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Crocker Farm Elementary

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2018 Official Accountability Report - Crocker Farm Elementary

Organization Information
DISTRICT NAME
Amherst (00080000)
TITLE I STATUS
Title I School
SCHOOL
Crocker Farm Elementary (00080009)
GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Multi-race, Non-Hisp./Lat.
Progress toward improvement targetsAccountability percentile
37% - Partially meeting targets16

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 achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3820.03822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total0.69.6-5.17.6-
Percentage of possible points 6%-67%-
Criterion-referenced target percentage37%
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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.77.6-
Percentage of possible points 9%-
Criterion-referenced target percentage9%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 7

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 498.9 496.6 -2.3 500.4 1940Declined
Lowest Performing 470.6 471.2 0.6 476.1 342Improved Below Target
High needs 485.7 482.4 -3.3 487.5 890Declined
Econ. Disadvantaged 484.3 480.4 -3.9 485.6 640Declined
EL and Former EL 482.4 476.6 -5.8 483.7 440Declined
Students w/ disabilities 476.7 478.2 1.5 478.5 393Met Target
Amer. Ind. or Alaska Nat.-------
Asian 501.0 495.2 -5.8 502.8 240Declined
Afr. Amer./Black---- 14--
Hispanic/Latino 482.4 478.7 -3.7 483.9 580Declined
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 509.5 510.1 0.6 511.2 803Met 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 494.5 492.5 -2.0 496.0 1950Declined
Lowest Performing 461.5 469.0 7.5 464.5 334Exceeded Target
High needs 481.4 478.8 -2.6 483.0 900Declined
Econ. Disadvantaged 478.1 476.5 -1.6 479.1 640Declined
EL and Former EL 478.1 474.0 -4.1 479.6 430Declined
Students w/ disabilities 477.9 474.2 -3.7 479.7 390Declined
Amer. Ind. or Alaska Nat.-------
Asian 499.6 492.5 -7.1 502.4 240Declined
Afr. Amer./Black---- 14--
Hispanic/Latino 476.4 473.7 -2.7 478.0 550Declined
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 504.8 504.1 -0.7 506.5 820Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.5 62.1 -7.4 72.2 350Declined
Lowest Performing-------
High needs---- 14--
Econ. Disadvantaged---- 9--
EL and Former EL---- 5--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.0 50.0 1391Below Target
Lowest Performing 35.0 50.0 341Below Target
High needs 35.2 50.0 661Below Target
Econ. Disadvantaged 33.5 50.0 471Below Target
EL and Former EL 34.3 50.0 331Below Target
Students w/ disabilities 36.0 50.0 271Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 16--
Afr. Amer./Black-- 12--
Hispanic/Latino 34.5 50.0 421Below Target
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 44.1 50.0 562Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.2 50.0 1352Below Target
Lowest Performing 45.5 50.0 332Below Target
High needs 48.3 50.0 652Below Target
Econ. Disadvantaged 47.2 50.0 462Below Target
EL and Former EL 52.3 50.0 323Met Target
Students w/ disabilities 41.4 50.0 262Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 16--
Afr. Amer./Black-- 10--
Hispanic/Latino 46.2 50.0 392Below Target
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 52.9 50.0 563Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 44.6 41.2 -3.4 62.8 510Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 44.6 41.2 -3.4 62.8 510Declined
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 6.6 9.1 -2.5 5.3 3310Declined
Lowest Performing 14.3 8.8 5.5 10.4 344Exceeded Target
High needs 9.0 12.6 -3.6 6.7 1670Declined
Econ. Disadvantaged 12.2 16.3 -4.1 9.1 1040Declined
EL and Former EL 12.5 11.5 1.0 9.8 962Improved Below Target
Students w/ disabilities 7.6 9.1 -1.5 3.8 550Declined
Amer. Ind. or Alaska Nat.-------
Asian 3.9 5.5 -1.6 0.8 550Declined
Afr. Amer./Black---- 26--
Hispanic/Latino 13.8 13.0 0.8 10.1 922Improved Below Target
Multi-race, Non-Hisp./Lat.---- 26--
Nat. Haw. or Pacif. Isl.-------
White 3.8 8.3 -4.5 2.1 1320Declined

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 221 21497Yes 1 220 21497Yes 1 39 3897Yes 1
Lowest Performing---------------
High needs 111 10796Yes 1 111 10897Yes 1 17----
Econ. Disadvantaged 81 7896Yes 1 81 7896Yes 1 10----
EL and Former EL 60 60100Yes 1 60 5998Yes 1 8----
Students w/ disabilities 42 4198Yes 1 42 4198Yes 1 4----
Amer. Ind. or Alaska Nat.---------------
Asian 31 31100Yes 1 31 31100Yes 1 8----
Afr. Amer./Black 17---- 17---- 6----
Hispanic/Latino 66 66100Yes 1 66 6395Yes 1 9----
Multi-race, Non-Hisp./Lat. 21 1888No 2 21 2095Yes 1 2----
Nat. Haw. or Pacif. Isl.---------------
White 86 8295Yes 1 85 8398Yes 1 14----


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
Glossary of 2018 Accountability Terms

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