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Chesterfield-Goshen

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2018 Official Accountability Report - Chesterfield-Goshen

Organization Information
DISTRICT NAME
Chesterfield-Goshen (06320000)
TITLE I STATUS
Non-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
84% - 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 achievement14-44-
Science achievement------
Achievement total5867.58867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8822.58822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total5.57.6-7.27.6-
Percentage of possible points 72%-95%-
Criterion-referenced target percentage84%
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 achievement---
Achievement total5867.5
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 total5.07.6-
Percentage of possible points 66%-
Criterion-referenced target percentage66%
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 498.4 502.9 4.5 499.9 674Exceeded Target
Lowest Performing 486.5 494.4 7.9 491.2 224Exceeded Target
High needs 492.6 496.1 3.5 494.2 354Exceeded Target
Econ. Disadvantaged 494.6 505.1 10.5 496.0 214Exceeded Target
EL and Former EL-------
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 498.7 503.3 4.6 500.3 634Exceeded 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 497.6 497.1 -0.5 499.0 671No Change
Lowest Performing 484.6 490.0 5.4 488.2 224Exceeded Target
High needs 490.3 490.1 -0.2 492.0 351No Change
Econ. Disadvantaged 493.9 495.5 1.6 495.0 213Met Target
EL and Former EL-------
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 498.2 497.4 -0.8 499.7 630Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students---- 21--
Lowest Performing-------
High needs---- 13--
Econ. Disadvantaged---- 9--
EL and Former EL-------
Students w/ disabilities---- 6--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 20--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.3 50.0 474Exceeded Target
Lowest Performing 62.2 50.0 224Exceeded Target
High needs 56.6 50.0 243Met Target
Econ. Disadvantaged-- 17--
EL and Former EL-----
Students w/ disabilities-- 9--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-----
Hispanic/Latino-- 1--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 61.8 50.0 464Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 66.0 50.0 474Exceeded Target
Lowest Performing 60.4 50.0 224Exceeded Target
High needs 63.0 50.0 244Exceeded Target
Econ. Disadvantaged-- 17--
EL and Former EL-----
Students w/ disabilities-- 9--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-----
Hispanic/Latino-- 1--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 66.2 50.0 464Exceeded 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 5.6 4.7 0.9 4.5 1063Met Target
Lowest Performing 4.5 9.1 -4.6 0.9 220Declined
High needs 3.6 5.6 -2.0 1.2 540Declined
Econ. Disadvantaged 6.1 6.5 -0.4 2.6 311No Change
EL and Former EL-------
Students w/ disabilities---- 27--
Amer. Ind. or Alaska Nat.---- 2--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 4.9 4.0 0.9 3.6 1003Met 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 67 67100Yes 1 67 67100Yes 1 21 21100Yes 1
Lowest Performing---------------
High needs 35 35100Yes 1 35 35100Yes 1 13----
Econ. Disadvantaged 21 21100Yes 1 21 21100Yes 1 9----
EL and Former EL---------------
Students w/ disabilities 17---- 17---- 6----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian---------------
Afr. Amer./Black 1---- 1---- 1----
Hispanic/Latino 2---- 2---- 0----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 63 63100Yes 1 63 63100Yes 1 20 20100Yes 1

School Accountability Information
School Accountability classification
New Hingham Regional 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

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