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Deerfield

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2018 Official Accountability Report - Deerfield

Organization Information
DISTRICT NAME
Deerfield (00740000)
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
Meeting targets
Progress toward improvement targetsAccountability percentile
82% - 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 achievement04----
Achievement total81267.58867.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total7.010.3-7.27.6-
Percentage of possible points 68%-95%-
Criterion-referenced target percentage82%
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 achievement---
Achievement total8867.5
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 total7.27.6-
Percentage of possible points 95%-
Criterion-referenced target percentage95%
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 497.4 504.5 7.1 498.9 2284Exceeded Target
Lowest Performing 479.1 490.3 11.2 484.6 404Exceeded Target
High needs 486.8 493.5 6.7 488.6 784Exceeded Target
Econ. Disadvantaged 490.4 494.5 4.1 491.7 464Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 477.5 487.9 10.4 479.3 504Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 498.1 505.5 7.4 499.8 1934Exceeded 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 494.2 497.4 3.2 495.7 2274Exceeded Target
Lowest Performing 470.3 479.9 9.6 473.3 404Exceeded Target
High needs 482.3 485.3 3.0 483.9 774Exceeded Target
Econ. Disadvantaged 482.5 485.8 3.3 483.5 454Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 473.6 479.5 5.9 475.4 504Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black-------
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 494.6 498.0 3.4 496.3 1934Exceeded 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 81.7 76.3 -5.4 84.4 590Declined
Lowest Performing-------
High needs---- 24--
Econ. Disadvantaged---- 16--
EL and Former EL---- 2--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 84.0 76.4 -7.6 86.8 550Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.8 50.0 1663Met Target
Lowest Performing 56.9 50.0 403Met Target
High needs 50.8 50.0 483Met Target
Econ. Disadvantaged 49.4 50.0 262Below Target
EL and Former EL-- 7--
Students w/ disabilities 46.8 50.0 302Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-----
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-----
White 56.3 50.0 1423Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.2 50.0 1653Met Target
Lowest Performing 57.3 50.0 393Met Target
High needs 52.3 50.0 473Met Target
Econ. Disadvantaged 45.5 50.0 262Below Target
EL and Former EL-- 7--
Students w/ disabilities 51.3 50.0 293Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-----
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-----
White 58.3 50.0 1413Met 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 6.9 6.3 0.6 5.6 3172Improved Below Target
Lowest Performing 0.0 2.5 -2.5 0.0 404Exceeded Target
High needs 15.2 11.0 4.2 12.9 1094Exceeded Target
Econ. Disadvantaged 16.7 11.9 4.8 13.6 594Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 15.0 12.1 2.9 11.2 662Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 7.5 5.6 1.9 5.8 2683Met 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 228 228100Yes 1 227 227100Yes 1 59 59100Yes 1
Lowest Performing---------------
High needs 78 78100Yes 1 77 77100Yes 1 24 24100Yes 1
Econ. Disadvantaged 46 46100Yes 1 45 45100Yes 1 16----
EL and Former EL 7---- 7---- 2----
Students w/ disabilities 50 50100Yes 1 50 50100Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian 3---- 3---- 0----
Afr. Amer./Black 1---- 0---- 0----
Hispanic/Latino 15---- 15---- 2----
Multi-race, Non-Hisp./Lat. 16---- 16---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 193 193100Yes 1 193 193100Yes 1 55 55100Yes 1

School Accountability Information
School Accountability classification
Deerfield 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