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Clarksburg

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2018 Official Accountability Report - Clarksburg

Organization Information
DISTRICT NAME
Clarksburg (00630000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
72% - 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 achievement44-44-
Mathematics achievement04-34-
Science achievement44----
Achievement total81267.57867.5
GrowthEnglish language arts growth34-44-
Mathematics growth14-34-
Growth total4822.57822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.310.3-6.37.6-
Percentage of possible points 61%-83%-
Criterion-referenced target percentage72%
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 achievement34-
Mathematics achievement04-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth34-
Mathematics growth14-
Growth total4822.5
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-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.97.6-
Percentage of possible points 38%-
Criterion-referenced target percentage38%
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 492.4 499.0 6.6 494.4 1224Exceeded Target
Lowest Performing 473.7 484.2 10.5 479.0 254Exceeded Target
High needs 490.6 493.1 2.5 492.6 603Met Target
Econ. Disadvantaged 490.5 493.2 2.7 492.1 454Exceeded Target
EL and Former EL-------
Students w/ disabilities 492.7 491.0 -1.7 494.5 280Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 492.3 499.4 7.1 494.4 1144Exceeded 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 495.6 491.7 -3.9 497.4 1220Declined
Lowest Performing 479.2 482.2 3.0 482.5 253Met Target
High needs 494.3 486.2 -8.1 496.2 600Declined
Econ. Disadvantaged 493.6 488.2 -5.4 495.0 450Declined
EL and Former EL-------
Students w/ disabilities 495.5 483.2 -12.3 497.6 280Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 495.5 492.1 -3.4 497.8 1140Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 67.6 72.0 4.4 70.5 414Exceeded Target
Lowest Performing-------
High needs---- 21--
Econ. Disadvantaged---- 15--
EL and Former EL-------
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 67.2 70.8 3.6 70.4 363Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.8 50.0 1043Met Target
Lowest Performing 62.6 50.0 254Exceeded Target
High needs 50.8 50.0 503Met Target
Econ. Disadvantaged 49.2 50.0 372Below Target
EL and Former EL-----
Students w/ disabilities 50.7 50.0 243Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-----
Hispanic/Latino-- 1--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 56.9 50.0 973Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 36.1 50.0 1041Below Target
Lowest Performing 52.2 50.0 253Met Target
High needs 31.1 50.0 501Below Target
Econ. Disadvantaged 33.9 50.0 371Below Target
EL and Former EL-----
Students w/ disabilities 30.2 50.0 241Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-----
Hispanic/Latino-- 1--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 36.0 50.0 971Below 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 5.6 6.7 -1.1 3.7 1630Declined
Lowest Performing 12.0 16.0 -4.0 7.3 250Declined
High needs 6.4 9.2 -2.8 4.1 870Declined
Econ. Disadvantaged 5.6 11.3 -5.7 3.2 530Declined
EL and Former EL-------
Students w/ disabilities 12.9 14.0 -1.1 8.6 430Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 5.3 6.6 -1.3 2.7 1520Declined

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 122 122100Yes 1 122 122100Yes 1 41 41100Yes 1
Lowest Performing---------------
High needs 60 60100Yes 1 60 60100Yes 1 21 21100Yes 1
Econ. Disadvantaged 45 45100Yes 1 45 45100Yes 1 15----
EL and Former EL---------------
Students w/ disabilities 28 28100Yes 1 28 28100Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 1----
Afr. Amer./Black---------------
Hispanic/Latino 1---- 1---- 1----
Multi-race, Non-Hisp./Lat. 6---- 6---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 114 114100Yes 1 114 114100Yes 1 36 36100Yes 1

School Accountability Information
School Accountability classification
Clarksburg 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

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