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Joseph R Dawe Jr Elementary

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2018 Official Accountability Report - Joseph R Dawe Jr Elementary

Organization Information
DISTRICT NAME
Stoughton (02850000)
TITLE I STATUS
Non-Title I School
SCHOOL
Joseph R Dawe Jr Elementary (02850014)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
61% - Partially meeting targets36

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 achievement44-24-
Mathematics achievement24-44-
Science achievement14----
Achievement total71267.56867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4822.53822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total6.010.3-4.87.6-
Percentage of possible points 58%-63%-
Criterion-referenced target percentage61%
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 achievement44-
Mathematics achievement24-
Science achievement14-
Achievement total71267.5
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 total6.010.3-
Percentage of possible points 58%-
Criterion-referenced target percentage58%
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 500.0 504.0 4.0 501.5 1544Exceeded Target
Lowest Performing 479.5 480.5 1.0 485.0 242Improved Below Target
High needs 495.4 498.1 2.7 497.2 824Exceeded Target
Econ. Disadvantaged 497.6 497.7 0.1 498.9 502Improved Below Target
EL and Former EL---- 20--
Students w/ disabilities 485.9 485.6 -0.3 487.7 311No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 491.1 496.3 5.2 492.7 414Exceeded Target
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 502.5 506.8 4.3 504.2 714Exceeded Target

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 497.1 497.4 0.3 498.6 1542Improved Below Target
Lowest Performing 466.9 472.4 5.5 469.9 244Exceeded Target
High needs 491.4 491.8 0.4 493.0 822Improved Below Target
Econ. Disadvantaged 489.9 490.0 0.1 490.9 502Improved Below Target
EL and Former EL---- 20--
Students w/ disabilities 481.9 480.2 -1.7 483.7 310Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 488.3 488.5 0.2 490.6 412Improved Below Target
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 497.2 499.2 2.0 498.9 713Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 70.5 68.6 -1.9 73.2 551No Change
Lowest Performing-------
High needs 62.5 62.1 -0.4 65.9 331No Change
Econ. Disadvantaged---- 24--
EL and Former EL---- 4--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 15--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 72.9 73.0 0.1 75.7 252Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.5 50.0 1062Below Target
Lowest Performing 34.6 50.0 241Below Target
High needs 43.8 50.0 582Below Target
Econ. Disadvantaged 36.9 50.0 361Below Target
EL and Former EL-- 13--
Students w/ disabilities 40.3 50.0 212Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 9--
Afr. Amer./Black 46.4 50.0 292Below Target
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 1--
White 43.2 50.0 512Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.2 50.0 1062Below Target
Lowest Performing 40.9 50.0 242Below Target
High needs 44.9 50.0 582Below Target
Econ. Disadvantaged 44.5 50.0 362Below Target
EL and Former EL-- 13--
Students w/ disabilities 36.3 50.0 211Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 9--
Afr. Amer./Black 41.1 50.0 292Below Target
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 1--
White 40.1 50.0 512Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 7.8 5.4 2.4 6.5 2954Exceeded Target
Lowest Performing 12.5 12.5 0.0 8.6 241No Change
High needs 11.8 8.0 3.8 9.5 1504Exceeded Target
Econ. Disadvantaged 15.6 7.8 7.8 12.5 774Exceeded Target
EL and Former EL---- 36--
Students w/ disabilities 13.3 10.2 3.1 9.5 492Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 27--
Afr. Amer./Black 7.0 3.6 3.4 3.3 833Met Target
Hispanic/Latino---- 40--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White 7.6 5.3 2.3 5.9 1334Exceeded 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 164 164100Yes 1 164 164100Yes 1 57 57100Yes 1
Lowest Performing---------------
High needs 87 87100Yes 1 87 87100Yes 1 34 34100Yes 1
Econ. Disadvantaged 55 55100Yes 1 55 55100Yes 1 25 25100Yes 1
EL and Former EL 21 21100Yes 1 21 21100Yes 1 4----
Students w/ disabilities 32 32100Yes 1 32 32100Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 17---- 17---- 4----
Afr. Amer./Black 49 49100Yes 1 49 49100Yes 1 17----
Hispanic/Latino 18---- 18---- 8----
Multi-race, Non-Hisp./Lat. 6---- 6---- 3----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 73 73100Yes 1 73 73100Yes 1 25 25100Yes 1


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

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