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Colegrove Park Elementary

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2018 Official Accountability Report - Colegrove Park Elementary

Organization Information
DISTRICT NAME
North Adams (02090000)
TITLE I STATUS
Title I School
SCHOOL
Colegrove Park Elementary (02090008)
GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central
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

Low subgroup performance: White
Progress toward improvement targetsAccountability percentile
55% - Partially meeting targets8

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 achievement44-34-
Mathematics achievement04-24-
Science achievement34----
Achievement total71267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3822.53822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total5.710.3-4.17.6-
Percentage of possible points 55%-54%-
Criterion-referenced target percentage55%
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 achievement04-
Science achievement44-
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 13

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 490.1 493.1 3.0 492.1 1704Exceeded Target
Lowest Performing 469.3 474.6 5.3 474.6 283Met Target
High needs 486.5 488.9 2.4 488.5 1263Met Target
Econ. Disadvantaged 487.9 489.5 1.6 489.5 1123Met Target
EL and Former EL---- 2--
Students w/ disabilities 477.4 482.5 5.1 479.2 464Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 490.1 493.6 3.5 492.2 1504Exceeded 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 487.7 486.4 -1.3 489.5 1690Declined
Lowest Performing 467.6 467.8 0.2 470.9 282Improved Below Target
High needs 484.4 482.9 -1.5 486.3 1250Declined
Econ. Disadvantaged 486.1 483.1 -3.0 487.5 1110Declined
EL and Former EL---- 2--
Students w/ disabilities 474.8 477.4 2.6 476.9 453Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 487.8 486.7 -1.1 490.1 1490Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 60.7 62.5 1.8 63.6 523Met Target
Lowest Performing-------
High needs 55.0 60.4 5.4 58.1 414Exceeded Target
Econ. Disadvantaged 54.7 60.5 5.8 57.2 384Exceeded Target
EL and Former EL---- 1--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 62.0 64.3 2.3 65.2 493Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.2 50.0 1302Below Target
Lowest Performing 44.8 50.0 282Below Target
High needs 44.7 50.0 922Below Target
Econ. Disadvantaged 45.7 50.0 812Below Target
EL and Former EL-- 1--
Students w/ disabilities 41.2 50.0 302Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 5--
Hispanic/Latino-- 1--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 46.2 50.0 1182Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 32.4 50.0 1301Below Target
Lowest Performing 35.0 50.0 281Below Target
High needs 29.3 50.0 920Below Target
Econ. Disadvantaged 28.4 50.0 810Below Target
EL and Former EL-- 1--
Students w/ disabilities 33.6 50.0 301Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 5--
Hispanic/Latino-- 1--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 33.0 50.0 1181Below 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 14.6 13.0 1.6 12.7 2843Met Target
Lowest Performing 9.7 10.7 -1.0 5.0 280Declined
High needs 18.1 14.9 3.2 15.8 2084Exceeded Target
Econ. Disadvantaged 18.0 16.4 1.6 15.6 1772Improved Below Target
EL and Former EL---- 6--
Students w/ disabilities 11.5 14.6 -3.1 7.2 820Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 13.4 11.3 2.1 10.8 2383Met 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 176 17599Yes 1 176 17499Yes 1 54 54100Yes 1
Lowest Performing---------------
High needs 130 12999Yes 1 130 12898Yes 1 42 42100Yes 1
Econ. Disadvantaged 116 11599Yes 1 116 11498Yes 1 39 39100Yes 1
EL and Former EL 2---- 2---- 1----
Students w/ disabilities 48 48100Yes 1 48 4798Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 1----
Afr. Amer./Black 6---- 6---- 1----
Hispanic/Latino 7---- 7---- 0----
Multi-race, Non-Hisp./Lat. 8---- 8---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 154 15399Yes 1 154 15299Yes 1 51 51100Yes 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

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