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James B Congdon

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2018 Official Accountability Report - James B Congdon

Organization Information
DISTRICT NAME
New Bedford (02010000)
TITLE I STATUS
Title I School
SCHOOL
James B Congdon (02010040)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition: High Growth - Exceeding Targets
Progress toward improvement targetsAccountability percentile
95% - Meeting targets85

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 growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total9.19.6-7.27.6-
Percentage of possible points 95%-95%-
Criterion-referenced target percentage95%
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 achievement44-
Achievement total121267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total10.010.3-
Percentage of possible points 97%-
Criterion-referenced target percentage97%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 96

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 496.8 504.5 7.7 498.3 1724Exceeded Target
Lowest Performing 481.6 494.8 13.2 486.3 234Exceeded Target
High needs 495.1 502.6 7.5 496.7 1454Exceeded Target
Econ. Disadvantaged 495.1 503.1 8.0 496.5 1324Exceeded Target
EL and Former EL 489.1 501.3 12.2 491.1 664Exceeded Target
Students w/ disabilities 489.6 492.0 2.4 491.3 324Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 488.0 498.3 10.3 489.6 284Exceeded Target
Hispanic/Latino 494.9 503.5 8.6 496.0 714Exceeded Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.---- 1--
White 501.8 509.1 7.3 503.4 574Exceeded 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 501.3 510.3 9.0 502.7 1724Exceeded Target
Lowest Performing 485.0 500.0 15.0 488.6 234Exceeded Target
High needs 501.3 509.3 8.0 503.0 1454Exceeded Target
Econ. Disadvantaged 500.4 508.9 8.5 501.5 1324Exceeded Target
EL and Former EL 502.8 512.8 10.0 505.0 664Exceeded Target
Students w/ disabilities 496.6 503.9 7.3 498.7 324Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 504.7 511.9 7.2 506.2 284Exceeded Target
Hispanic/Latino 500.9 510.4 9.5 502.5 714Exceeded Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.6 509.3 9.7 501.1 574Exceeded 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 81.8 92.7 10.9 84.2 584Exceeded Target
Lowest Performing-------
High needs 81.3 91.1 9.8 84.1 454Exceeded Target
Econ. Disadvantaged 80.6 90.7 10.1 83.5 434Exceeded Target
EL and Former EL---- 15--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 9--
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 84.1 93.5 9.4 86.5 234Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.0 50.0 1054Exceeded Target
Lowest Performing 72.0 50.0 204Exceeded Target
High needs 63.6 50.0 834Exceeded Target
Econ. Disadvantaged 64.2 50.0 774Exceeded Target
EL and Former EL 70.1 50.0 344Exceeded Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 17--
Hispanic/Latino 66.2 50.0 424Exceeded Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 61.4 50.0 394Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 73.8 50.0 1054Exceeded Target
Lowest Performing 77.5 50.0 204Exceeded Target
High needs 70.3 50.0 834Exceeded Target
Econ. Disadvantaged 70.8 50.0 774Exceeded Target
EL and Former EL 64.5 50.0 344Exceeded Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 17--
Hispanic/Latino 71.7 50.0 424Exceeded Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 76.4 50.0 394Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 73.1 77.3 4.2 62.8 1103Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 73.1 77.3 4.2 62.8 1103Met 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 11.1 12.1 -1.0 10.0 2980Declined
Lowest Performing 12.0 13.0 -1.0 8.4 230Declined
High needs 12.3 12.8 -0.5 9.9 2571No Change
Econ. Disadvantaged 12.1 13.4 -1.3 8.6 2160Declined
EL and Former EL 12.9 12.0 0.9 8.5 1332Improved Below Target
Students w/ disabilities 19.0 18.9 0.1 15.7 532Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 2--
Afr. Amer./Black 10.3 9.3 1.0 6.5 432Improved Below Target
Hispanic/Latino 11.3 11.6 -0.3 7.7 1211No Change
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.---- 1--
White 11.0 16.3 -5.3 9.7 1040Declined

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 184 184100Yes 1 184 184100Yes 1 60 60100Yes 1
Lowest Performing---------------
High needs 156 156100Yes 1 156 156100Yes 1 47 47100Yes 1
Econ. Disadvantaged 142 142100Yes 1 142 142100Yes 1 45 45100Yes 1
EL and Former EL 75 75100Yes 1 75 75100Yes 1 16----
Students w/ disabilities 32 32100Yes 1 32 32100Yes 1 11----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 1---- 1---- 0----
Afr. Amer./Black 30 30100Yes 1 30 30100Yes 1 10----
Hispanic/Latino 79 79100Yes 1 79 79100Yes 1 25 25100Yes 1
Multi-race, Non-Hisp./Lat. 14---- 14---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 58 58100Yes 1 58 58100Yes 1 23 23100Yes 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