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South Elementary

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2019 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
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
52% - Substantial progress toward targets72

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage37%62%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
52%
Substantial progress toward 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 achievement44-24-
Mathematics achievement34-04-
Science achievement44----
Achievement total111267.52867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.010.3-2.77.6-
Percentage of possible points 87%-36%-
Criterion-referenced target percentage62%

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 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%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage42%74%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
61%
Substantial progress toward 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 achievement34-
Mathematics achievement24-
Science achievement44-
Achievement total91267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.610.3-
Percentage of possible points 74%-
2019 Annual criterion-referenced target percentage74%

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 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%-
2018 Annual criterion-referenced target percentage42%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
90

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 511.9 513.5 1.6 512.9 1394Exceeded Target
Lowest Performing 493.1 493.2 0.1 497.2 212Improved Below Target
High needs 506.1 504.1 -2.0 507.3 603Met Target
Econ. Disadvantaged 507.4 508.2 0.8 508.4 403Met Target
EL and Former EL---- 14--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 16--
Afr. Amer./Black 506.2 505.1 -1.1 507.7 283Met Target
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 2--
White 512.1 513.6 1.5 513.1 683Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.3 507.1 1.8 506.6 1393Met Target
Lowest Performing 490.0 489.2 -0.8 493.7 210Declined
High needs 498.5 499.2 0.7 499.8 602Improved Below Target
Econ. Disadvantaged 499.0 499.6 0.6 500.5 402Improved Below Target
EL and Former EL---- 14--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 16--
Afr. Amer./Black 501.6 502.0 0.4 503.1 283Met Target
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 2--
White 504.2 507.0 2.8 505.7 684Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 78.3 83.5 5.2 80.5 444Exceeded Target
Lowest Performing-------
High needs 71.4 77.4 6.0 74.2 214Exceeded Target
Econ. Disadvantaged---- 11--
EL and Former EL---- 8--
Students w/ disabilities---- 6--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 84.8 81.0 -3.8 87.1 210Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.6 913Typical Growth - High
Lowest Performing 49.0 202Typical Growth - Low
High needs 51.4 443Typical Growth - High
Econ. Disadvantaged 56.2 273Typical Growth - High
EL and Former EL- 10--
Students w/ disabilities- 14--
Amer. Ind. or Alaska Nat.- 1--
Asian- 9--
Afr. Amer./Black 48.3 242Typical Growth - Low
Hispanic/Latino- 10--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.- 1--
White 50.0 403Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 42.6 912Typical Growth - Low
Lowest Performing 44.3 202Typical Growth - Low
High needs 48.2 442Typical Growth - Low
Econ. Disadvantaged 46.7 272Typical Growth - Low
EL and Former EL- 10--
Students w/ disabilities- 14--
Amer. Ind. or Alaska Nat.- 1--
Asian- 9--
Afr. Amer./Black 43.1 242Typical Growth - Low
Hispanic/Latino- 10--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.- 1--
White 38.9 401Low Growth

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 4.4 2.4 -2.0 3.1 2124Exceeded Target
Lowest Performing 14.3 9.5 -4.8 10.8 214Exceeded Target
High needs 7.1 2.2 -4.9 4.5 914Exceeded Target
Econ. Disadvantaged 8.3 4.0 -4.3 4.6 504Exceeded Target
EL and Former EL---- 22--
Students w/ disabilities---- 25--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 22--
Afr. Amer./Black 4.2 2.3 -1.9 0.7 444Exceeded Target
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.---- 2--
White 5.0 1.9 -3.1 3.6 1054Exceeded Target

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 143 143100Yes 1 143 143100Yes 1 45 45100Yes 1

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 64 64 64 64 22 22 150 150100Yes1
Econ. Disadvantaged 43 43 43 43 12 12 98 98100Yes1
EL and Former EL 15 15 15 15 8 8 38----
Students w/ disabilities 17 17 17 17 6 6 40----
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 17 17 17 17 6 6 40----
Afr. Amer./Black 29 29 29 29 11 11 69 69100Yes1
Hispanic/Latino 18 18 18 18 5 5 41----
Multi-race, Non-Hisp./Lat. 8 8 8 8 2 2 18----
Nat. Haw. or Pacif. Isl. 2 2 2 2-- 4----
White 68 68 68 68 21 21 157 157100Yes1


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

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