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Russell St Elementary

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2018 Official Accountability Report - Russell St Elementary

Organization Information
DISTRICT NAME
Littleton (01580000)
TITLE I STATUS
Title I School
SCHOOL
Russell St Elementary (01580015)
GRADES SERVED
03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
64% - Partially meeting targets73

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 achievement44-34-
Mathematics achievement14-24-
Science achievement34----
Achievement total81267.55867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total7.110.3-4.47.6-
Percentage of possible points 69%-58%-
Criterion-referenced target percentage64%
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 achievement04-
Science achievement44-
Achievement total81267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 56

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 502.4 506.1 3.7 503.9 3794Exceeded Target
Lowest Performing 485.1 490.2 5.1 489.8 573Met Target
High needs 490.3 492.9 2.6 491.9 994Exceeded Target
Econ. Disadvantaged 493.5 490.3 -3.2 494.9 370Declined
EL and Former EL---- 12--
Students w/ disabilities 485.6 489.9 4.3 487.3 694Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 504.5 510.9 6.4 506.6 414Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 503.1 506.5 3.4 504.7 3154Exceeded 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 503.6 503.2 -0.4 505.0 3791No Change
Lowest Performing 482.2 482.5 0.3 485.8 562Improved Below Target
High needs 492.4 490.5 -1.9 494.1 990Declined
Econ. Disadvantaged 490.9 486.2 -4.7 492.0 370Declined
EL and Former EL---- 12--
Students w/ disabilities 488.2 487.2 -1.0 490.3 690Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 513.2 511.8 -1.4 515.7 414Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 503.9 503.1 -0.8 505.4 3150Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 83.0 85.9 2.9 85.4 1193Met Target
Lowest Performing-------
High needs 65.1 73.4 8.3 67.9 314Exceeded Target
Econ. Disadvantaged---- 10--
EL and Former EL---- 4--
Students w/ disabilities 58.3 71.6 13.3 61.4 224Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 84.9 87.4 2.5 87.3 1033Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.0 50.0 2413Met Target
Lowest Performing 44.6 50.0 572Below Target
High needs 43.5 50.0 592Below Target
Econ. Disadvantaged 36.7 50.0 201Below Target
EL and Former EL-- 8--
Students w/ disabilities 41.0 50.0 412Below Target
Amer. Ind. or Alaska Nat.-----
Asian 65.9 50.0 274Exceeded Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 52.6 50.0 1993Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.3 50.0 2403Met Target
Lowest Performing 44.3 50.0 562Below Target
High needs 45.8 50.0 592Below Target
Econ. Disadvantaged 41.6 50.0 202Below Target
EL and Former EL-- 8--
Students w/ disabilities 45.2 50.0 412Below Target
Amer. Ind. or Alaska Nat.-----
Asian 52.2 50.0 273Met Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 52.4 50.0 1983Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 5.2 4.6 0.6 4.1 3913Met Target
Lowest Performing 8.3 8.8 -0.5 4.7 571No Change
High needs 5.8 6.9 -1.1 3.4 1020Declined
Econ. Disadvantaged 10.3 15.6 -5.3 6.8 320Declined
EL and Former EL---- 14--
Students w/ disabilities 5.7 5.7 0.0 2.4 701No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian 5.9 2.4 3.5 2.7 424Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 4.7 4.3 0.4 3.4 3242Improved Below 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 387 38599Yes 1 387 38599Yes 1 122 12098Yes 1
Lowest Performing---------------
High needs 102 10199Yes 1 102 10199Yes 1 33 3197Yes 2
Econ. Disadvantaged 38 38100Yes 1 38 38100Yes 1 10----
EL and Former EL 12---- 12---- 4----
Students w/ disabilities 72 7199Yes 1 72 7199Yes 1 24 2296Yes 2
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 42 42100Yes 1 42 42100Yes 1 7----
Afr. Amer./Black 6---- 6---- 1----
Hispanic/Latino 9---- 9---- 5----
Multi-race, Non-Hisp./Lat. 8---- 8---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 321 320100Yes 1 321 320100Yes 1 105 10499Yes 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

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