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Bates
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2023
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2023 Official Accountability Report - Bates
Organization Information
DISTRICT NAME
Salem (02580000)		TITLE I STATUS
Title I School
SCHOOL
Bates (02580003)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
80% - Meeting or exceeding targets38

Overall progress toward improvement targets

 2023
Criterion-referenced target percentage80%
Progress towards targetsMeeting or exceeding 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 achievement24-24-
Mathematics achievement44-44-
Science achievement44----
Achievement total101260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 total8.09.6-5.87.6-
Percentage of possible points 83%-76%-
2023 Criterion-referenced target percentage80%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
40

Overall progress toward improvement targets

 2023
Criterion-referenced target percentage76%
Progress towards targetsMeeting or exceeding 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 achievement24-
Mathematics achievement44-
Science achievement34-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total7.810.3-
Percentage of possible points 76%-
2023 Criterion-referenced target percentage76%

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 489.3 490.3 1.0 491.8 1762Recovery Path: Improved Below Target
Lowest Performing 466.5 471.0 4.5 471.7 222Recovery Path: Improved Below Target
High needs 483.5 484.1 0.6 486.0 1222Recovery Path: Improved Below Target
Low income 483.3 483.4 0.1 486.3 1102Recovery Path: Improved Below Target
EL and Former EL 473.8 473.1 -0.7 477.2 300Recovery Path: Declined
Students w/ disabilities 478.7 483.2 4.5 482.8 443Path Forward: Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 16--
Hispanic/Latino 478.9 481.9 3.0 481.9 653Recovery Path: Met Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 495.4 497.2 1.8 499.1 842Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2022 Achievement 2023 Achievement Change 2023 Target N Points Reason
All Students 485.7 490.5 4.8 487.7 1764Recovery Path: Exceeded Target
Lowest Performing 458.4 473.7 15.3 464.9 224Recovery Path: Exceeded Target
High needs 479.8 484.7 4.9 481.9 1224Recovery Path: Exceeded Target
Low income 479.6 484.0 4.4 481.5 1104Recovery Path: Exceeded Target
EL and Former EL 472.1 478.1 6.0 474.7 304Recovery Path: Exceeded Target
Students w/ disabilities 474.7 477.8 3.1 478.4 442Path Forward: Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 16--
Hispanic/Latino 474.8 483.9 9.1 478.2 654Recovery Path: Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 491.8 495.8 4.0 495.5 843Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2022 Achievement 2023 Achievement Change 2023 Target N Points Reason
All Students 487.0 494.5 7.5 489.5 594Recovery Path: Exceeded Target
Lowest Performing-------
High needs 483.0 487.4 4.4 487.3 453Path Forward: Met Target
Low income 483.2 487.5 4.3 487.3 433Path Forward: Met Target
EL and Former EL---- 13--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 7--
Hispanic/Latino 476.2 482.1 5.9 480.9 254Recovery Path: Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 494.7 505.3 10.6 499.6 244Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2023 Mean SGP N Points Reason
All Students 57.5 1013Typical Growth - High
Lowest Performing 51.1 223Typical Growth - High
High needs 54.2 653Typical Growth - High
Low income 54.2 603Typical Growth - High
EL and Former EL- 12--
Students w/ disabilities 53.7 233Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 10--
Hispanic/Latino 52.4 343Typical Growth - High
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 62.9 504Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2023 Mean SGP N Points Reason
All Students 57.3 1033Typical Growth - High
Lowest Performing 58.9 223Typical Growth - High
High needs 56.4 673Typical Growth - High
Low income 56.2 623Typical Growth - High
EL and Former EL- 13--
Students w/ disabilities 51.1 233Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 10--
Hispanic/Latino 60.4 364Exceeded Typical Growth
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 56.4 503Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2022 Rate (%) 2023 Rate (%) Change Target N Points Reason
All Students 33.3 55.8 22.5 38.7 434Exceeded Target
Lowest Performing-------
High needs-------
Low income-------
EL and Former EL 33.3 55.8 22.5 38.7 434Exceeded 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 26.1 17.5 -8.6 23.9 3084Exceeded Target
Lowest Performing 45.5 22.7 -22.8 39.1 224Exceeded Target
High needs 30.6 21.9 -8.7 28.1 2334Exceeded Target
Low income 33.7 23.5 -10.2 31.0 2044Exceeded Target
EL and Former EL 29.0 24.4 -4.6 25.7 784Exceeded Target
Students w/ disabilities 31.1 19.2 -11.9 26.8 734Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 3--
Afr. Amer./Black---- 25--
Hispanic/Latino 32.1 24.6 -7.5 28.3 1224Exceeded Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.---- 1--
White 22.4 11.3 -11.1 19.5 1414Exceeded 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 189 189100Yes 1 189 189100Yes 1 66 6598Yes 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 132 132 132 132 51 50 315 314100Yes1
Low income 120 120 120 120 49 48 289 288100Yes1
EL and Former EL 34 34 34 34 15 15 83 83100Yes1
Students w/ disabilities 46 46 46 46 14 13 106 10599Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 3 3 3 3 1 1 7----
Afr. Amer./Black 18 18 18 18 8 8 44----
Hispanic/Latino 68 68 68 68 26 26 162 162100Yes1
Multi-race, Non-Hisp./Lat. 8 8 8 8 2 2 18----
Nat. Haw. or Pacif. Isl.-----------
White 92 92 92 92 29 28 213 212100Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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