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Williamstown

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2018 Official Accountability Report - Williamstown

Organization Information
DISTRICT NAME
Williamstown (03410000)
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
Partially meeting targets
Progress toward improvement targetsAccountability percentile
64% - 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 achievement44-04-
Science achievement34----
Achievement total111267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-14-
Growth total4822.54822.5
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 total8.310.3-3.67.6-
Percentage of possible points 81%-47%-
Criterion-referenced target percentage64%
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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
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 total1.610.3-
Percentage of possible points 16%-
Criterion-referenced target percentage16%
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 509.6 512.1 2.5 511.3 2414Exceeded Target
Lowest Performing 488.5 495.1 6.6 492.4 404Exceeded Target
High needs 499.4 498.0 -1.4 501.0 710Declined
Econ. Disadvantaged 500.4 500.9 0.5 502.0 472Improved Below Target
EL and Former EL---- 5--
Students w/ disabilities 491.8 489.0 -2.8 493.1 320Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 509.1 512.4 3.3 510.7 1944Exceeded 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 511.7 512.7 1.0 512.9 2414Exceeded Target
Lowest Performing 488.5 486.5 -2.0 491.3 410Declined
High needs 501.2 498.0 -3.2 502.6 720Declined
Econ. Disadvantaged 503.8 499.8 -4.0 504.8 483Met Target
EL and Former EL---- 5--
Students w/ disabilities 490.0 489.8 -0.2 491.8 321No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 511.6 512.8 1.2 512.9 1944Exceeded 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 83.1 84.3 1.2 85.3 543Met Target
Lowest Performing-------
High needs 73.8 71.4 -2.4 77.0 211No Change
Econ. Disadvantaged---- 15--
EL and Former EL---- 2--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 81.4 87.8 6.4 83.5 414Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.6 50.0 1662Below Target
Lowest Performing 53.7 50.0 393Met Target
High needs 43.7 50.0 532Below Target
Econ. Disadvantaged 47.2 50.0 382Below Target
EL and Former EL-- 4--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 50.5 50.0 1313Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.3 50.0 1682Below Target
Lowest Performing 35.7 50.0 411Below Target
High needs 40.3 50.0 542Below Target
Econ. Disadvantaged 39.8 50.0 391Below Target
EL and Former EL-- 4--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 3--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 45.8 50.0 1332Below 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 8.9 10.9 -2.0 7.9 3750Declined
Lowest Performing 14.0 19.5 -5.5 10.8 410Declined
High needs 14.7 19.8 -5.1 12.7 1060Declined
Econ. Disadvantaged 15.9 24.6 -8.7 11.7 570Declined
EL and Former EL---- 7--
Students w/ disabilities 8.5 14.0 -5.5 5.8 500Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 26--
Nat. Haw. or Pacif. Isl.-------
White 8.8 10.6 -1.8 7.7 3100Declined

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 243 24199Yes 1 243 24199Yes 1 54 54100Yes 1
Lowest Performing---------------
High needs 72 7199Yes 1 72 72100Yes 1 21 21100Yes 1
Econ. Disadvantaged 48 4798Yes 1 48 48100Yes 1 15----
EL and Former EL 5---- 5---- 2----
Students w/ disabilities 32 32100Yes 1 32 32100Yes 1 9----
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 3----
Afr. Amer./Black 5---- 5---- 2----
Hispanic/Latino 17---- 17---- 3----
Multi-race, Non-Hisp./Lat. 19---- 19---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 195 19499Yes 1 195 19499Yes 1 41 41100Yes 1

School Accountability Information
School Accountability classification
Williamstown 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