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Wrentham

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2018 Official Accountability Report - Wrentham

Organization Information
DISTRICT NAME
Wrentham (03500000)
TITLE I STATUS
Title I District
REGION
Coastal
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
55% - 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 achievement04-04-
Science achievement44----
Achievement total81267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 total6.510.3-3.67.6-
Percentage of possible points 63%-47%-
Criterion-referenced target percentage55%
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 achievement44-
Mathematics achievement14-
Science achievement44-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total7.510.3-
Percentage of possible points 73%-
Criterion-referenced target percentage73%
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 509.3 513.3 4.0 511.1 6084Exceeded Target
Lowest Performing 486.2 491.5 5.3 490.6 1104Exceeded Target
High needs 492.5 497.9 5.4 494.0 1614Exceeded Target
Econ. Disadvantaged 497.7 503.5 5.8 499.3 744Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 487.6 491.6 4.0 489.0 1004Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 17--
Afr. Amer./Black---- 9--
Hispanic/Latino 500.9 503.4 2.5 502.6 254Exceeded Target
Multi-race, Non-Hisp./Lat. 508.8 516.6 7.8 510.6 224Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 509.6 513.5 3.9 511.6 5344Exceeded 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 507.9 506.0 -1.9 509.6 6080Declined
Lowest Performing 487.3 486.4 -0.9 489.9 1100Declined
High needs 492.4 492.2 -0.2 493.9 1611No Change
Econ. Disadvantaged 494.5 495.5 1.0 495.6 743Met Target
EL and Former EL---- 12--
Students w/ disabilities 489.1 488.3 -0.8 490.6 1000Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 17--
Afr. Amer./Black---- 9--
Hispanic/Latino 502.2 499.7 -2.5 504.2 250Declined
Multi-race, Non-Hisp./Lat. 510.1 505.9 -4.2 511.8 220Declined
Nat. Haw. or Pacif. Isl.-------
White 507.9 505.7 -2.2 509.6 5340Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 86.4 88.5 2.1 88.2 1554Exceeded Target
Lowest Performing-------
High needs 64.6 73.6 9.0 66.9 364Exceeded Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 2--
Students w/ disabilities 59.6 70.5 10.9 61.9 224Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 86.1 88.1 2.0 87.9 1434Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.8 50.0 4583Met Target
Lowest Performing 48.1 50.0 1102Below Target
High needs 51.1 50.0 1093Met Target
Econ. Disadvantaged 50.3 50.0 483Met Target
EL and Former EL-- 8--
Students w/ disabilities 49.8 50.0 662Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 6--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 57.5 50.0 4063Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.0 50.0 4592Below Target
Lowest Performing 45.2 50.0 1102Below Target
High needs 41.1 50.0 1092Below Target
Econ. Disadvantaged 39.6 50.0 481Below Target
EL and Former EL-- 8--
Students w/ disabilities 39.4 50.0 661Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 6--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 47.3 50.0 4072Below 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 5.4 6.4 -1.0 4.3 8490Declined
Lowest Performing 9.1 10.0 -0.9 7.0 1100Declined
High needs 12.6 11.1 1.5 10.7 2353Met Target
Econ. Disadvantaged 22.8 17.2 5.6 20.2 934Exceeded Target
EL and Former EL---- 19--
Students w/ disabilities 10.3 10.6 -0.3 7.9 1421No Change
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 24--
Afr. Amer./Black---- 12--
Hispanic/Latino 8.8 5.3 3.5 6.0 384Exceeded Target
Multi-race, Non-Hisp./Lat. 9.4 3.1 6.3 8.3 324Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 5.2 6.5 -1.3 4.2 7400Declined

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 608 608100Yes 1 608 608100Yes 1 155 155100Yes 1
Lowest Performing---------------
High needs 161 161100Yes 1 161 161100Yes 1 36 36100Yes 1
Econ. Disadvantaged 74 74100Yes 1 74 74100Yes 1 18----
EL and Former EL 12---- 12---- 2----
Students w/ disabilities 100 100100Yes 1 100 100100Yes 1 22 22100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 17---- 17---- 2----
Afr. Amer./Black 9---- 9---- 2----
Hispanic/Latino 25 25100Yes 1 25 25100Yes 1 2----
Multi-race, Non-Hisp./Lat. 22 22100Yes 1 22 22100Yes 1 6----
Nat. Haw. or Pacif. Isl.---------------
White 534 534100Yes 1 534 534100Yes 1 143 143100Yes 1

School Accountability Information
School Accountability classification
Charles E RoderickNot requiring assistance or intervention
DelaneyNot 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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