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Irwin M. Jacobs Elementary School

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2018 Official Accountability Report - Irwin M. Jacobs Elementary School

Organization Information
DISTRICT NAME
New Bedford (02010000)
TITLE I STATUS
Title I School
SCHOOL
Irwin M. Jacobs Elementary School (02010070)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
57% - Partially meeting targets10

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 achievement04-14-
Science achievement44----
Achievement total81260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth04-04-
Growth total2820.02822.5
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 total1410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.79.6-4.27.6-
Percentage of possible points 59%-55%-
Criterion-referenced target percentage57%
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 achievement34-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.610.3-
Percentage of possible points 54%-
Criterion-referenced target percentage54%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 25

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 490.7 495.8 5.1 492.7 1314Exceeded Target
Lowest Performing 470.4 478.6 8.2 475.7 214Exceeded Target
High needs 489.8 495.4 5.6 491.8 1264Exceeded Target
Econ. Disadvantaged 490.7 497.3 6.6 492.3 1104Exceeded Target
EL and Former EL 489.6 492.1 2.5 491.2 764Exceeded Target
Students w/ disabilities 471.2 480.0 8.8 473.0 244Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 16--
Hispanic/Latino 488.9 492.7 3.8 490.6 764Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 496.6 504.7 8.1 498.7 344Exceeded 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 488.7 487.2 -1.5 490.5 1310Declined
Lowest Performing 468.5 468.1 -0.4 471.8 211No Change
High needs 487.8 486.2 -1.6 489.7 1260Declined
Econ. Disadvantaged 488.6 487.6 -1.0 490.0 1100Declined
EL and Former EL 488.8 484.2 -4.6 490.6 760Declined
Students w/ disabilities 475.2 470.4 -4.8 477.3 240Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 16--
Hispanic/Latino 486.3 484.4 -1.9 487.9 760Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 493.3 497.1 3.8 495.6 344Exceeded 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 53.7 58.5 4.8 56.6 414Exceeded Target
Lowest Performing-------
High needs 53.3 57.5 4.2 56.4 403Met Target
Econ. Disadvantaged 51.5 59.1 7.6 54.0 334Exceeded Target
EL and Former EL 54.3 55.0 0.7 57.6 202Improved Below Target
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino 56.0 51.1 -4.9 59.1 230Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 10--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.1 50.0 792Below Target
Lowest Performing 43.5 50.0 212Below Target
High needs 40.6 50.0 772Below Target
Econ. Disadvantaged 41.4 50.0 672Below Target
EL and Former EL 39.7 50.0 431Below Target
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 13--
Hispanic/Latino 36.6 50.0 381Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 41.3 50.0 242Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 25.3 50.0 800Below Target
Lowest Performing 28.9 50.0 210Below Target
High needs 24.2 50.0 780Below Target
Econ. Disadvantaged 25.2 50.0 680Below Target
EL and Former EL 21.7 50.0 440Below Target
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 13--
Hispanic/Latino 25.2 50.0 390Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 30.2 50.0 241Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 79.0 61.3 -17.7 78.2 1061No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 79.0 61.3 -17.7 78.2 1061No Change
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 24.5 15.2 9.3 22.6 2644Exceeded Target
Lowest Performing 16.7 9.5 7.2 12.0 214Exceeded Target
High needs 25.0 15.7 9.3 22.7 2554Exceeded Target
Econ. Disadvantaged 26.7 17.4 9.3 24.3 2074Exceeded Target
EL and Former EL 21.7 12.1 9.6 18.0 1494Exceeded Target
Students w/ disabilities 32.0 18.4 13.6 27.7 494Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian-------
Afr. Amer./Black---- 33--
Hispanic/Latino 21.0 12.9 8.1 17.6 1554Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 26.0 16.9 9.1 23.4 654Exceeded 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 156 156100Yes 1 156 156100Yes 1 52 5198Yes 1
Lowest Performing---------------
High needs 151 151100Yes 1 151 151100Yes 1 51 5098Yes 1
Econ. Disadvantaged 135 135100Yes 1 135 135100Yes 1 44 4398Yes 1
EL and Former EL 92 92100Yes 1 92 92100Yes 1 26 26100Yes 1
Students w/ disabilities 32 32100Yes 1 32 32100Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 18---- 18---- 8----
Hispanic/Latino 96 96100Yes 1 96 96100Yes 1 29 29100Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 34 34100Yes 1 34 34100Yes 1 10----


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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