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Samuel Bowles

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2018 Official Accountability Report - Samuel Bowles

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Samuel Bowles (02810020)
GRADES SERVED
K,01,02,03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
70% - Partially meeting targets28

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 achievement14-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total51260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-44-
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 total0410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total4.29.6-7.27.6-
Percentage of possible points 44%-95%-
Criterion-referenced target percentage70%
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 achievement24-
Mathematics achievement44-
Science achievement04-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth44-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.410.3-
Percentage of possible points 52%-
Criterion-referenced target percentage52%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 55

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 493.1 492.9 -0.2 494.6 1691No Change
Lowest Performing 471.8 482.1 10.3 477.3 214Exceeded Target
High needs 491.3 491.4 0.1 493.1 1362Improved Below Target
Econ. Disadvantaged 492.3 492.1 -0.2 493.6 1291No Change
EL and Former EL 484.7 489.3 4.6 486.0 284Exceeded Target
Students w/ disabilities---- 31--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 497.4 489.5 -7.9 499.0 220Declined
Hispanic/Latino 492.1 493.6 1.5 493.6 1223Met Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

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 490.7 493.5 2.8 492.2 1684Exceeded Target
Lowest Performing 462.0 479.3 17.3 465.0 214Exceeded Target
High needs 487.7 492.5 4.8 489.3 1354Exceeded Target
Econ. Disadvantaged 488.3 492.8 4.5 489.3 1284Exceeded Target
EL and Former EL 487.7 491.7 4.0 489.2 284Exceeded Target
Students w/ disabilities---- 30--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 494.1 494.0 -0.1 496.4 221No Change
Hispanic/Latino 489.2 492.4 3.2 490.8 1214Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 81.3 70.8 -10.5 84.0 600Declined
Lowest Performing-------
High needs 81.5 67.6 -13.9 84.9 470Declined
Econ. Disadvantaged 84.0 66.7 -17.3 87.8 450Declined
EL and Former EL---- 10--
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino 77.1 71.0 -6.1 79.9 440Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 7--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.6 50.0 1012Below Target
Lowest Performing 47.5 50.0 212Below Target
High needs 49.6 50.0 822Below Target
Econ. Disadvantaged 50.9 50.0 793Met Target
EL and Former EL-- 16--
Students w/ disabilities-- 13--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 15--
Hispanic/Latino 49.6 50.0 722Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 11--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.4 50.0 1004Exceeded Target
Lowest Performing 62.6 50.0 214Exceeded Target
High needs 64.6 50.0 814Exceeded Target
Econ. Disadvantaged 65.1 50.0 784Exceeded Target
EL and Former EL-- 16--
Students w/ disabilities-- 12--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 15--
Hispanic/Latino 62.9 50.0 714Exceeded Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 11--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 59.4 44.8 -14.6 70.2 290Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 59.4 44.8 -14.6 70.2 290Declined
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 10.1 13.4 -3.3 8.8 2900Declined
Lowest Performing 18.2 4.8 13.4 14.3 214Exceeded Target
High needs 10.6 14.6 -4.0 8.3 2400Declined
Econ. Disadvantaged 10.9 16.3 -5.4 7.8 2020Declined
EL and Former EL 12.5 20.4 -7.9 9.8 490Declined
Students w/ disabilities---- 48--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 11.1 10.6 0.5 7.4 472Improved Below Target
Hispanic/Latino 8.6 14.4 -5.8 4.9 2010Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 36--

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 183 183100Yes 1 182 182100Yes 1 66 66100Yes 1
Lowest Performing---------------
High needs 150 150100Yes 1 149 149100Yes 1 53 53100Yes 1
Econ. Disadvantaged 141 141100Yes 1 140 140100Yes 1 50 50100Yes 1
EL and Former EL 35 35100Yes 1 35 35100Yes 1 14----
Students w/ disabilities 33 33100Yes 1 32 32100Yes 1 9----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 0----
Afr. Amer./Black 24 24100Yes 1 24 24100Yes 1 7----
Hispanic/Latino 132 132100Yes 1 131 131100Yes 1 48 48100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 21 21100Yes 1 21 21100Yes 1 8----


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

School and District Profiles