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Springfield Public Day Elementary School

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2019 Official Accountability Report - Springfield Public Day Elementary School

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Springfield Public Day Elementary School (02810005)
GRADES SERVED
01,02,03,04,05
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
Progress toward improvement targetsAccountability percentile
88% - Meeting or exceeding targets10

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage91%86%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
88%
Meeting or exceeding targets

2019 Points awarded

2019 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----
Mathematics achievement44----
Science achievement------
Achievement total8867.5---
GrowthEnglish language arts growth24----
Mathematics growth34----
Growth total5822.5---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total6.57.6----
Percentage of possible points 86%---
Criterion-referenced target percentage86%

2018 Points awarded

2018 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----
Mathematics achievement44----
Science achievement------
Achievement total8867.5---
GrowthEnglish language arts growth24----
Mathematics growth34----
Growth total5822.5---
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 total6.97.6----
Percentage of possible points 91%---
Criterion-referenced target percentage91%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage91%91%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
91%
Meeting or exceeding targets

2019 Points awarded

2019 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 achievement---
Achievement total8867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total6.97.6-
Percentage of possible points 91%-
2019 Annual criterion-referenced target percentage91%

2018 Points awarded

2018 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 achievement---
Achievement total8867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total6.97.6-
Percentage of possible points 91%-
2018 Annual criterion-referenced target percentage91%

Subgroup percentile

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

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 485.8 489.9 4.1 487.7 404Exceeded Target
Lowest Performing-------
High needs 485.8 489.9 4.1 487.7 404Exceeded Target
Econ. Disadvantaged 484.5 488.4 3.9 485.6 374Exceeded Target
EL and Former EL---- 8--
Students w/ disabilities 485.8 489.9 4.1 487.9 404Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino 490.0 486.3 -3.7 491.4 280Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 6--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 483.9 487.4 3.5 485.5 404Exceeded Target
Lowest Performing-------
High needs 483.9 487.4 3.5 485.9 404Exceeded Target
Econ. Disadvantaged 482.9 485.3 2.4 484.7 374Exceeded Target
EL and Former EL---- 8--
Students w/ disabilities 483.9 487.4 3.5 486.2 404Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino 487.6 482.6 -5.0 489.0 280Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 6--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students---- 15--
Lowest Performing-------
High needs---- 15--
Econ. Disadvantaged---- 13--
EL and Former EL---- 2--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.6 292Typical Growth - Low
Lowest Performing----
High needs 49.6 292Typical Growth - Low
Econ. Disadvantaged 46.6 272Typical Growth - Low
EL and Former EL- 5--
Students w/ disabilities 49.6 292Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino 41.3 212Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 5--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.2 293Typical Growth - High
Lowest Performing----
High needs 57.2 293Typical Growth - High
Econ. Disadvantaged 54.1 273Typical Growth - High
EL and Former EL- 5--
Students w/ disabilities 57.2 293Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino 47.6 212Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 5--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 28.1 31.3 3.2 25.9 640Declined
Lowest Performing-------
High needs 35.6 31.3 -4.3 33.1 644Exceeded Target
Econ. Disadvantaged 33.3 33.9 0.6 30.6 560Declined
EL and Former EL---- 12--
Students w/ disabilities 27.0 31.3 4.3 22.7 640Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 16--
Hispanic/Latino 35.9 39.0 3.1 32.1 410Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 7--

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 50 4998Yes 1 50 50100Yes 1 19----

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 50 49 50 50 19 19 119 11899Yes1
Econ. Disadvantaged 47 46 47 47 17 17 111 11099Yes1
EL and Former EL 10 10 10 10 2 2 22----
Students w/ disabilities 50 49 50 50 19 19 119 11899Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 8 8 8 8 5 5 21----
Hispanic/Latino 35 34 35 35 11 11 81 8099Yes1
Multi-race, Non-Hisp./Lat.-----------
Nat. Haw. or Pacif. Isl.-----------
White 7 7 7 7 3 3 17----


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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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
Glossary of 2019 Accountability Terms

School and District Profiles