Massachusetts School and District Profiles

Condon K-8 School

Districts Schools
Select an Org
print page

2018 Official Accountability Report - James Condon Elementary

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
James Condon Elementary (00350146)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
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 achievement24-24-
Mathematics achievement04-44-
Science achievement44----
Achievement total61260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total4.79.6-5.17.6-
Percentage of possible points 49%-67%-
Criterion-referenced target percentage58%
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 achievement34-
Mathematics achievement04-
Science achievement44-
Achievement total71267.5
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 total5.610.3-
Percentage of possible points 54%-
Criterion-referenced target percentage54%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 7

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 485.5 486.1 0.6 487.5 5722Improved Below Target
Lowest Performing 461.1 465.0 3.9 466.4 952Improved Below Target
High needs 481.2 483.2 2.0 483.2 4903Met Target
Econ. Disadvantaged 481.5 483.2 1.7 483.1 4133Met Target
EL and Former EL 479.2 480.7 1.5 480.8 2413Met Target
Students w/ disabilities 466.5 468.8 2.3 468.3 1403Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 499.3 499.3 0.0 501.4 451No Change
Afr. Amer./Black 481.4 481.8 0.4 483.0 1982Improved Below Target
Hispanic/Latino 479.9 481.8 1.9 481.6 1933Met Target
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.---- 2--
White 497.0 495.2 -1.8 499.1 1110Declined

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 486.2 484.5 -1.7 488.0 5740Declined
Lowest Performing 458.7 463.2 4.5 462.0 954Exceeded Target
High needs 482.8 481.6 -1.2 484.7 4920Declined
Econ. Disadvantaged 482.6 481.9 -0.7 484.0 4150Declined
EL and Former EL 482.6 480.6 -2.0 484.4 2420Declined
Students w/ disabilities 469.8 467.3 -2.5 471.9 1400Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 510.3 504.7 -5.6 512.6 450Declined
Afr. Amer./Black 482.2 481.1 -1.1 484.0 1980Declined
Hispanic/Latino 480.1 477.4 -2.7 481.7 1950Declined
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.---- 2--
White 494.8 493.1 -1.7 497.1 1110Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 43.6 49.3 5.7 46.5 1724Exceeded Target
Lowest Performing-------
High needs 39.0 44.1 5.1 42.1 1404Exceeded Target
Econ. Disadvantaged 36.0 44.2 8.2 38.5 1134Exceeded Target
EL and Former EL 38.3 40.9 2.6 41.6 633Met Target
Students w/ disabilities 26.5 30.9 4.4 30.0 383Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 9--
Afr. Amer./Black 39.7 45.4 5.7 43.0 654Exceeded Target
Hispanic/Latino 39.1 42.5 3.4 42.2 533Met Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 52.0 65.3 13.3 55.2 364Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.3 50.0 4302Below Target
Lowest Performing 42.5 50.0 932Below Target
High needs 47.3 50.0 3632Below Target
Econ. Disadvantaged 47.7 50.0 3032Below Target
EL and Former EL 47.6 50.0 1672Below Target
Students w/ disabilities 37.5 50.0 1061Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 52.8 50.0 233Met Target
Afr. Amer./Black 45.1 50.0 1542Below Target
Hispanic/Latino 49.0 50.0 1552Below Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-- 1--
White 46.9 50.0 802Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.0 50.0 4332Below Target
Lowest Performing 41.8 50.0 932Below Target
High needs 44.4 50.0 3662Below Target
Econ. Disadvantaged 45.7 50.0 3062Below Target
EL and Former EL 43.1 50.0 1682Below Target
Students w/ disabilities 37.6 50.0 1061Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 54.7 50.0 233Met Target
Afr. Amer./Black 44.9 50.0 1552Below Target
Hispanic/Latino 41.4 50.0 1572Below Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-- 1--
White 52.9 50.0 803Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 38.5 47.1 8.6 45.3 2253Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 38.5 47.1 8.6 45.3 2253Met Target
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 18.1 23.4 -5.3 16.2 8170Declined
Lowest Performing 23.1 23.2 -0.1 18.4 951No Change
High needs 19.8 24.9 -5.1 17.5 6990Declined
Econ. Disadvantaged 20.9 27.7 -6.8 18.5 5350Declined
EL and Former EL 15.1 18.7 -3.6 11.4 3850Declined
Students w/ disabilities 33.8 32.8 1.0 29.5 1862Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 6.8 17.5 -10.7 3.9 570Declined
Afr. Amer./Black 17.4 17.1 0.3 13.5 2932Improved Below Target
Hispanic/Latino 21.3 30.9 -9.6 17.9 2720Declined
Multi-race, Non-Hisp./Lat.---- 28--
Nat. Haw. or Pacif. Isl.---- 3--
White 19.9 25.2 -5.3 17.3 1630Declined

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 626 62099Yes 1 630 630100Yes 1 193 193100Yes 1
Lowest Performing---------------
High needs 543 53799Yes 1 547 547100Yes 1 160 160100Yes 1
Econ. Disadvantaged 455 44999Yes 1 459 459100Yes 1 129 129100Yes 1
EL and Former EL 278 27398Yes 1 282 282100Yes 1 75 75100Yes 1
Students w/ disabilities 149 14597Yes 1 149 149100Yes 1 42 42100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 50 4998Yes 1 50 50100Yes 1 11----
Afr. Amer./Black 220 220100Yes 1 224 224100Yes 1 74 74100Yes 1
Hispanic/Latino 215 21098Yes 1 215 215100Yes 1 62 62100Yes 1
Multi-race, Non-Hisp./Lat. 22 22100Yes 1 22 22100Yes 1 7----
Nat. Haw. or Pacif. Isl. 2---- 2---- 1----
White 116 116100Yes 1 116 116100Yes 1 37 37100Yes 1


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

School and District Profiles