Massachusetts School and District Profiles

Columbus Park

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Columbus Park

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Columbus Park (03480060)
GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central
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 achievement04-34-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.07867.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total1.49.6-6.07.6-
Percentage of possible points 15%-79%-
Criterion-referenced target percentage47%
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 achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11267.5
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 total2.010.3-
Percentage of possible points 19%-
Criterion-referenced target percentage19%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 12

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 486.9 486.2 -0.7 488.9 2240Declined
Lowest Performing 462.7 468.3 5.6 468.0 313Met Target
High needs 485.4 485.2 -0.2 487.4 2081No Change
Econ. Disadvantaged 483.8 484.0 0.2 485.4 1802Improved Below Target
EL and Former EL 486.2 484.8 -1.4 487.8 1330Declined
Students w/ disabilities 469.1 473.0 3.9 470.9 464Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 493.4 492.7 -0.7 495.5 270Declined
Afr. Amer./Black 486.3 485.7 -0.6 487.9 250Declined
Hispanic/Latino 483.4 481.0 -2.4 485.1 1000Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 491.0 490.6 -0.4 493.1 621No 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 480.2 477.9 -2.3 482.0 2240Declined
Lowest Performing 456.7 464.3 7.6 460.0 314Exceeded Target
High needs 479.6 477.5 -2.1 481.5 2080Declined
Econ. Disadvantaged 477.3 476.0 -1.3 478.7 1800Declined
EL and Former EL 480.4 476.9 -3.5 482.2 1330Declined
Students w/ disabilities 464.5 466.7 2.2 466.6 463Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 492.1 489.6 -2.5 494.4 270Declined
Afr. Amer./Black 476.2 474.7 -1.5 478.0 250Declined
Hispanic/Latino 476.9 472.6 -4.3 478.5 1000Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 483.7 481.1 -2.6 486.0 620Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 71.2 65.0 -6.2 74.1 600Declined
Lowest Performing-------
High needs 69.5 61.3 -8.2 72.6 510Declined
Econ. Disadvantaged 63.5 61.9 -1.6 66.0 441No Change
EL and Former EL 71.9 60.5 -11.4 75.2 310Declined
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 8--
Hispanic/Latino 64.0 59.0 -5.0 67.1 250Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.7 50.0 1512Below Target
Lowest Performing 46.0 50.0 312Below Target
High needs 42.2 50.0 1422Below Target
Econ. Disadvantaged 41.6 50.0 1222Below Target
EL and Former EL 42.4 50.0 872Below Target
Students w/ disabilities 35.7 50.0 301Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 17--
Afr. Amer./Black-- 16--
Hispanic/Latino 37.5 50.0 681Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 43.2 50.0 432Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.4 50.0 1512Below Target
Lowest Performing 47.8 50.0 312Below Target
High needs 43.1 50.0 1422Below Target
Econ. Disadvantaged 42.7 50.0 1222Below Target
EL and Former EL 40.2 50.0 872Below Target
Students w/ disabilities 34.2 50.0 301Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 17--
Afr. Amer./Black-- 16--
Hispanic/Latino 37.9 50.0 681Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 43.7 50.0 432Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 39.9 42.7 2.8 45.3 1642Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 39.9 42.7 2.8 45.3 1642Improved Below 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 17.5 11.3 6.2 15.6 3824Exceeded Target
Lowest Performing 17.1 3.2 13.9 12.4 314Exceeded Target
High needs 17.6 12.2 5.4 15.3 3534Exceeded Target
Econ. Disadvantaged 20.2 14.4 5.8 17.8 2784Exceeded Target
EL and Former EL 13.9 8.9 5.0 10.2 2374Exceeded Target
Students w/ disabilities 26.6 18.7 7.9 22.3 754Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 2.6 8.3 -5.7 0.0 360Declined
Afr. Amer./Black 16.3 11.4 4.9 12.4 444Exceeded Target
Hispanic/Latino 20.8 12.3 8.5 17.4 1954Exceeded Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 15.1 12.0 3.1 12.5 923Met 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 261 260100Yes 1 259 258100Yes 1 69 6899Yes 1
Lowest Performing---------------
High needs 244 243100Yes 1 242 241100Yes 1 59 5898Yes 1
Econ. Disadvantaged 212 211100Yes 1 211 210100Yes 1 52 5198Yes 1
EL and Former EL 158 158100Yes 1 157 157100Yes 1 37 37100Yes 1
Students w/ disabilities 54 5398Yes 1 53 5298Yes 1 13----
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 28 28100Yes 1 27 27100Yes 1 7----
Afr. Amer./Black 31 3097Yes 1 31 3097Yes 1 11----
Hispanic/Latino 125 125100Yes 1 124 124100Yes 1 29 29100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 67 67100Yes 1 67 67100Yes 1 17----


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