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William R. Peck School

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2018 Official Accountability Report - William R. Peck School

Organization Information
DISTRICT NAME
Holyoke (01370000)
TITLE I STATUS
Title I School
SCHOOL
William R. Peck School (01370030)
GRADES SERVED
04,05,06,07,08
REGION
Strategic Transformation
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: Students w/disabilities -Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs

Low participation rate: Students w/disabilities
Progress toward improvement targetsAccountability percentile
46% - Partially meeting targets1

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 achievement44----
Achievement total41260.06867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2820.02822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total2.89.6-4.77.6-
Percentage of possible points 29%-62%-
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 achievement04-
Mathematics achievement04-
Science achievement44-
Achievement total41267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.210.3-
Percentage of possible points 31%-
Criterion-referenced target percentage31%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 1

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 474.2 471.7 -2.5 476.2 2740Declined
Lowest Performing 454.0 456.5 2.5 459.3 402Improved Below Target
High needs 473.0 470.5 -2.5 475.0 2630Declined
Econ. Disadvantaged 473.3 470.6 -2.7 474.9 2570Declined
EL and Former EL 468.8 467.2 -1.6 470.4 1250Declined
Students w/ disabilities 464.3 461.6 -2.7 466.1 1040Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 11--
Hispanic/Latino 473.2 471.1 -2.1 474.9 2480Declined
Multi-race, Non-Hisp./Lat.---- 1--
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 471.7 469.4 -2.3 473.5 2720Declined
Lowest Performing 448.1 453.6 5.5 451.4 394Exceeded Target
High needs 470.8 468.6 -2.2 472.7 2610Declined
Econ. Disadvantaged 470.6 468.5 -2.1 472.0 2550Declined
EL and Former EL 467.2 466.6 -0.6 469.0 1240Declined
Students w/ disabilities 464.8 462.0 -2.8 466.9 1020Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 10--
Hispanic/Latino 471.1 469.2 -1.9 472.7 2470Declined
Multi-race, Non-Hisp./Lat.---- 1--
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 33.5 38.1 4.6 36.4 1164Exceeded Target
Lowest Performing-------
High needs 31.3 36.1 4.8 34.4 1104Exceeded Target
Econ. Disadvantaged 32.1 36.4 4.3 34.6 1074Exceeded Target
EL and Former EL 27.3 29.9 2.6 30.6 513Met Target
Students w/ disabilities 20.7 26.8 6.1 24.2 414Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 31.9 37.7 5.8 35.0 1084Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 5--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 39.3 50.0 2401Below Target
Lowest Performing 38.3 50.0 391Below Target
High needs 37.6 50.0 2291Below Target
Econ. Disadvantaged 37.7 50.0 2241Below Target
EL and Former EL 34.7 50.0 1061Below Target
Students w/ disabilities 32.6 50.0 801Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 9--
Hispanic/Latino 38.4 50.0 2191Below Target
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White-- 11--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 36.6 50.0 2401Below Target
Lowest Performing 32.0 50.0 381Below Target
High needs 36.3 50.0 2291Below Target
Econ. Disadvantaged 36.1 50.0 2241Below Target
EL and Former EL 31.5 50.0 1061Below Target
Students w/ disabilities 34.9 50.0 791Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 9--
Hispanic/Latino 36.8 50.0 2191Below Target
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White-- 11--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 16.9 13.5 -3.4 45.3 960Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 16.9 13.5 -3.4 45.3 960Declined
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 30.0 35.7 -5.7 28.1 3590Declined
Lowest Performing 34.7 32.5 2.2 30.0 402Improved Below Target
High needs 31.1 36.4 -5.3 28.8 3430Declined
Econ. Disadvantaged 32.0 37.1 -5.1 29.6 3180Declined
EL and Former EL 33.5 38.4 -4.9 29.8 1720Declined
Students w/ disabilities 42.4 40.7 1.7 38.1 1182Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 16--
Hispanic/Latino 29.8 34.6 -4.8 26.4 3120Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 2--
White---- 26--

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 324 31096Yes 1 324 31296Yes 1 142 13595Yes 1
Lowest Performing---------------
High needs 312 29996Yes 1 312 30196Yes 1 135 12996Yes 1
Econ. Disadvantaged 304 29196Yes 1 304 29396Yes 1 130 12495Yes 1
EL and Former EL 148 14095Yes 1 148 14598Yes 1 66 6395Yes 1
Students w/ disabilities 123 11392No 1 122 11596Yes 2 50 4694No 2
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 12---- 12---- 3----
Hispanic/Latino 285 27295Yes 1 285 27697Yes 1 127 12296Yes 1
Multi-race, Non-Hisp./Lat. 1---- 1---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 26 2596Yes 1 26 2496Yes 2 12----


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