Massachusetts School and District Profiles

Joseph H Gibbons

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2018 Official Accountability Report - Joseph H Gibbons

Organization Information
DISTRICT NAME
Stoughton (02850000)
TITLE I STATUS
Non-Title I School
SCHOOL
Joseph H Gibbons (02850025)
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
71% - Partially meeting targets52

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 achievement44-44-
Mathematics achievement44-24-
Science achievement14----
Achievement total91267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total7.310.3-5.37.6-
Percentage of possible points 71%-70%-
Criterion-referenced target percentage71%
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 achievement04-
Achievement total61267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total5.510.3-
Percentage of possible points 53%-
Criterion-referenced target percentage53%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 48

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 498.0 503.9 5.9 499.5 1834Exceeded Target
Lowest Performing 479.6 488.2 8.6 485.1 304Exceeded Target
High needs 491.4 495.5 4.1 493.2 824Exceeded Target
Econ. Disadvantaged 492.7 494.9 2.2 494.0 604Exceeded Target
EL and Former EL---- 14--
Students w/ disabilities 485.2 486.1 0.9 487.0 342Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 22--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 498.7 506.2 7.5 500.4 1254Exceeded 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 496.8 500.3 3.5 498.3 1834Exceeded Target
Lowest Performing 475.5 477.0 1.5 478.5 292Improved Below Target
High needs 489.4 490.1 0.7 491.0 822Improved Below Target
Econ. Disadvantaged 490.1 489.4 -0.7 491.1 600Declined
EL and Former EL---- 14--
Students w/ disabilities 485.0 481.8 -3.2 486.8 340Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 21--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 497.9 502.9 5.0 499.6 1264Exceeded 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 80.1 77.9 -2.2 82.8 611No Change
Lowest Performing-------
High needs 72.3 58.3 -14.0 75.7 240Declined
Econ. Disadvantaged---- 18--
EL and Former EL---- 5--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 79.4 85.1 5.7 82.2 424Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.1 50.0 1272Below Target
Lowest Performing 51.6 50.0 303Met Target
High needs 50.6 50.0 563Met Target
Econ. Disadvantaged 47.5 50.0 412Below Target
EL and Former EL-- 6--
Students w/ disabilities 50.4 50.0 243Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 14--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-----
White 50.4 50.0 893Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.2 50.0 1252Below Target
Lowest Performing 43.9 50.0 292Below Target
High needs 47.4 50.0 542Below Target
Econ. Disadvantaged 48.0 50.0 392Below Target
EL and Former EL-- 6--
Students w/ disabilities 48.3 50.0 242Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 13--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-----
White 49.8 50.0 882Below 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 7.0 5.6 1.4 5.7 3013Met Target
Lowest Performing 6.7 6.7 0.0 2.8 301No Change
High needs 13.3 11.5 1.8 11.0 1303Met Target
Econ. Disadvantaged 16.5 15.9 0.6 13.4 822Improved Below Target
EL and Former EL---- 25--
Students w/ disabilities 12.3 10.0 2.3 8.5 502Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 43--
Hispanic/Latino---- 27--
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 5.2 4.1 1.1 3.5 1963Met 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 189 18899Yes 1 189 18899Yes 1 64 64100Yes 1
Lowest Performing---------------
High needs 85 8499Yes 1 85 8499Yes 1 25 25100Yes 1
Econ. Disadvantaged 62 6198Yes 1 62 6198Yes 1 18----
EL and Former EL 15---- 15---- 5----
Students w/ disabilities 36 36100Yes 1 36 36100Yes 1 8----
Amer. Ind. or Alaska Nat.---------------
Asian 6---- 6---- 0----
Afr. Amer./Black 25 25100Yes 1 25 2496Yes 1 8----
Hispanic/Latino 16---- 16---- 3----
Multi-race, Non-Hisp./Lat. 15---- 15---- 10----
Nat. Haw. or Pacif. Isl.---------------
White 127 12699Yes 1 127 127100Yes 1 43 43100Yes 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