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Sumner Elementary School

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2018 Official Accountability Report - Charles Sumner

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Charles Sumner (00350052)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

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 total121260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.49.6-6.57.6-
Percentage of possible points 88%-86%-
Criterion-referenced target percentage87%
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 achievement34-
Mathematics achievement44-
Science achievement24-
Achievement total91267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.210.3-
Percentage of possible points 70%-
Criterion-referenced target percentage70%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 17

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 490.5 495.9 5.4 492.5 2284Exceeded Target
Lowest Performing 470.4 478.2 7.8 475.7 344Exceeded Target
High needs 488.1 490.6 2.5 490.1 1903Met Target
Econ. Disadvantaged 488.6 490.0 1.4 490.2 1573Met Target
EL and Former EL 486.3 488.8 2.5 487.9 1024Exceeded Target
Students w/ disabilities 478.9 484.6 5.7 480.7 814Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 487.9 490.2 2.3 489.5 504Exceeded Target
Hispanic/Latino 490.3 494.2 3.9 492.0 1464Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 22--

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 484.8 489.9 5.1 486.6 2284Exceeded Target
Lowest Performing 454.1 470.3 16.2 457.4 344Exceeded Target
High needs 482.3 484.8 2.5 484.2 1904Exceeded Target
Econ. Disadvantaged 482.7 484.4 1.7 484.1 1573Met Target
EL and Former EL 481.8 484.6 2.8 483.6 1024Exceeded Target
Students w/ disabilities 474.2 476.6 2.4 476.3 813Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 481.2 482.4 1.2 483.0 502Improved Below Target
Hispanic/Latino 484.6 488.4 3.8 486.2 1464Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 22--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 43.0 48.0 5.0 45.9 624Exceeded Target
Lowest Performing-------
High needs 42.1 42.7 0.6 45.2 552Improved Below Target
Econ. Disadvantaged 42.5 42.9 0.4 45.0 492Improved Below Target
EL and Former EL---- 23--
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 18--
Hispanic/Latino 42.6 49.3 6.7 45.7 374Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.7 50.0 1413Met Target
Lowest Performing 44.4 50.0 342Below Target
High needs 47.5 50.0 1212Below Target
Econ. Disadvantaged 46.2 50.0 1042Below Target
EL and Former EL 46.8 50.0 582Below Target
Students w/ disabilities 49.5 50.0 532Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 50.3 50.0 353Met Target
Hispanic/Latino 49.2 50.0 922Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-- 1--
White-- 9--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.9 50.0 1423Met Target
Lowest Performing 56.4 50.0 343Met Target
High needs 54.5 50.0 1223Met Target
Econ. Disadvantaged 54.1 50.0 1053Met Target
EL and Former EL 53.7 50.0 593Met Target
Students w/ disabilities 47.4 50.0 532Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 54.2 50.0 353Met Target
Hispanic/Latino 56.1 50.0 933Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-- 1--
White-- 9--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 55.8 43.5 -12.3 70.2 1540Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.8 43.5 -12.3 70.2 1540Declined
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 24.2 28.1 -3.9 22.3 4230Declined
Lowest Performing 31.4 47.1 -15.7 26.7 340Declined
High needs 27.8 33.2 -5.4 25.5 3400Declined
Econ. Disadvantaged 31.4 36.9 -5.5 29.0 2550Declined
EL and Former EL 27.0 34.0 -7.0 23.3 2000Declined
Students w/ disabilities 36.1 45.1 -9.0 31.8 1220Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 17.9 21.4 -3.5 14.0 840Declined
Hispanic/Latino 26.9 34.2 -7.3 23.5 2690Declined
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 46--

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 245 23197Yes 2 246 24298Yes 1 68 6799Yes 1
Lowest Performing---------------
High needs 207 19396Yes 2 208 20498Yes 1 61 6098Yes 1
Econ. Disadvantaged 170 15896Yes 2 171 16898Yes 1 55 5498Yes 1
EL and Former EL 111 9893No 2 111 10897Yes 1 25 2496Yes 1
Students w/ disabilities 88 7492No 2 88 8799Yes 1 26 26100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 55 5498Yes 1 56 56100Yes 1 22 22100Yes 1
Hispanic/Latino 156 14395Yes 2 156 15297Yes 1 39 3897Yes 1
Multi-race, Non-Hisp./Lat. 7---- 7---- 3----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 24 24100Yes 1 24 24100Yes 1 3----


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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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