Massachusetts School and District Profiles

Brimfield

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Brimfield

Organization Information
DISTRICT NAME
Brimfield (00430000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
PK,K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
73% - Partially 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 achievement04-44-
Mathematics achievement34-34-
Science achievement44----
Achievement total71267.57867.5
GrowthEnglish language arts growth24-34-
Mathematics growth44-44-
Growth total6822.57822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total6.510.3-6.37.6-
Percentage of possible points 63%-83%-
Criterion-referenced target percentage73%
Partially 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 achievement04-
Mathematics achievement34-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total4.07.6-
Percentage of possible points 53%-
Criterion-referenced target percentage53%
Partially 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 508.5 505.9 -2.6 510.2 1630Declined
Lowest Performing 485.7 490.6 4.9 489.6 274Exceeded Target
High needs 497.8 495.0 -2.8 499.4 540Declined
Econ. Disadvantaged 505.0 497.8 -7.2 506.6 340Declined
EL and Former EL---- 3--
Students w/ disabilities 489.6 485.7 -3.9 490.9 290Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 508.5 507.0 -1.5 510.1 1500Declined

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 508.1 508.0 -0.1 509.3 1633Met Target
Lowest Performing 493.2 496.4 3.2 496.0 273Met Target
High needs 499.9 498.9 -1.0 501.3 543Met Target
Econ. Disadvantaged 501.9 501.1 -0.8 502.9 343Met Target
EL and Former EL---- 3--
Students w/ disabilities 496.1 490.1 -6.0 497.9 290Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 507.8 508.9 1.1 509.1 1503Met 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 96.0 90.3 -5.7 98.2 364Exceeded Target
Lowest Performing-------
High needs---- 11--
Econ. Disadvantaged---- 6--
EL and Former EL---- 1--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 95.9 90.9 -5.0 98.0 334Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.3 50.0 1132Below Target
Lowest Performing 54.1 50.0 273Met Target
High needs 50.7 50.0 363Met Target
Econ. Disadvantaged 48.8 50.0 202Below Target
EL and Former EL-----
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 4--
Hispanic/Latino-----
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 49.0 50.0 1072Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.0 50.0 1134Exceeded Target
Lowest Performing 67.2 50.0 274Exceeded Target
High needs 64.1 50.0 364Exceeded Target
Econ. Disadvantaged 69.2 50.0 204Exceeded Target
EL and Former EL-----
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 4--
Hispanic/Latino-----
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 62.9 50.0 1074Exceeded 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 8.0 6.4 1.6 7.0 2344Exceeded Target
Lowest Performing 3.7 11.1 -7.4 0.5 270Declined
High needs 13.7 9.9 3.8 11.7 814Exceeded Target
Econ. Disadvantaged 22.0 8.7 13.3 17.8 464Exceeded Target
EL and Former EL---- 5--
Students w/ disabilities 12.8 8.9 3.9 10.1 454Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 7.1 6.9 0.2 6.0 2162Improved Below 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 163 163100Yes 1 163 163100Yes 1 36 36100Yes 1
Lowest Performing---------------
High needs 54 54100Yes 1 54 54100Yes 1 11----
Econ. Disadvantaged 34 34100Yes 1 34 34100Yes 1 6----
EL and Former EL 3---- 3---- 1----
Students w/ disabilities 29 29100Yes 1 29 29100Yes 1 7----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 6---- 6---- 1----
Hispanic/Latino 5---- 5---- 1----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 150 150100Yes 1 150 150100Yes 1 33 33100Yes 1

School Accountability Information
School Accountability classification
Brimfield ElementaryNot 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

School and District Profiles