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Clarke

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2019 Official Accountability Report - Clarke

Organization Information
DISTRICT NAME
Swampscott (02910000)
TITLE I STATUS
Title I School
SCHOOL
Clarke (02910005)
GRADES SERVED
K,01,02,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
38% - Moderate progress toward targets49

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage44%34%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
38%
Moderate 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 achievement34----
Mathematics achievement04----
Science achievement------
Achievement total3867.5---
GrowthEnglish language arts growth24----
Mathematics growth04----
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 absenteeism14----
Advanced coursework completion------
Additional indicators total1410.0---
Weighted total2.67.6----
Percentage of possible points 34%---
Criterion-referenced target percentage34%

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 achievement44-24-
Mathematics achievement24-04-
Science achievement------
Achievement total6867.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-04-
Growth total3822.52822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total4.97.6-1.87.6-
Percentage of possible points 64%-24%-
Criterion-referenced target percentage44%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage53%95%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
78%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8890.0
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 total7.27.6-
Percentage of possible points 95%-
2019 Annual criterion-referenced target percentage95%

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 achievement04-
Science achievement---
Achievement total4890.0
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 total4.07.6-
Percentage of possible points 53%-
2018 Annual criterion-referenced target percentage53%

Subgroup percentile

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

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 506.8 507.6 0.8 507.8 863Met Target
Lowest Performing-------
High needs 489.9 498.2 8.3 491.1 374Exceeded Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 16--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 507.6 508.2 0.6 508.6 633Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 502.6 500.0 -2.6 503.9 860Declined
Lowest Performing-------
High needs 485.2 492.3 7.1 486.5 374Exceeded Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 16--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 502.2 500.9 -1.3 503.7 630Declined

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 44.1 372Typical Growth - Low
Lowest Performing----
High needs- 15--
Econ. Disadvantaged- 6--
EL and Former EL- 6--
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black----
Hispanic/Latino- 7--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 44.4 252Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 26.0 370Very Low Growth
Lowest Performing----
High needs- 15--
Econ. Disadvantaged- 6--
EL and Former EL- 6--
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black----
Hispanic/Latino- 7--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 26.4 250Very Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 7.3 7.6 0.3 6.0 1721No Change
Lowest Performing-------
High needs 8.8 9.4 0.6 6.2 850Declined
Econ. Disadvantaged---- 37--
EL and Former EL---- 41--
Students w/ disabilities---- 29--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 31--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 8.0 7.0 -1.0 6.6 1283Met 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 88 88100Yes 1 88 88100Yes 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 37 37 37 37-- 74 74100Yes1
Econ. Disadvantaged 17 17 17 17-- 34----
EL and Former EL 16 16 16 16-- 32----
Students w/ disabilities 16 16 16 16-- 32----
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 6 6 6 6-- 12----
Afr. Amer./Black 1 1 1 1-- 2----
Hispanic/Latino 13 13 13 13-- 26----
Multi-race, Non-Hisp./Lat. 2 2 2 2-- 4----
Nat. Haw. or Pacif. Isl.-----------
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
Glossary of 2019 Accountability Terms

School and District Profiles