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Wildwood Elementary

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2018 Official Accountability Report - Wildwood Elementary

Organization Information
DISTRICT NAME
Amherst (00080000)
TITLE I STATUS
Title I School
SCHOOL
Wildwood Elementary (00080050)
GRADES SERVED
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: Economically disadvantaged -Hispanic/Latino -Multi-race, Non-Hisp./Lat. -All students
Progress toward improvement targetsAccountability percentile
46% - Partially meeting targets52

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 achievement44-44-
Mathematics achievement04-04-
Science achievement04----
Achievement total41260.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-14-
Growth total6820.04822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.29.6-3.67.6-
Percentage of possible points 44%-47%-
Criterion-referenced target percentage46%
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 achievement44-
Mathematics achievement34-
Science achievement24-
Achievement total91267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total7.110.3-
Percentage of possible points 69%-
Criterion-referenced target percentage69%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 29

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 500.1 504.1 4.0 501.6 2244Exceeded Target
Lowest Performing 471.0 478.8 7.8 475.7 334Exceeded Target
High needs 485.8 490.5 4.7 487.4 1044Exceeded Target
Econ. Disadvantaged 483.5 489.1 5.6 484.9 744Exceeded Target
EL and Former EL 485.2 486.3 1.1 487.2 342Improved Below Target
Students w/ disabilities 481.4 483.3 1.9 483.1 433Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 499.7 504.8 5.1 501.8 224Exceeded Target
Afr. Amer./Black 481.3 496.5 15.2 482.9 244Exceeded Target
Hispanic/Latino 483.8 490.6 6.8 484.9 404Exceeded Target
Multi-race, Non-Hisp./Lat. 499.9 505.1 5.2 501.5 254Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 509.9 510.1 0.2 511.5 1123Met 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 501.2 500.3 -0.9 502.6 2210Declined
Lowest Performing 469.8 468.9 -0.9 473.4 340Declined
High needs 485.0 487.0 2.0 486.7 1023Met Target
Econ. Disadvantaged 482.1 484.4 2.3 483.2 734Exceeded Target
EL and Former EL 492.8 490.4 -2.4 495.0 320Declined
Students w/ disabilities 475.9 478.2 2.3 478.0 433Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 506.2 514.8 8.6 508.7 204Exceeded Target
Afr. Amer./Black 483.0 488.1 5.1 484.5 244Exceeded Target
Hispanic/Latino 482.6 484.0 1.4 484.2 393Met Target
Multi-race, Non-Hisp./Lat. 503.2 496.7 -6.5 504.7 240Declined
Nat. Haw. or Pacif. Isl.-------
White 510.0 506.6 -3.4 511.5 1130Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 74.5 69.1 -5.4 76.9 640Declined
Lowest Performing-------
High needs 55.4 56.1 0.7 58.2 332Improved Below Target
Econ. Disadvantaged---- 22--
EL and Former EL---- 17--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 88.0 78.7 -9.3 90.4 270Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.2 50.0 1533Met Target
Lowest Performing 51.1 50.0 333Met Target
High needs 47.3 50.0 702Below Target
Econ. Disadvantaged 46.8 50.0 532Below Target
EL and Former EL 49.8 50.0 232Below Target
Students w/ disabilities 38.0 50.0 271Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 14--
Afr. Amer./Black-- 18--
Hispanic/Latino 55.6 50.0 263Met Target
Multi-race, Non-Hisp./Lat.-- 18--
Nat. Haw. or Pacif. Isl.-----
White 60.4 50.0 764Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.0 50.0 1523Met Target
Lowest Performing 38.5 50.0 321Below Target
High needs 46.5 50.0 682Below Target
Econ. Disadvantaged 43.8 50.0 522Below Target
EL and Former EL 52.9 50.0 223Met Target
Students w/ disabilities 37.4 50.0 251Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 14--
Afr. Amer./Black-- 17--
Hispanic/Latino 39.5 50.0 261Below Target
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 58.2 50.0 773Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 56.1 52.9 -3.2 62.8 342Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 56.1 52.9 -3.2 62.8 342Improved 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 8.9 6.9 2.0 7.8 3614Exceeded Target
Lowest Performing 11.1 14.7 -3.6 7.5 340Declined
High needs 11.2 11.2 0.0 8.8 1881No Change
Econ. Disadvantaged 13.3 15.4 -2.1 9.8 1170Declined
EL and Former EL 11.4 6.4 5.0 7.0 784Exceeded Target
Students w/ disabilities 17.9 13.2 4.7 14.6 684Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 7.0 8.7 -1.7 3.8 460Declined
Afr. Amer./Black 5.4 11.4 -6.0 1.6 440Declined
Hispanic/Latino 16.0 11.6 4.4 12.4 694Exceeded Target
Multi-race, Non-Hisp./Lat. 3.0 6.7 -3.7 1.9 300Declined
Nat. Haw. or Pacif. Isl.-------
White 8.5 3.5 5.0 7.2 1714Exceeded 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 242 23597Yes 1 240 23297Yes 1 70 6694No 1
Lowest Performing---------------
High needs 117 11598Yes 1 115 11398Yes 1 37 3595Yes 1
Econ. Disadvantaged 80 7898Yes 1 79 7797Yes 1 25 2392No 1
EL and Former EL 44 44100Yes 1 42 42100Yes 1 18----
Students w/ disabilities 45 45100Yes 1 45 45100Yes 1 12----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 29 29100Yes 1 28 2796Yes 1 12----
Afr. Amer./Black 25 25100Yes 1 25 25100Yes 1 6----
Hispanic/Latino 44 4295Yes 1 44 4193No 1 12----
Multi-race, Non-Hisp./Lat. 28 2589No 1 27 2489No 1 10----
Nat. Haw. or Pacif. Isl.---------------
White 115 11398Yes 1 115 11499Yes 1 30 2896Yes 2


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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