Massachusetts School and District Profiles

Cobbet Elementary

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Cobbet Elementary

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
Cobbet Elementary (01630035)
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
85% - Meeting targets23

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 achievement34----
Achievement total111260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-44-
Growth total5820.06822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.89.6-6.87.6-
Percentage of possible points 81%-89%-
Criterion-referenced target percentage85%
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 achievement24-
Achievement total101267.5
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 total7.910.3-
Percentage of possible points 77%-
Criterion-referenced target percentage77%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 41

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 486.5 490.2 3.7 488.5 3004Exceeded Target
Lowest Performing 466.4 475.4 9.0 471.7 424Exceeded Target
High needs 485.5 489.2 3.7 487.5 2714Exceeded Target
Econ. Disadvantaged 485.7 489.4 3.7 487.3 2294Exceeded Target
EL and Former EL 482.5 487.1 4.6 484.1 1754Exceeded Target
Students w/ disabilities 471.7 479.4 7.7 473.5 564Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black 489.5 496.3 6.8 491.1 244Exceeded Target
Hispanic/Latino 485.9 489.2 3.3 487.6 2444Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White---- 7--

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 487.7 490.8 3.1 489.5 3014Exceeded Target
Lowest Performing 462.0 475.0 13.0 465.3 434Exceeded Target
High needs 487.0 489.8 2.8 488.9 2724Exceeded Target
Econ. Disadvantaged 486.6 489.2 2.6 488.0 2304Exceeded Target
EL and Former EL 485.8 489.8 4.0 487.6 1754Exceeded Target
Students w/ disabilities 472.7 477.6 4.9 474.8 574Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black 489.0 496.8 7.8 490.8 244Exceeded Target
Hispanic/Latino 487.0 490.0 3.0 488.6 2454Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White---- 7--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 61.5 63.3 1.8 64.4 1033Met Target
Lowest Performing-------
High needs 59.7 60.2 0.5 62.8 912Improved Below Target
Econ. Disadvantaged 61.5 60.2 -1.3 64.0 761No Change
EL and Former EL 56.3 55.4 -0.9 59.6 561No Change
Students w/ disabilities---- 22--
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 12--
Hispanic/Latino 60.0 61.2 1.2 63.1 762Improved Below Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.3 50.0 1902Below Target
Lowest Performing 48.6 50.0 412Below Target
High needs 46.6 50.0 1742Below Target
Econ. Disadvantaged 46.3 50.0 1482Below Target
EL and Former EL 48.8 50.0 1092Below Target
Students w/ disabilities 48.1 50.0 352Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black-- 17--
Hispanic/Latino 47.3 50.0 1492Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 5--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.3 50.0 1913Met Target
Lowest Performing 62.4 50.0 434Exceeded Target
High needs 55.9 50.0 1753Met Target
Econ. Disadvantaged 55.5 50.0 1493Met Target
EL and Former EL 59.5 50.0 1093Met Target
Students w/ disabilities 55.4 50.0 363Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 14--
Afr. Amer./Black-- 17--
Hispanic/Latino 57.2 50.0 1513Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 4--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 70.9 62.6 -8.3 62.8 1982Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 70.9 62.6 -8.3 62.8 1982Improved Below 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 7.2 10.4 -3.2 5.3 5360Declined
Lowest Performing 6.7 11.6 -4.9 2.0 430Declined
High needs 7.9 11.4 -3.5 5.6 4840Declined
Econ. Disadvantaged 11.0 12.0 -1.0 8.6 3910Declined
EL and Former EL 2.9 5.8 -2.9 0.0 3120Declined
Students w/ disabilities 13.1 10.4 2.7 8.8 672Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 31--
Afr. Amer./Black 8.9 8.5 0.4 5.0 472Improved Below Target
Hispanic/Latino 5.7 8.9 -3.2 2.3 4280Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

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 319 318100Yes 1 319 319100Yes 1 111 111100Yes 1
Lowest Performing---------------
High needs 289 288100Yes 1 289 289100Yes 1 98 98100Yes 1
Econ. Disadvantaged 246 245100Yes 1 246 246100Yes 1 83 83100Yes 1
EL and Former EL 186 186100Yes 1 186 186100Yes 1 60 60100Yes 1
Students w/ disabilities 60 5998Yes 1 60 60100Yes 1 23 23100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 20 20100Yes 1 20 20100Yes 1 9----
Afr. Amer./Black 28 28100Yes 1 28 28100Yes 1 13----
Hispanic/Latino 257 256100Yes 1 257 257100Yes 1 83 83100Yes 1
Multi-race, Non-Hisp./Lat. 6---- 6---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 8---- 8---- 4----


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