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Clifford H Marshall Elementary
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2019 Official Accountability Report - Clifford H Marshall Elementary
Organization Information
DISTRICT NAME
Quincy (02430000)		TITLE I STATUS
Title I School
SCHOOL
Clifford H Marshall Elementary (02430055)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
2019 National ESEA Distinguished School
Progress toward improvement targetsAccountability percentile
67% - Substantial progress toward targets67

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage63%70%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		67%
Substantial progress toward targets

2019 Points awarded

2019 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 achievement24-34-
Mathematics achievement44-24-
Science achievement------
Achievement total6860.05867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.47.2-4.97.6-
Percentage of possible points 75%-65%-
Criterion-referenced target percentage70%

2018 Points awarded

2018 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 achievement44-04-
Science achievement------
Achievement total8860.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth14-14-
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 total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.77.2-3.67.6-
Percentage of possible points 79%-47%-
Criterion-referenced target percentage63%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%83%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		83%
Meeting or exceeding targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement44-
Science achievement---
Achievement total7867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.37.6-
Percentage of possible points 83%-
2019 Annual criterion-referenced target percentage83%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.37.6-
Percentage of possible points 83%-
2018 Annual criterion-referenced target percentage83%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
91

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 508.5 508.6 0.1 509.5 1792Improved Below Target
Lowest Performing 482.0 486.5 4.5 486.1 223Met Target
High needs 505.3 506.2 0.9 506.5 1383Met Target
Econ. Disadvantaged 503.3 503.4 0.1 504.3 943Met Target
EL and Former EL 507.1 507.9 0.8 508.5 823Met Target
Students w/ disabilities 481.7 485.3 3.6 483.2 234Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 516.8 516.4 -0.4 518.1 674Exceeded Target
Afr. Amer./Black 495.2 497.8 2.6 496.7 204Exceeded Target
Hispanic/Latino 491.1 494.1 3.0 492.1 234Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 6--
White 505.1 509.1 4.0 506.1 594Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 503.1 505.5 2.4 504.4 1794Exceeded Target
Lowest Performing 472.0 473.3 1.3 475.7 222Improved Below Target
High needs 500.1 503.6 3.5 501.4 1384Exceeded Target
Econ. Disadvantaged 496.3 498.7 2.4 497.8 944Exceeded Target
EL and Former EL 505.0 508.2 3.2 506.5 824Exceeded Target
Students w/ disabilities 477.2 481.7 4.5 479.3 234Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 514.6 517.7 3.1 516.7 674Exceeded Target
Afr. Amer./Black 485.6 490.7 5.1 487.1 204Exceeded Target
Hispanic/Latino 488.1 489.1 1.0 489.5 233Met Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 6--
White 496.9 504.2 7.3 498.4 594Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 59.5 943Typical Growth - High
Lowest Performing 51.0 223Typical Growth - High
High needs 58.9 743Typical Growth - High
Econ. Disadvantaged 58.0 513Typical Growth - High
EL and Former EL 65.2 454Exceeded Typical Growth
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian 67.2 344Exceeded Typical Growth
Afr. Amer./Black- 12--
Hispanic/Latino- 15--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.- 5--
White 57.9 263Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.5 942Typical Growth - Low
Lowest Performing 43.2 222Typical Growth - Low
High needs 45.1 742Typical Growth - Low
Econ. Disadvantaged 42.5 512Typical Growth - Low
EL and Former EL 49.0 452Typical Growth - Low
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian 47.9 342Typical Growth - Low
Afr. Amer./Black- 12--
Hispanic/Latino- 15--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.- 5--
White 46.8 262Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 55.1 74.0 18.9 59.1 964Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.1 74.0 18.9 59.1 964Exceeded 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 10.8 6.7 -4.1 9.5 4364Exceeded Target
Lowest Performing 18.2 13.6 -4.6 14.7 224Exceeded Target
High needs 12.3 5.9 -6.4 9.7 3204Exceeded Target
Econ. Disadvantaged 15.3 8.1 -7.2 11.6 1734Exceeded Target
EL and Former EL 8.3 3.7 -4.6 5.3 1894Exceeded Target
Students w/ disabilities 15.2 4.5 -10.7 11.9 444Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 9.1 5.2 -3.9 6.2 1914Exceeded Target
Afr. Amer./Black 9.1 5.4 -3.7 5.6 563Met Target
Hispanic/Latino 15.4 6.1 -9.3 11.7 494Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 6--
White 12.9 9.4 -3.5 11.5 1274Exceeded Target

Assessment participation - All students
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 201 201100Yes 1 202 202100Yes 1-----

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 159 159 160 160-- 319 319100Yes1
Econ. Disadvantaged 106 106 106 106-- 212 212100Yes1
EL and Former EL 99 99 100 100-- 199 199100Yes1
Students w/ disabilities 25 25 25 25-- 50 50100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 78 78 79 79-- 157 157100Yes1
Afr. Amer./Black 22 22 22 22-- 44 44100Yes1
Hispanic/Latino 26 26 26 26-- 52 52100Yes1
Multi-race, Non-Hisp./Lat. 4 4 4 4-- 8----
Nat. Haw. or Pacif. Isl. 6 6 6 6-- 12----
White 65 65 65 65-- 130 130100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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