Massachusetts School and District Profiles

Richard L. Wilkins Elementary School

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - West Elementary

Organization Information
DISTRICT NAME
Stoughton (02850000)
TITLE I STATUS
Title I School
SCHOOL
West Elementary (02850020)
GRADES SERVED
PK,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
44% - Partially meeting targets24

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 achievement34-34-
Mathematics achievement04-24-
Science achievement04----
Achievement total31260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.99.6-4.37.6-
Percentage of possible points 30%-57%-
Criterion-referenced target percentage44%
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 achievement34-
Science achievement04-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.610.3-
Percentage of possible points 54%-
Criterion-referenced target percentage54%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 31

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 497.2 498.9 1.7 498.7 1593Met Target
Lowest Performing 474.1 480.1 6.0 479.6 243Met Target
High needs 488.3 492.9 4.6 490.1 1014Exceeded Target
Econ. Disadvantaged 491.3 493.6 2.3 492.6 784Exceeded Target
EL and Former EL 485.0 485.9 0.9 486.3 523Met Target
Students w/ disabilities 480.9 486.1 5.2 482.7 274Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black 493.2 498.1 4.9 494.8 354Exceeded Target
Hispanic/Latino 491.6 491.1 -0.5 493.1 301No Change
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 500.4 499.6 -0.8 502.1 760Declined

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 495.8 494.7 -1.1 497.3 1610Declined
Lowest Performing 471.9 473.5 1.6 474.9 242Improved Below Target
High needs 487.2 488.8 1.6 488.8 1023Met Target
Econ. Disadvantaged 489.5 490.2 0.7 490.5 793Met Target
EL and Former EL 485.9 485.1 -0.8 487.4 520Declined
Students w/ disabilities 477.4 474.7 -2.7 479.2 270Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black 489.1 493.1 4.0 491.4 364Exceeded Target
Hispanic/Latino 489.9 490.0 0.1 491.5 302Improved Below Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 499.4 494.2 -5.2 501.1 770Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 65.2 59.2 -6.0 67.9 600Declined
Lowest Performing-------
High needs 57.9 53.8 -4.1 61.3 400Declined
Econ. Disadvantaged 58.1 57.4 -0.7 61.9 341No Change
EL and Former EL---- 25--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 11--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 71.4 63.8 -7.6 74.2 290Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.0 50.0 992Below Target
Lowest Performing 44.9 50.0 232Below Target
High needs 41.5 50.0 562Below Target
Econ. Disadvantaged 39.4 50.0 481Below Target
EL and Former EL 46.5 50.0 262Below Target
Students w/ disabilities-- 16--
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 16--
Hispanic/Latino 47.0 50.0 212Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 42.6 50.0 522Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.4 50.0 982Below Target
Lowest Performing 42.5 50.0 242Below Target
High needs 45.9 50.0 552Below Target
Econ. Disadvantaged 46.2 50.0 482Below Target
EL and Former EL 44.4 50.0 272Below Target
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 16--
Hispanic/Latino 52.1 50.0 223Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 43.8 50.0 502Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 92.5 77.2 -15.3 62.8 573Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 92.5 77.2 -15.3 62.8 573Met Target
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 9.5 12.8 -3.3 8.2 3130Declined
Lowest Performing 8.0 12.5 -4.5 4.1 240Declined
High needs 12.1 16.2 -4.1 9.8 2220Declined
Econ. Disadvantaged 16.8 18.0 -1.2 13.7 1500Declined
EL and Former EL 10.9 13.8 -2.9 8.2 1160Declined
Students w/ disabilities 17.8 18.6 -0.8 14.0 430Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black 5.4 10.1 -4.7 1.7 690Declined
Hispanic/Latino 15.5 21.6 -6.1 11.8 740Declined
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 9.0 8.8 0.2 7.3 1372Improved Below 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 178 17699Yes 1 178 178100Yes 1 63 63100Yes 1
Lowest Performing---------------
High needs 119 11899Yes 1 119 119100Yes 1 43 43100Yes 1
Econ. Disadvantaged 89 8899Yes 1 89 89100Yes 1 35 35100Yes 1
EL and Former EL 67 67100Yes 1 67 67100Yes 1 28 28100Yes 1
Students w/ disabilities 28 28100Yes 1 28 28100Yes 1 9----
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 2----
Afr. Amer./Black 41 4098Yes 1 41 41100Yes 1 13----
Hispanic/Latino 38 38100Yes 1 38 38100Yes 1 16----
Multi-race, Non-Hisp./Lat. 12---- 12---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 80 7999Yes 1 80 80100Yes 1 29 29100Yes 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

School and District Profiles