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A. C. Whelan Elementary School
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2023 Official Accountability Report - A. C. Whelan Elementary School
Organization Information
DISTRICT NAME
Revere (02480000)		TITLE I STATUS
Title I School
SCHOOL
A. C. Whelan Elementary School (02480003)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets20

Overall progress toward improvement targets

 2023
Criterion-referenced target percentage54%
Progress towards targetsSubstantial progress toward targets

2023 Points awarded

2023 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 achievement04-24-
Mathematics achievement44-44-
Science achievement04----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.09.6-5.17.6-
Percentage of possible points 42%-67%-
2023 Criterion-referenced target percentage54%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
22

Overall progress toward improvement targets

 2023
Criterion-referenced target percentage32%
Progress towards targetsModerate progress toward targets

2023 Points awarded

2023 Progress toward improvement targets
Indicator High needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement34-
Science achievement04-
Achievement total31267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.310.3-
Percentage of possible points 32%-
2023 Criterion-referenced target percentage32%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2022 Achievement 2023 Achievement Change 2023 Target N Points Reason
All Students 487.5 485.9 -1.6 490.4 3820Recovery Path: Declined
Lowest Performing 466.1 467.1 1.0 471.4 632Path Forward: Improved Below Target
High needs 485.3 483.5 -1.8 487.9 3040Recovery Path: Declined
Low income 485.6 483.6 -2.0 488.3 2600Recovery Path: Declined
EL and Former EL 482.8 481.8 -1.0 486.0 1490Recovery Path: Declined
Students w/ disabilities 476.0 470.7 -5.3 479.0 720Recovery Path: Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 11--
Hispanic/Latino 483.8 482.5 -1.3 487.0 2040Recovery Path: Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 491.6 488.9 -2.7 494.5 1420Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2022 Achievement 2023 Achievement Change 2023 Target N Points Reason
All Students 485.8 488.9 3.1 488.2 3824Recovery Path: Exceeded Target
Lowest Performing 462.9 467.8 4.9 466.6 634Recovery Path: Exceeded Target
High needs 483.3 485.8 2.5 485.4 3043Recovery Path: Met Target
Low income 483.4 485.7 2.3 486.1 2603Recovery Path: Met Target
EL and Former EL 481.2 486.1 4.9 484.7 1494Recovery Path: Exceeded Target
Students w/ disabilities 469.5 471.5 2.0 472.1 722Recovery Path: Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 11--
Hispanic/Latino 481.8 484.6 2.8 484.7 2043Recovery Path: Met Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 488.8 491.9 3.1 491.0 1424Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2022 Achievement 2023 Achievement Change 2023 Target N Points Reason
All Students 485.8 484.0 -1.8 489.5 1380Recovery Path: Declined
Lowest Performing-------
High needs 484.8 478.9 -5.9 487.4 1090Recovery Path: Declined
Low income 485.0 478.4 -6.6 488.1 880Recovery Path: Declined
EL and Former EL 482.3 478.2 -4.1 485.3 570Recovery Path: Declined
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 7--
Hispanic/Latino 481.3 479.8 -1.5 485.9 710Recovery Path: Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 491.5 489.0 -2.5 496.4 530Path Forward: Declined

English language arts growth - Non-high school
Group 2023 Mean SGP N Points Reason
All Students 41.3 2632Typical Growth - Low
Lowest Performing 41.7 632Typical Growth - Low
High needs 41.4 2012Typical Growth - Low
Low income 40.1 1712Typical Growth - Low
EL and Former EL 42.9 942Typical Growth - Low
Students w/ disabilities 39.4 461Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 9--
Afr. Amer./Black- 8--
Hispanic/Latino 40.5 1352Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 40.4 1052Typical Growth - Low

Mathematics growth - Non-high school
Group 2023 Mean SGP N Points Reason
All Students 42.1 2632Typical Growth - Low
Lowest Performing 39.6 631Low Growth
High needs 41.8 2012Typical Growth - Low
Low income 42.3 1712Typical Growth - Low
EL and Former EL 46.1 942Typical Growth - Low
Students w/ disabilities 40.4 462Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 9--
Afr. Amer./Black- 8--
Hispanic/Latino 41.9 1352Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 41.6 1052Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2022 Rate (%) 2023 Rate (%) Change Target N Points Reason
All Students 59.6 71.0 11.4 63.6 1624Exceeded Target
Lowest Performing-------
High needs-------
Low income-------
EL and Former EL 59.6 71.0 11.4 63.6 1624Exceeded 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 2022 Rate (%) 2023 Rate (%) Change Target N Points Reason
All Students 27.8 24.4 -3.4 25.6 6604Exceeded Target
Lowest Performing 31.7 17.5 -14.2 27.9 634Exceeded Target
High needs 29.7 25.6 -4.1 27.2 5514Exceeded Target
Low income 31.7 27.5 -4.2 29.0 4594Exceeded Target
EL and Former EL 26.0 20.3 -5.7 22.7 2954Exceeded Target
Students w/ disabilities 30.1 28.3 -1.8 25.8 1202Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 22--
Afr. Amer./Black---- 15--
Hispanic/Latino 31.0 26.7 -4.3 27.2 3823Met Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 24.5 18.6 -5.9 21.6 2264Exceeded Target

Assessment participation - All students
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 411 411100Yes 1 411 411100Yes 1 147 147100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 330 330 330 330 118 118 778 778100Yes1
Low income 277 277 277 277 95 95 649 649100Yes1
EL and Former EL 171 171 171 171 64 64 406 406100Yes1
Students w/ disabilities 75 75 75 75 21 21 171 171100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 15 15 15 15 4 4 34----
Afr. Amer./Black 12 12 12 12 8 8 32----
Hispanic/Latino 227 227 227 227 77 77 531 531100Yes1
Multi-race, Non-Hisp./Lat. 10 10 10 10 3 3 23----
Nat. Haw. or Pacif. Isl.-----------
White 147 147 147 147 55 55 349 349100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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)

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


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