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Charlotte M Murkland Elementary

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2018 Official Accountability Report - Charlotte M Murkland Elementary

Organization Information
DISTRICT NAME
Lowell (01600000)
TITLE I STATUS
Title I School
SCHOOL
Charlotte M Murkland Elementary (01600080)
GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
75% - Meeting targets33

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 achievement24-44-
Mathematics achievement34-44-
Science achievement------
Achievement total5860.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-24-
Growth total6820.04822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total4.57.2-6.57.6-
Percentage of possible points 63%-86%-
Criterion-referenced target percentage75%
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 achievement34-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth24-
Mathematics growth44-
Growth total6822.5
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 total4.77.6-
Percentage of possible points 62%-
Criterion-referenced target percentage62%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 62

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 493.2 494.4 1.2 495.2 1712Improved Below Target
Lowest Performing 466.7 474.1 7.4 472.0 214Exceeded Target
High needs 491.6 492.8 1.2 493.6 1602Improved Below Target
Econ. Disadvantaged 490.6 491.4 0.8 492.2 1302Improved Below Target
EL and Former EL 490.4 491.3 0.9 492.0 902Improved Below Target
Students w/ disabilities 469.9 473.1 3.2 471.7 324Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 498.1 500.1 2.0 500.2 893Met Target
Afr. Amer./Black---- 5--
Hispanic/Latino 488.2 488.8 0.6 489.9 522Improved Below Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White---- 16--

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 495.2 496.5 1.3 497.0 1713Met Target
Lowest Performing 469.8 477.1 7.3 473.1 214Exceeded Target
High needs 493.7 495.8 2.1 495.6 1603Met Target
Econ. Disadvantaged 492.5 493.6 1.1 493.9 1303Met Target
EL and Former EL 494.2 495.1 0.9 496.0 912Improved Below Target
Students w/ disabilities 477.3 480.3 3.0 479.4 324Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 499.8 502.4 2.6 502.1 893Met Target
Afr. Amer./Black---- 5--
Hispanic/Latino 491.1 491.6 0.5 492.7 522Improved Below Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White---- 16--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.8 50.0 812Below Target
Lowest Performing 41.2 50.0 212Below Target
High needs 45.9 50.0 762Below Target
Econ. Disadvantaged 43.2 50.0 602Below Target
EL and Former EL 52.0 50.0 393Met Target
Students w/ disabilities 32.7 50.0 201Below Target
Amer. Ind. or Alaska Nat.-----
Asian 52.9 50.0 403Met Target
Afr. Amer./Black-- 3--
Hispanic/Latino 42.0 50.0 262Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White-- 8--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.9 50.0 814Exceeded Target
Lowest Performing 48.7 50.0 212Below Target
High needs 60.1 50.0 764Exceeded Target
Econ. Disadvantaged 58.0 50.0 593Met Target
EL and Former EL 65.2 50.0 404Exceeded Target
Students w/ disabilities 47.8 50.0 202Below Target
Amer. Ind. or Alaska Nat.-----
Asian 71.0 50.0 414Exceeded Target
Afr. Amer./Black-- 3--
Hispanic/Latino 53.8 50.0 253Met Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White-- 8--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 52.1 59.0 6.9 62.8 1443Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 52.1 59.0 6.9 62.8 1443Met 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 7.7 12.3 -4.6 5.8 3890Declined
Lowest Performing 10.0 9.5 0.5 5.3 212Improved Below Target
High needs 7.4 13.5 -6.1 5.1 3560Declined
Econ. Disadvantaged 9.5 15.6 -6.1 7.1 2700Declined
EL and Former EL 4.5 9.2 -4.7 0.8 1960Declined
Students w/ disabilities 9.3 20.3 -11.0 5.0 740Declined
Amer. Ind. or Alaska Nat.---- 0--
Asian 2.6 6.8 -4.2 0.0 1770Declined
Afr. Amer./Black---- 16--
Hispanic/Latino 13.6 20.9 -7.3 10.2 1290Declined
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White---- 48--

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 198 19799Yes 1 196 196100Yes 1 0----
Lowest Performing---------------
High needs 186 18599Yes 1 184 184100Yes 1 0----
Econ. Disadvantaged 147 14699Yes 1 145 145100Yes 1 0----
EL and Former EL 108 10799Yes 1 108 108100Yes 1 0----
Students w/ disabilities 36 36100Yes 1 35 35100Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 94 94100Yes 1 94 94100Yes 1 0----
Afr. Amer./Black 5---- 5---- 0----
Hispanic/Latino 63 6298Yes 1 61 61100Yes 1 0----
Multi-race, Non-Hisp./Lat. 9---- 9---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 27 27100Yes 1 27 27100Yes 1 0----


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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