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Boxford

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2018 Official Accountability Report - Boxford

Organization Information
DISTRICT NAME
Boxford (00380000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
83% - Meeting targets-
This district's determination of need for special education technical assistance or intervention
Meets requirements (MR)

Overall results

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 achievement34-24-
Science achievement44----
Achievement total111267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.210.3-5.87.6-
Percentage of possible points 89%-76%-
Criterion-referenced target percentage83%
Meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement24-
Science achievement34-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total7.810.3-
Percentage of possible points 76%-
Criterion-referenced target percentage76%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments -

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 504.1 507.9 3.8 505.9 3974Exceeded Target
Lowest Performing 487.9 494.0 6.1 492.3 684Exceeded Target
High needs 489.3 493.7 4.4 490.8 1004Exceeded Target
Econ. Disadvantaged 493.1 498.3 5.2 494.7 294Exceeded Target
EL and Former EL---- 4--
Students w/ disabilities 487.4 490.8 3.4 488.8 834Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 504.2 507.6 3.4 506.2 3604Exceeded Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 509.1 507.2 -1.9 510.8 3983Met Target
Lowest Performing 488.9 490.4 1.5 491.5 692Improved Below Target
High needs 495.0 495.1 0.1 496.5 1012Improved Below Target
Econ. Disadvantaged 494.6 497.7 3.1 495.7 294Exceeded Target
EL and Former EL---- 4--
Students w/ disabilities 493.3 492.5 -0.8 494.8 843Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 509.0 507.0 -2.0 510.7 3613Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 89.4 88.6 -0.8 91.2 1034Exceeded Target
Lowest Performing-------
High needs 70.7 74.1 3.4 73.0 283Met Target
Econ. Disadvantaged---- 8--
EL and Former EL---- 2--
Students w/ disabilities 69.6 71.0 1.4 71.9 253Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 1--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 89.7 88.3 -1.4 91.5 984Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.6 50.0 2823Met Target
Lowest Performing 51.8 50.0 683Met Target
High needs 51.6 50.0 693Met Target
Econ. Disadvantaged-- 19--
EL and Former EL-- 3--
Students w/ disabilities 50.5 50.0 593Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 5--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 50.5 50.0 2593Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.3 50.0 2843Met Target
Lowest Performing 53.9 50.0 693Met Target
High needs 55.7 50.0 693Met Target
Econ. Disadvantaged-- 19--
EL and Former EL-- 3--
Students w/ disabilities 55.9 50.0 593Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 5--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 55.9 50.0 2603Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
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-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 3.3 3.3 0.0 2.2 6104Exceeded Target
Lowest Performing 1.4 2.9 -1.5 0.0 694Exceeded Target
High needs 5.7 2.6 3.1 3.8 1544Exceeded Target
Econ. Disadvantaged 10.7 4.0 6.7 8.1 254Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 5.0 1.6 3.4 2.6 1234Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 26--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.---- 0--
White 3.3 3.1 0.2 2.3 5414Exceeded Target

Assessment participation
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 399 39799Yes 1 399 398100Yes 1 103 103100Yes 1
Lowest Performing---------------
High needs 102 10098Yes 1 102 10199Yes 1 28 28100Yes 1
Econ. Disadvantaged 29 29100Yes 1 29 29100Yes 1 8----
EL and Former EL 4---- 4---- 2----
Students w/ disabilities 85 8398Yes 1 85 8499Yes 1 25 25100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 18---- 18---- 4----
Afr. Amer./Black 3---- 3---- 1----
Hispanic/Latino 7---- 7---- 0----
Multi-race, Non-Hisp./Lat. 9---- 9---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 362 36099Yes 1 362 361100Yes 1 98 98100Yes 1

School Accountability Information
School Accountability classification
Harry Lee ColeInsufficient data
Spofford PondNot requiring assistance or intervention

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 without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about 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 criterion-referenced target percentage of 75% or higher.

The 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)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

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 data for all accountability indicators. School percentiles are not calculated for districts.

Determination of need for special education technical assistance or intervention: The 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 four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, 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.


Resources
Interpretive Materials
Glossary of 2018 Accountability Terms

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