Massachusetts School and District Profiles

Jordan/Jackson Elementary

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Jordan/Jackson Elementary

Organization Information
DISTRICT NAME
Mansfield (01670000)
TITLE I STATUS
Non-Title I School
SCHOOL
Jordan/Jackson Elementary (01670014)
GRADES SERVED
03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
73% - Partially meeting targets63

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 achievement34-44-
Mathematics achievement04-44-
Science achievement34----
Achievement total61267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5822.56822.5
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 absenteeism24-34-
Advanced coursework completion------
Additional indicators total2410.03410.0
Weighted total5.410.3-7.17.6-
Percentage of possible points 52%-93%-
Criterion-referenced target percentage73%
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 achievement34-
Mathematics achievement24-
Science achievement14-
Achievement total61267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total5.310.3-
Percentage of possible points 51%-
Criterion-referenced target percentage51%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 49

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 503.4 504.8 1.4 504.9 7723Met Target
Lowest Performing 480.8 488.6 7.8 485.5 1274Exceeded Target
High needs 490.6 492.5 1.9 492.2 2213Met Target
Econ. Disadvantaged 493.9 495.5 1.6 495.3 1223Met Target
EL and Former EL 495.8 498.7 2.9 497.8 414Exceeded Target
Students w/ disabilities 483.1 484.0 0.9 484.8 1112Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 505.0 510.2 5.2 507.1 464Exceeded Target
Afr. Amer./Black 496.5 497.8 1.3 498.1 243Met Target
Hispanic/Latino 499.9 500.1 0.2 501.0 352Improved Below Target
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 503.8 505.0 1.2 505.4 6463Met 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 503.4 502.7 -0.7 504.8 7740Declined
Lowest Performing 480.4 485.0 4.6 484.0 1274Exceeded Target
High needs 491.5 492.1 0.6 493.2 2222Improved Below Target
Econ. Disadvantaged 492.1 492.3 0.2 493.2 1232Improved Below Target
EL and Former EL 504.1 500.5 -3.6 506.3 420Declined
Students w/ disabilities 484.6 485.3 0.7 486.7 1112Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 514.9 514.5 -0.4 517.4 464Exceeded Target
Afr. Amer./Black 494.2 497.1 2.9 495.7 244Exceeded Target
Hispanic/Latino 495.8 493.7 -2.1 497.4 350Declined
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 503.5 502.6 -0.9 505.0 6480Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 82.2 84.3 2.1 84.6 2653Met Target
Lowest Performing-------
High needs 65.1 63.7 -1.4 67.9 751No Change
Econ. Disadvantaged 67.0 69.1 2.1 69.9 383Met Target
EL and Former EL---- 14--
Students w/ disabilities 56.6 53.8 -2.8 59.7 460Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 14--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 82.9 83.9 1.0 85.3 2222Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.1 50.0 5213Met Target
Lowest Performing 51.6 50.0 1273Met Target
High needs 47.1 50.0 1582Below Target
Econ. Disadvantaged 48.5 50.0 872Below Target
EL and Former EL 49.5 50.0 322Below Target
Students w/ disabilities 45.8 50.0 812Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 55.5 50.0 283Met Target
Afr. Amer./Black-- 12--
Hispanic/Latino 46.2 50.0 302Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 51.0 50.0 4413Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.1 50.0 5212Below Target
Lowest Performing 51.9 50.0 1273Met Target
High needs 48.7 50.0 1582Below Target
Econ. Disadvantaged 48.8 50.0 872Below Target
EL and Former EL 55.7 50.0 323Met Target
Students w/ disabilities 49.9 50.0 812Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 57.5 50.0 283Met Target
Afr. Amer./Black-- 12--
Hispanic/Latino 48.7 50.0 302Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 47.5 50.0 4412Below 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 5.6 5.2 0.4 4.5 8022Improved Below Target
Lowest Performing 11.6 7.9 3.7 8.0 1273Met Target
High needs 12.7 10.0 2.7 10.3 2313Met Target
Econ. Disadvantaged 16.5 12.3 4.2 13.0 1144Exceeded Target
EL and Former EL 2.3 16.0 -13.7 0.0 500Declined
Students w/ disabilities 12.3 9.4 2.9 9.0 1063Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 0.0 6.3 -6.3 0.0 480Declined
Afr. Amer./Black 18.5 3.2 15.3 14.7 314Exceeded Target
Hispanic/Latino 6.3 9.5 -3.2 2.7 420Declined
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 5.4 4.8 0.6 4.1 6602Improved 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 795 793100Yes 1 795 795100Yes 1 271 271100Yes 1
Lowest Performing---------------
High needs 240 239100Yes 1 240 240100Yes 1 81 81100Yes 1
Econ. Disadvantaged 140 13999Yes 1 140 140100Yes 1 44 44100Yes 1
EL and Former EL 47 4698Yes 1 47 47100Yes 1 16----
Students w/ disabilities 113 113100Yes 1 113 113100Yes 1 46 46100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 47 47100Yes 1 47 47100Yes 1 14----
Afr. Amer./Black 29 29100Yes 1 29 29100Yes 1 8----
Hispanic/Latino 39 39100Yes 1 39 39100Yes 1 18----
Multi-race, Non-Hisp./Lat. 20 20100Yes 1 20 20100Yes 1 5----
Nat. Haw. or Pacif. Isl.---------------
White 659 657100Yes 1 659 659100Yes 1 225 225100Yes 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