Massachusetts School and District Profiles

Charlotte A Dunning

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2018 Official Accountability Report - Charlotte A Dunning

Organization Information
DISTRICT NAME
Framingham (01000000)
TITLE I STATUS
Non-Title I School
SCHOOL
Charlotte A Dunning (01000007)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
40% - Partially meeting targets53

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 achievement24-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total21260.05867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4820.03822.5
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 total4410.0---
Additional indicatorsChronic absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total2.59.6-4.17.6-
Percentage of possible points 26%-54%-
Criterion-referenced target percentage40%
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 achievement24-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total3.810.3-
Percentage of possible points 37%-
Criterion-referenced target percentage37%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 51

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 503.3 504.2 0.9 504.8 2512Improved Below Target
Lowest Performing 480.0 483.3 3.3 484.7 402Improved Below Target
High needs 494.1 494.3 0.2 495.7 1262Improved Below Target
Econ. Disadvantaged 493.9 495.9 2.0 495.3 524Exceeded Target
EL and Former EL 491.2 491.4 0.2 493.2 682Improved Below Target
Students w/ disabilities 488.6 487.9 -0.7 490.3 610Declined
Amer. Ind. or Alaska Nat.-------
Asian 504.5 508.8 4.3 506.6 384Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino 496.1 493.5 -2.6 497.2 340Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 505.2 505.5 0.3 506.8 1592Improved Below 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 501.1 499.9 -1.2 502.5 2510Declined
Lowest Performing 473.3 476.9 3.6 476.9 403Met Target
High needs 490.9 491.1 0.2 492.6 1262Improved Below Target
Econ. Disadvantaged 490.0 489.0 -1.0 491.1 520Declined
EL and Former EL 487.6 487.4 -0.2 489.8 681No Change
Students w/ disabilities 487.3 486.0 -1.3 489.4 610Declined
Amer. Ind. or Alaska Nat.-------
Asian 502.0 503.7 1.7 504.5 382Improved Below Target
Afr. Amer./Black---- 10--
Hispanic/Latino 492.8 488.4 -4.4 494.4 340Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 503.3 502.2 -1.1 504.8 1590Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 81.2 75.9 -5.3 83.6 840Declined
Lowest Performing-------
High needs 72.1 60.5 -11.6 74.9 380Declined
Econ. Disadvantaged---- 20--
EL and Former EL---- 22--
Students w/ disabilities 70.0 57.5 -12.5 73.1 200Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 82.9 77.6 -5.3 85.3 480Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.6 50.0 1682Below Target
Lowest Performing 39.8 50.0 401Below Target
High needs 44.2 50.0 782Below Target
Econ. Disadvantaged 44.7 50.0 372Below Target
EL and Former EL 45.6 50.0 452Below Target
Students w/ disabilities 40.7 50.0 342Below Target
Amer. Ind. or Alaska Nat.-----
Asian 54.3 50.0 233Met Target
Afr. Amer./Black-- 6--
Hispanic/Latino 34.3 50.0 201Below Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 49.3 50.0 1092Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.9 50.0 1682Below Target
Lowest Performing 47.2 50.0 402Below Target
High needs 50.0 50.0 783Met Target
Econ. Disadvantaged 52.6 50.0 373Met Target
EL and Former EL 46.5 50.0 452Below Target
Students w/ disabilities 45.0 50.0 342Below Target
Amer. Ind. or Alaska Nat.-----
Asian 43.3 50.0 232Below Target
Afr. Amer./Black-- 6--
Hispanic/Latino 50.7 50.0 203Met Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 48.8 50.0 1092Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 56.3 73.0 16.7 70.2 634Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 56.3 73.0 16.7 70.2 634Exceeded 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 4.8 4.9 -0.1 3.7 4121No Change
Lowest Performing 2.4 5.0 -2.6 0.0 400Declined
High needs 7.0 8.1 -1.1 4.6 2110Declined
Econ. Disadvantaged 7.2 14.1 -6.9 3.7 850Declined
EL and Former EL 8.6 6.4 2.2 4.2 1102Improved Below Target
Students w/ disabilities 6.3 8.2 -1.9 3.0 970Declined
Amer. Ind. or Alaska Nat.-------
Asian 5.5 6.9 -1.4 2.3 580Declined
Afr. Amer./Black---- 29--
Hispanic/Latino 15.4 9.6 5.8 11.8 524Exceeded Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 3.3 3.9 -0.6 2.0 2593Met 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 258 258100Yes 1 258 258100Yes 1 87 87100Yes 1
Lowest Performing---------------
High needs 128 128100Yes 1 128 128100Yes 1 39 39100Yes 1
Econ. Disadvantaged 54 54100Yes 1 54 54100Yes 1 21 21100Yes 1
EL and Former EL 69 69100Yes 1 69 69100Yes 1 22 22100Yes 1
Students w/ disabilities 61 61100Yes 1 61 61100Yes 1 20 20100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 39 39100Yes 1 39 39100Yes 1 14----
Afr. Amer./Black 11---- 11---- 2----
Hispanic/Latino 36 36100Yes 1 36 36100Yes 1 15----
Multi-race, Non-Hisp./Lat. 10---- 10---- 7----
Nat. Haw. or Pacif. Isl.---------------
White 162 162100Yes 1 162 162100Yes 1 49 49100Yes 1


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

School and District Profiles