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2019 Official Accountability Report - Lincoln
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
Lincoln (02810120)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

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 -High needs
Progress toward improvement targetsAccountability percentile
50% - Substantial progress toward targets3

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage85%27%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		50%
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 achievement04-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.04867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-14-
Growth total3820.02822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total1.09.6-3.37.6-
Percentage of possible points 10%-43%-
Criterion-referenced target percentage27%

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 achievement34-44-
Science achievement44----
Achievement total111260.08867.5
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 total0410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.89.6-6.77.6-
Percentage of possible points 81%-88%-
Criterion-referenced target percentage85%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage84%9%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		39%
Moderate progress toward 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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total0.910.3-
Percentage of possible points 9%-
2019 Annual criterion-referenced target percentage9%

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 achievement34-
Science achievement44-
Achievement total111267.5
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 total8.710.3-
Percentage of possible points 84%-
2018 Annual criterion-referenced target percentage84%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
3

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 485.2 484.6 -0.6 487.1 1790Declined
Lowest Performing 465.2 466.1 0.9 470.3 232Improved Below Target
High needs 484.8 484.0 -0.8 486.7 1690Declined
Econ. Disadvantaged 484.8 484.1 -0.7 485.9 1640Declined
EL and Former EL 479.2 477.6 -1.6 480.9 790Declined
Students w/ disabilities 468.6 469.0 0.4 470.7 292Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 18--
Hispanic/Latino 485.5 485.0 -0.5 486.9 1541No Change
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 480.8 476.8 -4.0 482.4 1790Declined
Lowest Performing 459.4 459.5 0.1 463.1 232Improved Below Target
High needs 480.5 476.2 -4.3 482.5 1690Declined
Econ. Disadvantaged 480.7 476.2 -4.5 482.5 1640Declined
EL and Former EL 478.2 471.6 -6.6 480.1 790Declined
Students w/ disabilities 463.6 456.9 -6.7 465.9 290Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 18--
Hispanic/Latino 481.4 477.4 -4.0 482.8 1540Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 58.6 51.1 -7.5 61.7 660Declined
Lowest Performing-------
High needs 57.9 49.6 -8.3 61.2 630Declined
Econ. Disadvantaged 59.1 49.2 -9.9 62.2 600Declined
EL and Former EL---- 33--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino 60.2 51.7 -8.5 63.2 580Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 1--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 41.5 1112Typical Growth - Low
Lowest Performing 36.0 231Low Growth
High needs 40.7 1062Typical Growth - Low
Econ. Disadvantaged 39.9 1011Low Growth
EL and Former EL 44.6 492Typical Growth - Low
Students w/ disabilities- 18--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 11--
Hispanic/Latino 41.5 962Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White- 2--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 33.6 1111Low Growth
Lowest Performing 31.9 231Low Growth
High needs 34.1 1061Low Growth
Econ. Disadvantaged 34.1 1011Low Growth
EL and Former EL 32.2 491Low Growth
Students w/ disabilities- 18--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 11--
Hispanic/Latino 33.4 961Low Growth
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 40.8 52.4 11.6 46.2 1054Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 40.8 52.4 11.6 46.2 1054Exceeded 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 14.5 17.2 2.7 12.3 3370Declined
Lowest Performing 13.0 13.0 0.0 8.1 231No Change
High needs 17.5 17.2 -0.3 15.0 3192Improved Below Target
Econ. Disadvantaged 15.7 17.6 1.9 13.0 2960Declined
EL and Former EL 16.8 16.7 -0.1 13.5 1322Improved Below Target
Students w/ disabilities 21.3 21.3 0.0 17.0 471No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 23--
Hispanic/Latino 13.8 17.4 3.6 10.0 2870Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

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 1 201 201100Yes 1 75 75100Yes 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 189 189 189 189 72 72 450 450100Yes1
Econ. Disadvantaged 183 183 183 183 69 69 435 435100Yes1
EL and Former EL 89 89 89 89 39 39 217 217100Yes1
Students w/ disabilities 30 30 30 30 12 12 72 72100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 21 21 21 21 7 7 49 49100Yes1
Hispanic/Latino 169 169 169 169 65 65 403 403100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3-- 6----
Nat. Haw. or Pacif. Isl.-----------
White 8 8 8 8 3 3 19----


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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