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Sherborn

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2018 Official Accountability Report - Sherborn

Organization Information
DISTRICT NAME
Sherborn (02690000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
97% - 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 growth34-44-
Mathematics growth44-44-
Growth total7822.58822.5
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 total10.110.3-7.27.6-
Percentage of possible points 98%-95%-
Criterion-referenced target percentage97%
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 achievement34-
Science achievement---
Achievement total7867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.37.6-
Percentage of possible points 83%-
Criterion-referenced target percentage83%
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 512.2 514.3 2.1 513.9 2274Exceeded Target
Lowest Performing 487.3 499.5 12.2 491.2 374Exceeded Target
High needs 501.3 503.8 2.5 502.9 554Exceeded Target
Econ. Disadvantaged---- 11--
EL and Former EL---- 12--
Students w/ disabilities 500.1 500.1 0.0 501.4 383Met Target
Amer. Ind. or Alaska Nat.-------
Asian 521.9 521.9 0.0 523.8 224Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 512.0 513.9 1.9 513.6 1744Exceeded 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 512.1 512.1 0.0 513.3 2244Exceeded Target
Lowest Performing 489.3 496.8 7.5 492.1 364Exceeded Target
High needs 502.3 502.5 0.2 503.7 543Met Target
Econ. Disadvantaged---- 11--
EL and Former EL---- 12--
Students w/ disabilities 500.1 500.4 0.3 501.9 373Met Target
Amer. Ind. or Alaska Nat.-------
Asian 533.3 525.7 -7.6 535.7 224Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 509.5 510.7 1.2 510.8 1714Exceeded 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 97.2 92.7 -4.5 99.4 794Exceeded Target
Lowest Performing-------
High needs---- 16--
Econ. Disadvantaged---- 6--
EL and Former EL---- 4--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 97.3 92.1 -5.2 99.4 604Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.9 50.0 1563Met Target
Lowest Performing 63.3 50.0 374Exceeded Target
High needs 59.2 50.0 373Met Target
Econ. Disadvantaged-- 9--
EL and Former EL-- 10--
Students w/ disabilities 56.4 50.0 243Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 17--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 60.0 50.0 1154Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.9 50.0 1464Exceeded Target
Lowest Performing 64.8 50.0 354Exceeded Target
High needs 61.6 50.0 344Exceeded Target
Econ. Disadvantaged-- 9--
EL and Former EL-- 10--
Students w/ disabilities 61.4 50.0 214Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-- 17--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 61.7 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 2.8 2.8 0.0 1.8 3534Exceeded Target
Lowest Performing 0.0 5.4 -5.4 0.0 370Declined
High needs 5.4 6.5 -1.1 3.4 770Declined
Econ. Disadvantaged---- 19--
EL and Former EL---- 16--
Students w/ disabilities 7.5 3.6 3.9 4.8 554Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 2.9 6.7 -3.8 0.7 300Declined
Afr. Amer./Black---- 8--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.-------
White 2.9 2.9 0.0 1.8 2764Exceeded 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 230 22698Yes 1 230 22497Yes 1 81 7998Yes 1
Lowest Performing---------------
High needs 55 5498Yes 1 55 5498Yes 1 16----
Econ. Disadvantaged 11---- 11---- 6----
EL and Former EL 12---- 12---- 4----
Students w/ disabilities 38 38100Yes 1 38 3797Yes 1 10----
Amer. Ind. or Alaska Nat.---------------
Asian 22 2195Yes 1 22 22100Yes 1 8----
Afr. Amer./Black 5---- 5---- 3----
Hispanic/Latino 7---- 7---- 4----
Multi-race, Non-Hisp./Lat. 19---- 19---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 177 17498Yes 1 177 17197Yes 1 62 6097Yes 1

School Accountability Information
School Accountability classification
Pine HillNot 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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