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Edgartown

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2018 Official Accountability Report - Edgartown

Organization Information
DISTRICT NAME
Edgartown (00890000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
80% - 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 achievement14-44-
Mathematics achievement44-44-
Science achievement34----
Achievement total81260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-34-
Growth total7820.06822.5
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 total3410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total6.89.6-6.87.6-
Percentage of possible points 71%-89%-
Criterion-referenced target percentage80%
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 achievement14-
Mathematics achievement34-
Science achievement34-
Achievement total71267.5
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 total6.510.3-
Percentage of possible points 63%-
Criterion-referenced target percentage63%
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 502.0 501.5 -0.5 503.5 2321No Change
Lowest Performing 481.1 487.2 6.1 485.8 364Exceeded Target
High needs 494.2 494.2 0.0 495.8 1321No Change
Econ. Disadvantaged 497.0 496.1 -0.9 498.4 750Declined
EL and Former EL 493.3 492.0 -1.3 495.3 580Declined
Students w/ disabilities 491.5 489.6 -1.9 493.2 600Declined
Amer. Ind. or Alaska Nat.---- 7--
Asian---- 1--
Afr. Amer./Black---- 7--
Hispanic/Latino 490.8 493.3 2.5 491.9 464Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 504.0 503.8 -0.2 505.6 1601No Change

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 496.4 498.8 2.4 497.8 2324Exceeded Target
Lowest Performing 475.7 480.1 4.4 479.3 364Exceeded Target
High needs 490.0 491.9 1.9 491.7 1323Met Target
Econ. Disadvantaged 491.9 492.2 0.3 493.0 752Improved Below Target
EL and Former EL 491.8 491.8 0.0 494.0 581No Change
Students w/ disabilities 487.5 487.8 0.3 489.6 602Improved Below Target
Amer. Ind. or Alaska Nat.---- 7--
Asian---- 1--
Afr. Amer./Black---- 7--
Hispanic/Latino 489.2 493.3 4.1 490.8 464Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 498.0 500.8 2.8 499.5 1604Exceeded 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 85.0 86.3 1.3 87.4 713Met Target
Lowest Performing-------
High needs 77.5 79.4 1.9 80.3 403Met Target
Econ. Disadvantaged---- 25--
EL and Former EL---- 18--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 85.4 91.7 6.3 87.8 544Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.3 50.0 1603Met Target
Lowest Performing 57.0 50.0 363Met Target
High needs 51.4 50.0 843Met Target
Econ. Disadvantaged 53.6 50.0 443Met Target
EL and Former EL 52.8 50.0 303Met Target
Students w/ disabilities 48.2 50.0 452Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 1--
Afr. Amer./Black-- 5--
Hispanic/Latino 52.2 50.0 273Met Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 54.2 50.0 1163Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.6 50.0 1604Exceeded Target
Lowest Performing 54.8 50.0 363Met Target
High needs 58.3 50.0 843Met Target
Econ. Disadvantaged 60.0 50.0 444Exceeded Target
EL and Former EL 60.1 50.0 304Exceeded Target
Students w/ disabilities 51.7 50.0 453Met Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 1--
Afr. Amer./Black-- 5--
Hispanic/Latino 54.9 50.0 273Met Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 66.6 50.0 1164Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 71.0 65.0 -6.0 62.8 403Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 71.0 65.0 -6.0 62.8 403Met Target
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 16.8 15.8 1.0 15.7 3233Met Target
Lowest Performing 7.7 8.3 -0.6 4.1 360Declined
High needs 21.7 16.0 5.7 19.3 1884Exceeded Target
Econ. Disadvantaged 25.8 17.0 8.8 22.3 884Exceeded Target
EL and Former EL 18.0 13.3 4.7 13.6 903Met Target
Students w/ disabilities 19.2 18.3 0.9 15.9 822Improved Below Target
Amer. Ind. or Alaska Nat.---- 7--
Asian---- 1--
Afr. Amer./Black---- 8--
Hispanic/Latino 22.8 16.9 5.9 19.2 654Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 13.9 14.6 -0.7 12.6 2260Declined

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 239 23498Yes 1 239 239100Yes 1 74 74100Yes 1
Lowest Performing---------------
High needs 139 13496Yes 1 139 139100Yes 1 43 43100Yes 1
Econ. Disadvantaged 81 7998Yes 1 81 81100Yes 1 27 27100Yes 1
EL and Former EL 65 6095Yes 2 65 65100Yes 1 21 21100Yes 1
Students w/ disabilities 60 5596Yes 2 60 60100Yes 1 18----
Amer. Ind. or Alaska Nat. 7---- 7---- 2----
Asian 1---- 1---- 1----
Afr. Amer./Black 7---- 7---- 2----
Hispanic/Latino 48 4596Yes 2 48 48100Yes 1 11----
Multi-race, Non-Hisp./Lat. 11---- 11---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 165 16499Yes 1 165 165100Yes 1 56 56100Yes 1

School Accountability Information
School Accountability classification
Edgartown 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