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South Elementary

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2018 Official Accountability Report - South Elementary

Organization Information
DISTRICT NAME
Stoughton (02850000)
TITLE I STATUS
Non-Title I School
SCHOOL
South Elementary (02850015)
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
37% - Partially meeting targets71

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----
Mathematics achievement04----
Science achievement04----
Achievement total41267.5---
GrowthEnglish language arts growth34----
Mathematics growth24----
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 total3.810.3----
Percentage of possible points 37%---
Criterion-referenced target percentage37%
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 achievement---
Achievement total3867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 total3.27.6-
Percentage of possible points 42%-
Criterion-referenced target percentage42%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 88

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 509.5 511.9 2.4 511.2 1354Exceeded Target
Lowest Performing---- 19--
High needs 504.2 506.1 1.9 505.8 623Met Target
Econ. Disadvantaged 503.9 507.4 3.5 505.5 444Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black 506.3 506.2 -0.1 507.5 313Met Target
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 4--
White 508.9 512.1 3.2 510.5 704Exceeded 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 506.8 505.3 -1.5 508.0 1360Declined
Lowest Performing---- 20--
High needs 503.5 498.5 -5.0 504.9 630Declined
Econ. Disadvantaged 503.1 499.0 -4.1 504.1 450Declined
EL and Former EL---- 16--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black 505.2 501.6 -3.6 507.2 313Met Target
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 4--
White 505.7 504.2 -1.5 507.0 710Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 86.4 78.3 -8.1 88.6 450Declined
Lowest Performing-------
High needs---- 21--
Econ. Disadvantaged---- 18--
EL and Former EL---- 5--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 3--
White 88.0 84.8 -3.2 90.1 280Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.1 50.0 893Met Target
Lowest Performing-- 19--
High needs 58.7 50.0 413Met Target
Econ. Disadvantaged 56.5 50.0 313Met Target
EL and Former EL-- 13--
Students w/ disabilities-- 12--
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black-- 17--
Hispanic/Latino-- 6--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 3--
White 59.1 50.0 513Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.0 50.0 902Below Target
Lowest Performing-- 20--
High needs 44.1 50.0 422Below Target
Econ. Disadvantaged 43.3 50.0 322Below Target
EL and Former EL-- 13--
Students w/ disabilities-- 13--
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black-- 17--
Hispanic/Latino-- 6--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-- 3--
White 45.6 50.0 522Below 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 3.5 4.4 -0.9 2.5 2260Declined
Lowest Performing---- 20--
High needs 2.4 7.2 -4.8 0.4 970Declined
Econ. Disadvantaged 5.0 8.3 -3.3 0.8 600Declined
EL and Former EL---- 27--
Students w/ disabilities---- 28--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 21--
Afr. Amer./Black 4.3 4.2 0.1 0.9 482Improved Below Target
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.---- 5--
White 2.4 5.0 -2.6 1.3 1210Declined

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 139 13899Yes 1 139 139100Yes 1 46 4598Yes 1
Lowest Performing---------------
High needs 65 6498Yes 1 65 65100Yes 1 21 21100Yes 1
Econ. Disadvantaged 47 4698Yes 1 47 47100Yes 1 18----
EL and Former EL 17---- 17---- 5----
Students w/ disabilities 19---- 19---- 7----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 12---- 12---- 2----
Afr. Amer./Black 34 34100Yes 1 34 34100Yes 1 8----
Hispanic/Latino 10---- 10---- 2----
Multi-race, Non-Hisp./Lat. 7---- 7---- 2----
Nat. Haw. or Pacif. Isl. 4---- 4---- 3----
White 71 7099Yes 1 71 71100Yes 1 29 2897Yes 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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