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Bowman

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2018 Official Accountability Report - Bowman

Organization Information
DISTRICT NAME
Lexington (01550000)
TITLE I STATUS
Title I School
SCHOOL
Bowman (01550008)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
98% - Meeting targets99

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 achievement44-44-
Science achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-44-
Growth total8820.07822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.59.6-7.47.6-
Percentage of possible points 99%-97%-
Criterion-referenced target percentage98%
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 achievement44-
Science achievement34-
Achievement total111267.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total9.510.3-
Percentage of possible points 92%-
Criterion-referenced target percentage92%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 99

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 513.2 520.3 7.1 514.9 3024Exceeded Target
Lowest Performing 492.0 499.5 7.5 495.9 494Exceeded Target
High needs 499.8 506.2 6.4 501.4 924Exceeded Target
Econ. Disadvantaged 494.0 503.0 9.0 495.6 234Exceeded Target
EL and Former EL 504.5 510.3 5.8 505.9 544Exceeded Target
Students w/ disabilities 494.7 492.6 -2.1 496.0 330Declined
Amer. Ind. or Alaska Nat.-------
Asian 517.9 528.1 10.2 519.8 1004Exceeded Target
Afr. Amer./Black 487.1 494.0 6.9 488.3 214Exceeded Target
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat. 514.3 522.5 8.2 515.9 284Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 514.4 519.3 4.9 516.0 1454Exceeded 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 513.3 515.3 2.0 514.5 3014Exceeded Target
Lowest Performing 485.6 492.5 6.9 488.4 494Exceeded Target
High needs 499.1 502.5 3.4 500.5 924Exceeded Target
Econ. Disadvantaged 489.0 493.7 4.7 490.0 234Exceeded Target
EL and Former EL 510.6 510.2 -0.4 512.2 543Met Target
Students w/ disabilities 488.4 484.8 -3.6 490.2 330Declined
Amer. Ind. or Alaska Nat.-------
Asian 524.5 526.4 1.9 526.9 994Exceeded Target
Afr. Amer./Black 481.0 481.6 0.6 483.0 212Improved Below Target
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat. 514.8 514.5 -0.3 516.3 284Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 510.9 513.8 2.9 512.2 1454Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 87.6 92.3 4.7 89.8 1074Exceeded Target
Lowest Performing-------
High needs 77.3 81.0 3.7 80.5 293Met Target
Econ. Disadvantaged---- 7--
EL and Former EL---- 13--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian 93.9 94.6 0.7 95.8 374Exceeded Target
Afr. Amer./Black---- 8--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 86.2 94.7 8.5 88.3 524Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 65.7 50.0 2004Exceeded Target
Lowest Performing 55.6 50.0 493Met Target
High needs 60.3 50.0 584Exceeded Target
Econ. Disadvantaged-- 16--
EL and Former EL 65.1 50.0 314Exceeded Target
Students w/ disabilities 54.2 50.0 223Met Target
Amer. Ind. or Alaska Nat.-----
Asian 77.6 50.0 634Exceeded Target
Afr. Amer./Black-- 17--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 58.9 50.0 1023Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.5 50.0 2004Exceeded Target
Lowest Performing 62.2 50.0 494Exceeded Target
High needs 65.8 50.0 584Exceeded Target
Econ. Disadvantaged-- 16--
EL and Former EL 62.3 50.0 314Exceeded Target
Students w/ disabilities 60.2 50.0 224Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian 71.7 50.0 634Exceeded Target
Afr. Amer./Black-- 17--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 62.9 50.0 1024Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 82.1 82.7 0.6 78.2 523Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 82.1 82.7 0.6 78.2 523Met 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 2.0 1.8 0.2 1.0 5054Exceeded Target
Lowest Performing 0.0 0.0 0.0 0.0 494Exceeded Target
High needs 4.1 3.5 0.6 2.1 1703Met Target
Econ. Disadvantaged 14.3 2.9 11.4 10.1 344Exceeded Target
EL and Former EL 2.7 5.0 -2.3 0.0 1200Declined
Students w/ disabilities 5.5 0.0 5.5 2.8 504Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 1.9 1.8 0.1 0.0 1704Exceeded Target
Afr. Amer./Black 7.7 0.0 7.7 4.3 274Exceeded Target
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat. 2.3 0.0 2.3 1.3 514Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 1.2 2.1 -0.9 0.1 2434Exceeded 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 316 316100Yes 1 315 315100Yes 1 112 112100Yes 1
Lowest Performing---------------
High needs 99 99100Yes 1 99 99100Yes 1 32 32100Yes 1
Econ. Disadvantaged 25 25100Yes 1 25 25100Yes 1 7----
EL and Former EL 60 60100Yes 1 60 60100Yes 1 16----
Students w/ disabilities 34 34100Yes 1 34 34100Yes 1 13----
Amer. Ind. or Alaska Nat.---------------
Asian 110 110100Yes 1 109 109100Yes 1 41 41100Yes 1
Afr. Amer./Black 21 21100Yes 1 21 21100Yes 1 8----
Hispanic/Latino 8---- 8---- 3----
Multi-race, Non-Hisp./Lat. 30 30100Yes 1 30 30100Yes 1 7----
Nat. Haw. or Pacif. Isl.---------------
White 147 147100Yes 1 147 147100Yes 1 53 53100Yes 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