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Carlisle

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2018 Official Accountability Report - Carlisle

Organization Information
DISTRICT NAME
Carlisle (00510000)
TITLE I STATUS
Non-Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: EL and former EL
Progress toward improvement targetsAccountability percentile
94% - 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 achievement44-44-
Science achievement44----
Achievement total121267.58867.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total9.510.3-7.27.6-
Percentage of possible points 92%-95%-
Criterion-referenced target percentage94%
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 achievement44-
Science achievement34-
Achievement total111267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total9.010.3-
Percentage of possible points 87%-
Criterion-referenced target percentage87%
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 514.9 515.4 0.5 516.6 4264Exceeded Target
Lowest Performing 492.4 500.1 7.7 496.3 814Exceeded Target
High needs 497.9 501.9 4.0 499.5 994Exceeded Target
Econ. Disadvantaged---- 16--
EL and Former EL 509.7 509.3 -0.4 511.1 273Met Target
Students w/ disabilities 493.1 497.4 4.3 494.4 644Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 519.3 519.1 -0.2 521.2 534Exceeded Target
Afr. Amer./Black---- 4--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat. 516.9 517.4 0.5 518.5 444Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 513.9 514.3 0.4 515.5 3114Exceeded 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 515.7 514.3 -1.4 516.9 4264Exceeded Target
Lowest Performing 493.7 497.9 4.2 496.5 814Exceeded Target
High needs 501.4 503.4 2.0 502.8 1004Exceeded Target
Econ. Disadvantaged---- 16--
EL and Former EL 522.3 516.9 -5.4 523.9 274Exceeded Target
Students w/ disabilities 498.0 496.6 -1.4 499.8 653Met Target
Amer. Ind. or Alaska Nat.-------
Asian 528.1 525.6 -2.5 530.5 534Exceeded Target
Afr. Amer./Black---- 4--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat. 522.1 519.4 -2.7 523.6 444Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 512.9 511.9 -1.0 514.2 3114Exceeded 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 93.2 92.8 -0.4 95.4 1464Exceeded Target
Lowest Performing-------
High needs 81.5 81.6 0.1 84.7 343Met Target
Econ. Disadvantaged---- 6--
EL and Former EL---- 7--
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 92.6 92.7 0.1 94.7 1094Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.4 50.0 3323Met Target
Lowest Performing 57.3 50.0 803Met Target
High needs 54.8 50.0 743Met Target
Econ. Disadvantaged-- 12--
EL and Former EL 59.5 50.0 223Met Target
Students w/ disabilities 56.4 50.0 453Met Target
Amer. Ind. or Alaska Nat.-----
Asian 53.5 50.0 433Met Target
Afr. Amer./Black-- 3--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat. 55.5 50.0 333Met Target
Nat. Haw. or Pacif. Isl.-----
White 55.5 50.0 2463Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.9 50.0 3323Met Target
Lowest Performing 57.7 50.0 803Met Target
High needs 55.4 50.0 743Met Target
Econ. Disadvantaged-- 12--
EL and Former EL 60.5 50.0 224Exceeded Target
Students w/ disabilities 53.8 50.0 453Met Target
Amer. Ind. or Alaska Nat.-----
Asian 54.0 50.0 433Met Target
Afr. Amer./Black-- 3--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat. 55.9 50.0 343Met Target
Nat. Haw. or Pacif. Isl.-----
White 58.3 50.0 2453Met 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 4.1 4.9 -0.8 3.1 5550Declined
Lowest Performing 2.4 2.5 -0.1 0.0 814Exceeded Target
High needs 5.1 4.8 0.3 3.1 1242Improved Below Target
Econ. Disadvantaged---- 19--
EL and Former EL 0.0 4.9 -4.9 0.0 410Declined
Students w/ disabilities 6.9 5.6 1.3 4.2 902Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 4.8 6.1 -1.3 2.6 660Declined
Afr. Amer./Black---- 4--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat. 2.1 7.8 -5.7 1.1 510Declined
Nat. Haw. or Pacif. Isl.-------
White 4.4 4.6 -0.2 3.3 4111No Change

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 428 42399Yes 1 429 42699Yes 1 146 146100Yes 1
Lowest Performing---------------
High needs 100 9696Yes 1 101 10099Yes 1 34 34100Yes 1
Econ. Disadvantaged 16---- 16---- 6----
EL and Former EL 27 2493No 2 27 27100Yes 1 7----
Students w/ disabilities 65 6498Yes 1 66 6598Yes 1 23 23100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 53 5097Yes 2 53 53100Yes 1 15----
Afr. Amer./Black 4---- 4---- 2----
Hispanic/Latino 14---- 14---- 4----
Multi-race, Non-Hisp./Lat. 44 44100Yes 1 44 44100Yes 1 16----
Nat. Haw. or Pacif. Isl.---------------
White 313 31199Yes 1 314 31199Yes 1 109 109100Yes 1

School Accountability Information
School Accountability classification
Carlisle SchoolRequiring 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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