows and is able to do in four specific domains: Language & Literacy, Mathematics, Physical Well-Being & Motor Development, and Social Foundations. These domains have the greatest impact on overall kindergarten readiness. Students receive a scaled score in each of the domains, as well as a Composite score aggregating the four domains. Students receive one of three readiness measures for their Composite score, which are (from highest to lowest) Demonstrating Readiness, Approaching Readiness, and Emerging Readiness. Also, in the 2018-19 school year, there was a change in the scoring methodology by MSDE. Details on the KRA assessment and changes to the test can be found at . Data are for the school year ending in the calendar year indicated (i.e., "2019" indicates the 2018-19 school year).
2019 KRA At-a-Glance, Composite (%)
Highlandtown Elementary/Middle School No. 237 City Schools
State of Maryland
25.5 20.0
64.4 35.6
33.0
27.6 8.0 38.8 47.0
Demonstrating (%) Approaching (%) Emerging (%)
KRA Composite Performance by Year
Student Counts by Category (N)
Total
Emerging Approaching Demonstrating
Students Readiness
Readiness
Readiness
Year
KRA - Percentage per Category, Composite (%)
87 56
24
7 2019
64.4
27.6
8.0
Composite 54
30
18
6
2018
55.6
33.3
11.1
47
12
20
15
2017
25.5
42.6
31.9
Year
Domain
Composite Language and
Literacy Mathematics Physical Well-Being
and Motor Development Social Foundations
KRA Average Scale Scores by Domain
2019
2018
2017
This School
250
City Schools This School City Schools This School City Schools
266
256
267
262
266
246
266
251
267
259
266
244
264
251
264
257
263
258
274
265
272
272
271
260
271
266
274
279
273
NOTE: To maintain confidentiality, (*) indicates suppressed data with fewer than 10 students.
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