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Frank H Freedman

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2018 Official Accountability Report - Frank H Freedman

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Frank H Freedman (02810075)
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
55% - Partially meeting targets12

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 achievement34-24-
Mathematics achievement04-44-
Science achievement14----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
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%-
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 achievement24-
Achievement total51267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total4.510.3-
Percentage of possible points 44%-
Criterion-referenced target percentage44%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 23

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 489.9 491.9 2.0 491.9 1543Met Target
Lowest Performing 474.2 478.5 4.3 479.5 252Improved Below Target
High needs 488.1 490.0 1.9 490.1 1193Met Target
Econ. Disadvantaged 488.0 489.5 1.5 489.6 1153Met Target
EL and Former EL---- 17--
Students w/ disabilities 484.3 483.5 -0.8 486.1 240Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 492.3 494.5 2.2 493.9 424Exceeded Target
Hispanic/Latino 486.4 489.2 2.8 488.1 854Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 494.7 494.0 -0.7 496.8 200Declined

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 488.2 486.2 -2.0 490.0 1540Declined
Lowest Performing 466.4 472.7 6.3 469.7 254Exceeded Target
High needs 486.0 484.8 -1.2 487.9 1190Declined
Econ. Disadvantaged 485.4 484.3 -1.1 486.8 1150Declined
EL and Former EL---- 17--
Students w/ disabilities 488.5 471.2 -17.3 490.6 240Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 487.2 486.5 -0.7 489.0 420Declined
Hispanic/Latino 486.8 484.6 -2.2 488.4 850Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 492.4 489.8 -2.6 494.7 200Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 64.2 63.2 -1.0 67.1 511No Change
Lowest Performing-------
High needs 58.9 60.3 1.4 62.0 392Improved Below Target
Econ. Disadvantaged 58.3 59.2 0.9 60.8 382Improved Below Target
EL and Former EL---- 4--
Students w/ disabilities---- 3--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 16--
Hispanic/Latino 61.9 58.0 -3.9 65.0 250Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 8--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.9 50.0 1072Below Target
Lowest Performing 37.3 50.0 241Below Target
High needs 38.8 50.0 801Below Target
Econ. Disadvantaged 38.0 50.0 781Below Target
EL and Former EL-- 7--
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 42.7 50.0 322Below Target
Hispanic/Latino 41.7 50.0 562Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 16--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.6 50.0 1082Below Target
Lowest Performing 49.3 50.0 242Below Target
High needs 43.3 50.0 812Below Target
Econ. Disadvantaged 42.3 50.0 792Below Target
EL and Former EL-- 7--
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 41.6 50.0 322Below Target
Hispanic/Latino 44.7 50.0 572Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 16--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 48.0 61.5 13.5 62.8 264Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 26--
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 15.4 9.8 5.6 13.5 2964Exceeded Target
Lowest Performing 15.4 8.0 7.4 10.7 254Exceeded Target
High needs 17.4 11.4 6.0 15.1 2454Exceeded Target
Econ. Disadvantaged 19.6 12.4 7.2 17.2 2094Exceeded Target
EL and Former EL---- 49--
Students w/ disabilities 29.8 22.2 7.6 25.5 544Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 7.1 5.3 1.8 3.2 762Improved Below Target
Hispanic/Latino 21.2 12.8 8.4 17.8 1724Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 11.4 7.7 3.7 8.8 394Exceeded 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 172 172100Yes 1 171 171100Yes 1 61 6098Yes 1
Lowest Performing---------------
High needs 136 136100Yes 1 135 135100Yes 1 48 4798Yes 1
Econ. Disadvantaged 131 131100Yes 1 130 130100Yes 1 47 4698Yes 1
EL and Former EL 28 28100Yes 1 28 28100Yes 1 10----
Students w/ disabilities 29 29100Yes 1 28 28100Yes 1 6----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 45 45100Yes 1 45 45100Yes 1 17----
Hispanic/Latino 99 99100Yes 1 98 98100Yes 1 34 3397Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 2----
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