Massachusetts School and District Profiles

Bowie

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2018 Official Accountability Report - Bowie

Organization Information
DISTRICT NAME
Chicopee (00610000)
TITLE I STATUS
Non-Title I School
SCHOOL
Bowie (00610020)
GRADES SERVED
K,01,02,03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
49% - Partially meeting targets36

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 achievement04-44-
Mathematics achievement04-44-
Science achievement04----
Achievement total01267.58867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total1.310.3-6.47.6-
Percentage of possible points 13%-84%-
Criterion-referenced target percentage49%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.710.3-
Percentage of possible points 26%-
Criterion-referenced target percentage26%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 48

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 499.1 498.1 -1.0 500.6 1710Declined
Lowest Performing 479.8 485.6 5.8 484.5 274Exceeded Target
High needs 492.2 493.0 0.8 493.8 832Improved Below Target
Econ. Disadvantaged 494.1 494.0 -0.1 495.5 701No Change
EL and Former EL---- 3--
Students w/ disabilities 478.5 482.2 3.7 480.2 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino 493.7 492.9 -0.8 494.8 320Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 500.4 500.1 -0.3 502.0 1251No Change

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 498.1 495.0 -3.1 499.5 1710Declined
Lowest Performing 469.9 474.1 4.2 473.5 274Exceeded Target
High needs 489.8 489.0 -0.8 491.5 830Declined
Econ. Disadvantaged 491.3 492.0 0.7 492.4 703Met Target
EL and Former EL---- 3--
Students w/ disabilities 476.8 474.2 -2.6 478.9 310Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino 494.7 489.7 -5.0 496.3 320Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 499.2 496.8 -2.4 500.7 1250Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 90.0 80.3 -9.7 92.4 610Declined
Lowest Performing-------
High needs 86.1 69.2 -16.9 88.9 300Declined
Econ. Disadvantaged 88.0 69.4 -18.6 90.9 270Declined
EL and Former EL-------
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 90.2 83.3 -6.9 92.6 420Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.6 50.0 1172Below Target
Lowest Performing 44.4 50.0 272Below Target
High needs 45.0 50.0 582Below Target
Econ. Disadvantaged 41.4 50.0 492Below Target
EL and Former EL-- 1--
Students w/ disabilities 47.3 50.0 242Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 2--
Hispanic/Latino 40.0 50.0 212Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 44.1 50.0 882Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.0 50.0 1162Below Target
Lowest Performing 41.4 50.0 272Below Target
High needs 44.6 50.0 582Below Target
Econ. Disadvantaged 47.4 50.0 492Below Target
EL and Former EL-- 1--
Students w/ disabilities 34.9 50.0 241Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 2--
Hispanic/Latino 41.5 50.0 212Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 49.4 50.0 872Below 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 8.2 5.3 2.9 7.1 3034Exceeded Target
Lowest Performing 7.4 7.4 0.0 3.8 271No Change
High needs 13.7 8.6 5.1 11.3 1404Exceeded Target
Econ. Disadvantaged 15.0 9.9 5.1 11.5 1114Exceeded Target
EL and Former EL---- 4--
Students w/ disabilities 18.6 12.5 6.1 15.3 404Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 14--
Hispanic/Latino 8.2 8.3 -0.1 4.6 601No Change
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 8.0 5.1 2.9 6.7 2174Exceeded 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 178 17799Yes 1 178 17799Yes 1 61 61100Yes 1
Lowest Performing---------------
High needs 88 8799Yes 1 88 8799Yes 1 30 30100Yes 1
Econ. Disadvantaged 75 7499Yes 1 75 7499Yes 1 27 27100Yes 1
EL and Former EL 3---- 3---- 0----
Students w/ disabilities 31 31100Yes 1 31 31100Yes 1 13----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 8---- 8---- 2----
Hispanic/Latino 36 36100Yes 1 36 36100Yes 1 14----
Multi-race, Non-Hisp./Lat. 6---- 6---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 126 126100Yes 1 126 126100Yes 1 42 42100Yes 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

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