Massachusetts School and District Profiles

North Randolph Elementary School

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Elizabeth G Lyons Elementary

Organization Information
DISTRICT NAME
Randolph (02440000)
TITLE I STATUS
Title I School
SCHOOL
Elizabeth G Lyons Elementary (02440020)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
92% - Meeting targets65

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 achievement34-44-
Science achievement44----
Achievement total111260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-44-
Growth total7820.08822.5
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 total4410.0---
Additional indicatorsChronic absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total8.59.6-7.27.6-
Percentage of possible points 89%-95%-
Criterion-referenced target percentage92%
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 achievement44-
Mathematics achievement34-
Science achievement24-
Achievement total91267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total7.710.3-
Percentage of possible points 75%-
Criterion-referenced target percentage75%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 83

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 500.1 505.8 5.7 501.6 1514Exceeded Target
Lowest Performing 479.8 491.3 11.5 484.5 244Exceeded Target
High needs 496.3 501.6 5.3 497.9 984Exceeded Target
Econ. Disadvantaged 496.9 501.0 4.1 498.3 654Exceeded Target
EL and Former EL 498.1 500.8 2.7 500.1 374Exceeded Target
Students w/ disabilities 483.7 491.8 8.1 485.4 444Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 502.3 509.6 7.3 504.4 204Exceeded Target
Afr. Amer./Black 497.4 505.4 8.0 499.0 634Exceeded Target
Hispanic/Latino 496.8 498.3 1.5 497.9 283Met Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 506.0 511.1 5.1 507.6 304Exceeded 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 500.5 501.4 0.9 501.9 1513Met Target
Lowest Performing 471.1 483.2 12.1 474.7 244Exceeded Target
High needs 494.8 496.5 1.7 496.5 983Met Target
Econ. Disadvantaged 493.2 494.5 1.3 494.3 653Met Target
EL and Former EL 501.1 498.7 -2.4 503.3 370Declined
Students w/ disabilities 478.5 484.0 5.5 480.6 444Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 510.7 507.6 -3.1 513.2 203Met Target
Afr. Amer./Black 495.6 496.2 0.6 497.1 632Improved Below Target
Hispanic/Latino 498.5 496.6 -1.9 500.1 280Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 506.9 512.7 5.8 508.4 304Exceeded 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 68.6 73.1 4.5 71.0 524Exceeded Target
Lowest Performing-------
High needs 65.1 66.2 1.1 67.9 342Improved Below Target
Econ. Disadvantaged 63.9 66.7 2.8 66.8 213Met Target
EL and Former EL---- 15--
Students w/ disabilities---- 20--
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 9--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.3 50.0 1014Exceeded Target
Lowest Performing 65.2 50.0 244Exceeded Target
High needs 64.4 50.0 634Exceeded Target
Econ. Disadvantaged 60.1 50.0 434Exceeded Target
EL and Former EL 71.8 50.0 244Exceeded Target
Students w/ disabilities 68.0 50.0 294Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black 61.0 50.0 404Exceeded Target
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 59.0 50.0 213Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.2 50.0 1003Met Target
Lowest Performing 68.9 50.0 244Exceeded Target
High needs 59.4 50.0 623Met Target
Econ. Disadvantaged 59.5 50.0 423Met Target
EL and Former EL 59.4 50.0 233Met Target
Students w/ disabilities 61.0 50.0 284Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black 54.8 50.0 403Met Target
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 70.3 50.0 204Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 56.4 76.6 20.2 78.2 474Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 56.4 76.6 20.2 78.2 474Exceeded 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 9.6 9.9 -0.3 8.5 2631No Change
Lowest Performing 20.8 29.2 -8.4 17.2 240Declined
High needs 12.3 13.7 -1.4 9.9 1750Declined
Econ. Disadvantaged 16.7 16.1 0.6 13.2 1122Improved Below Target
EL and Former EL 13.8 11.4 2.4 9.4 702Improved Below Target
Students w/ disabilities 13.3 18.8 -5.5 10.0 640Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 3.0 3.1 -0.1 0.0 323Met Target
Afr. Amer./Black 7.3 9.3 -2.0 3.5 1180Declined
Hispanic/Latino 11.4 13.6 -2.2 7.8 440Declined
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 13.0 8.3 4.7 11.7 484Exceeded 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 162 16199Yes 1 162 162100Yes 1 56 5598Yes 1
Lowest Performing---------------
High needs 108 10799Yes 1 108 108100Yes 1 37 3697Yes 1
Econ. Disadvantaged 73 73100Yes 1 73 73100Yes 1 24 2396Yes 1
EL and Former EL 41 4098Yes 1 41 41100Yes 1 16----
Students w/ disabilities 47 4698Yes 1 47 47100Yes 1 21 2095Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 21 21100Yes 1 21 21100Yes 1 9----
Afr. Amer./Black 70 70100Yes 1 70 70100Yes 1 19----
Hispanic/Latino 30 2997Yes 1 30 30100Yes 1 13----
Multi-race, Non-Hisp./Lat. 10---- 10---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 30 30100Yes 1 30 30100Yes 1 9----


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