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Gilmore Elementary School

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2018 Official Accountability Report - Gilmore Elementary School

Organization Information
DISTRICT NAME
Brockton (00440000)
TITLE I STATUS
Title I School
SCHOOL
Gilmore Elementary School (00440055)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
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
Progress toward improvement targetsAccountability percentile
47% - Partially meeting targets7

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 achievement24-34-
Mathematics achievement04-44-
Science achievement04----
Achievement total21260.07867.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.19.6-5.47.6-
Percentage of possible points 22%-71%-
Criterion-referenced target percentage47%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
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 total2.010.3-
Percentage of possible points 19%-
Criterion-referenced target percentage19%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 8

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 484.3 484.8 0.5 486.3 2512Improved Below Target
Lowest Performing 462.1 467.3 5.2 467.4 363Met Target
High needs 482.2 483.2 1.0 484.2 2142Improved Below Target
Econ. Disadvantaged 484.0 483.8 -0.2 485.6 1771No Change
EL and Former EL 477.8 479.3 1.5 479.4 1083Met Target
Students w/ disabilities 462.6 469.3 6.7 464.4 224Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 483.9 484.3 0.4 485.5 2002Improved Below Target
Hispanic/Latino 483.3 483.6 0.3 485.0 242Improved Below Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White---- 14--

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 489.3 485.6 -3.7 491.1 2510Declined
Lowest Performing 463.5 469.8 6.3 466.8 364Exceeded Target
High needs 487.4 484.1 -3.3 489.3 2140Declined
Econ. Disadvantaged 488.8 485.2 -3.6 490.2 1770Declined
EL and Former EL 485.1 482.3 -2.8 486.9 1080Declined
Students w/ disabilities 472.6 469.2 -3.4 474.7 220Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 488.2 484.7 -3.5 490.0 2000Declined
Hispanic/Latino 495.2 489.3 -5.9 496.8 240Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White---- 14--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 62.5 53.8 -8.7 65.4 930Declined
Lowest Performing-------
High needs 59.1 51.9 -7.2 62.2 790Declined
Econ. Disadvantaged 59.4 51.5 -7.9 61.9 650Declined
EL and Former EL 54.7 49.4 -5.3 58.0 420Declined
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 62.0 52.6 -9.4 65.3 760Declined
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.5 50.0 1531Below Target
Lowest Performing 34.1 50.0 361Below Target
High needs 38.9 50.0 1281Below Target
Econ. Disadvantaged 37.7 50.0 1031Below Target
EL and Former EL 39.2 50.0 631Below Target
Students w/ disabilities-- 17--
Amer. Ind. or Alaska Nat.-- 1--
Asian-----
Afr. Amer./Black 40.3 50.0 1192Below Target
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 10--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.8 50.0 1532Below Target
Lowest Performing 49.1 50.0 362Below Target
High needs 48.3 50.0 1282Below Target
Econ. Disadvantaged 50.3 50.0 1033Met Target
EL and Former EL 45.9 50.0 642Below Target
Students w/ disabilities-- 16--
Amer. Ind. or Alaska Nat.-- 1--
Asian-----
Afr. Amer./Black 49.4 50.0 1192Below Target
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 10--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 41.7 48.3 6.6 62.8 1513Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 41.7 48.3 6.6 62.8 1513Met 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 10.2 17.1 -6.9 8.3 4800Declined
Lowest Performing 13.9 19.4 -5.5 9.2 360Declined
High needs 11.1 16.7 -5.6 8.8 4120Declined
Econ. Disadvantaged 12.6 20.8 -8.2 10.2 3030Declined
EL and Former EL 2.8 7.0 -4.2 0.0 2000Declined
Students w/ disabilities 18.6 23.1 -4.5 14.3 390Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 0--
Afr. Amer./Black 7.3 13.9 -6.6 3.4 3670Declined
Hispanic/Latino 13.2 19.4 -6.2 9.8 620Declined
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White---- 27--

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 272 272100Yes 1 272 272100Yes 1 101 101100Yes 1
Lowest Performing---------------
High needs 235 235100Yes 1 235 235100Yes 1 87 87100Yes 1
Econ. Disadvantaged 192 192100Yes 1 192 192100Yes 1 70 70100Yes 1
EL and Former EL 124 124100Yes 1 124 124100Yes 1 47 47100Yes 1
Students w/ disabilities 23 23100Yes 1 23 23100Yes 1 9----
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 1---- 1---- 0----
Afr. Amer./Black 219 219100Yes 1 219 219100Yes 1 84 84100Yes 1
Hispanic/Latino 25 25100Yes 1 25 25100Yes 1 11----
Multi-race, Non-Hisp./Lat. 12---- 12---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 14---- 14---- 3----


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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