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Mary E Stapleton Elementary

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2018 Official Accountability Report - Mary E Stapleton Elementary

Organization Information
DISTRICT NAME
Framingham (01000000)
TITLE I STATUS
Non-Title I School
SCHOOL
Mary E Stapleton Elementary (01000045)
GRADES SERVED
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 achievement34-44-
Mathematics achievement04-44-
Science achievement44----
Achievement total71260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5820.04822.5
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 absenteeism04-34-
Advanced coursework completion------
Additional indicators total0410.03410.0
Weighted total5.59.6-6.67.6-
Percentage of possible points 57%-87%-
Criterion-referenced target percentage72%
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 achievement24-
Science achievement44-
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 18

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 490.9 493.3 2.4 492.9 2013Met Target
Lowest Performing 465.2 474.9 9.7 470.5 354Exceeded Target
High needs 481.0 483.1 2.1 483.0 1133Met Target
Econ. Disadvantaged 479.4 482.8 3.4 481.0 804Exceeded Target
EL and Former EL---- 29--
Students w/ disabilities 476.0 478.6 2.6 477.8 664Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 15--
Hispanic/Latino 474.6 477.4 2.8 476.3 374Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 493.7 497.7 4.0 495.8 1314Exceeded 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 490.7 489.8 -0.9 492.5 2010Declined
Lowest Performing 457.8 465.0 7.2 461.1 354Exceeded Target
High needs 477.8 478.1 0.3 479.7 1132Improved Below Target
Econ. Disadvantaged 476.7 476.7 0.0 478.1 801No Change
EL and Former EL---- 29--
Students w/ disabilities 472.2 475.0 2.8 474.3 664Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 15--
Hispanic/Latino 470.9 469.8 -1.1 472.5 370Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 492.8 494.5 1.7 495.1 1312Improved Below Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 67.6 77.6 10.0 70.5 774Exceeded Target
Lowest Performing-------
High needs 55.6 65.7 10.1 58.7 434Exceeded Target
Econ. Disadvantaged 55.8 60.2 4.4 58.3 274Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 42.4 61.1 18.7 45.9 274Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 73.8 80.8 7.0 77.0 524Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.1 50.0 1462Below Target
Lowest Performing 47.1 50.0 352Below Target
High needs 43.5 50.0 792Below Target
Econ. Disadvantaged 45.1 50.0 542Below Target
EL and Former EL-- 15--
Students w/ disabilities 43.0 50.0 472Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 6--
Hispanic/Latino 36.4 50.0 251Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 50.0 50.0 1033Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.6 50.0 1463Met Target
Lowest Performing 44.4 50.0 352Below Target
High needs 50.0 50.0 793Met Target
Econ. Disadvantaged 46.9 50.0 542Below Target
EL and Former EL-- 15--
Students w/ disabilities 51.3 50.0 473Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 6--
Hispanic/Latino 41.2 50.0 252Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 54.2 50.0 1033Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 48.3 57.1 8.8 62.8 353Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 35--
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 11.1 12.5 -1.4 9.2 3200Declined
Lowest Performing 19.4 14.3 5.1 14.7 353Met Target
High needs 16.1 18.1 -2.0 13.8 1880Declined
Econ. Disadvantaged 22.1 21.6 0.5 19.7 1252Improved Below Target
EL and Former EL---- 48--
Students w/ disabilities 17.5 15.5 2.0 13.2 1032Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black---- 25--
Hispanic/Latino 23.8 23.8 0.0 20.4 631No Change
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 9.0 8.9 0.1 6.4 2032Improved Below 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 206 206100Yes 1 206 206100Yes 1 78 78100Yes 1
Lowest Performing---------------
High needs 118 118100Yes 1 118 118100Yes 1 44 44100Yes 1
Econ. Disadvantaged 85 85100Yes 1 85 85100Yes 1 28 28100Yes 1
EL and Former EL 32 32100Yes 1 32 32100Yes 1 8----
Students w/ disabilities 70 70100Yes 1 70 70100Yes 1 27 27100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 9---- 9---- 6----
Afr. Amer./Black 15---- 15---- 4----
Hispanic/Latino 40 40100Yes 1 40 40100Yes 1 14----
Multi-race, Non-Hisp./Lat. 10---- 10---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 132 132100Yes 1 132 132100Yes 1 52 52100Yes 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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