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Maurice A Donahue Elementary

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2018 Official Accountability Report - Maurice A Donahue Elementary

Organization Information
DISTRICT NAME
Holyoke (01370000)
TITLE I STATUS
Title I School
SCHOOL
Maurice A Donahue Elementary (01370060)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Strategic Transformation
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs
Progress toward improvement targetsAccountability percentile
38% - Partially meeting targets2

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 achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-24-
Growth total3820.04822.5
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 total1410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total0.99.6-5.07.6-
Percentage of possible points 9%-66%-
Criterion-referenced target percentage38%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total0.710.3-
Percentage of possible points 7%-
Criterion-referenced target percentage7%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 2

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 479.8 477.3 -2.5 481.8 2510Declined
Lowest Performing 459.7 463.6 3.9 465.0 382Improved Below Target
High needs 478.5 476.0 -2.5 480.5 2260Declined
Econ. Disadvantaged 479.0 476.2 -2.8 480.6 2120Declined
EL and Former EL 474.0 471.7 -2.3 475.6 910Declined
Students w/ disabilities 471.7 468.4 -3.3 473.5 710Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 9--
Hispanic/Latino 478.2 475.4 -2.8 479.9 2090Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 489.1 490.6 1.5 491.2 332Improved Below 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 473.4 472.0 -1.4 475.2 2510Declined
Lowest Performing 453.4 459.7 6.3 456.7 384Exceeded Target
High needs 472.2 470.5 -1.7 474.1 2260Declined
Econ. Disadvantaged 472.5 470.4 -2.1 473.9 2120Declined
EL and Former EL 469.6 467.8 -1.8 471.4 910Declined
Students w/ disabilities 467.3 464.8 -2.5 469.4 710Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 9--
Hispanic/Latino 472.1 471.1 -1.0 473.7 2090Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 480.4 480.5 0.1 482.7 332Improved 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 46.4 41.8 -4.6 49.3 940Declined
Lowest Performing-------
High needs 42.7 38.8 -3.9 45.8 850Declined
Econ. Disadvantaged 42.5 38.4 -4.1 45.0 800Declined
EL and Former EL 25.0 35.3 10.3 28.3 344Exceeded Target
Students w/ disabilities---- 27--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino 38.6 40.2 1.6 41.7 792Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 11--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 37.9 50.0 1921Below Target
Lowest Performing 43.7 50.0 372Below Target
High needs 36.6 50.0 1701Below Target
Econ. Disadvantaged 36.0 50.0 1611Below Target
EL and Former EL 33.1 50.0 661Below Target
Students w/ disabilities 41.7 50.0 402Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 9--
Hispanic/Latino 35.2 50.0 1591Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 51.9 50.0 243Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.7 50.0 1942Below Target
Lowest Performing 41.5 50.0 382Below Target
High needs 38.7 50.0 1721Below Target
Econ. Disadvantaged 38.1 50.0 1631Below Target
EL and Former EL 38.3 50.0 671Below Target
Students w/ disabilities 31.8 50.0 411Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 9--
Hispanic/Latino 38.7 50.0 1611Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 52.3 50.0 243Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 41.2 31.3 -9.9 45.3 831No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 41.2 31.3 -9.9 45.3 831No Change
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 16.3 16.2 0.1 14.4 4202Improved Below Target
Lowest Performing 20.5 23.7 -3.2 15.8 380Declined
High needs 18.0 17.6 0.4 15.7 3812Improved Below Target
Econ. Disadvantaged 17.7 17.0 0.7 15.3 3362Improved Below Target
EL and Former EL 12.2 16.7 -4.5 8.5 1740Declined
Students w/ disabilities 16.2 19.5 -3.3 11.9 1180Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 14--
Hispanic/Latino 16.5 15.1 1.4 13.1 3502Improved Below Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 15.3 20.8 -5.5 12.7 530Declined

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 307 30599Yes 1 307 306100Yes 1 108 10799Yes 1
Lowest Performing---------------
High needs 279 27799Yes 1 279 278100Yes 1 97 9699Yes 1
Econ. Disadvantaged 264 263100Yes 1 264 263100Yes 1 92 9199Yes 1
EL and Former EL 124 12298Yes 1 124 124100Yes 1 43 43100Yes 1
Students w/ disabilities 84 8298Yes 1 84 8399Yes 1 28 2796Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 0----
Afr. Amer./Black 10---- 10---- 4----
Hispanic/Latino 258 25699Yes 1 258 258100Yes 1 92 92100Yes 1
Multi-race, Non-Hisp./Lat. 1---- 1---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 37 37100Yes 1 37 3697Yes 1 12----


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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