Massachusetts School and District Profiles

Joseph H Gibbons

Districts Schools
Select an Org
print page show video

2019 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
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
43% - Moderate progress toward targets40

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage71%24%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
43%
Moderate 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 achievement04-24-
Mathematics achievement04-14-
Science achievement04----
Achievement total01267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total0.910.3-2.97.6-
Percentage of possible points 9%-38%-
Criterion-referenced target percentage24%

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 achievement44-44-
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%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage53%22%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
35%
Moderate 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 achievement04-
Mathematics achievement04-
Science achievement24-
Achievement total21267.5
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 total2.310.3-
Percentage of possible points 22%-
2019 Annual criterion-referenced target percentage22%

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 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%-
2018 Annual criterion-referenced target percentage53%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
29

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 503.9 500.3 -3.6 504.9 1790Declined
Lowest Performing 479.9 481.7 1.8 484.0 292Improved Below Target
High needs 495.5 490.3 -5.2 496.7 760Declined
Econ. Disadvantaged 494.9 493.1 -1.8 495.9 530Declined
EL and Former EL---- 15--
Students w/ disabilities 486.1 482.0 -4.1 487.6 360Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 491.9 488.5 -3.4 493.4 280Declined
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 506.2 502.7 -3.5 507.2 1140Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 500.3 498.5 -1.8 501.6 1790Declined
Lowest Performing 478.6 478.3 -0.3 482.3 291No Change
High needs 490.1 486.7 -3.4 491.4 760Declined
Econ. Disadvantaged 489.4 488.7 -0.7 490.9 530Declined
EL and Former EL---- 15--
Students w/ disabilities 481.8 475.5 -6.3 483.9 360Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 490.4 485.4 -5.0 491.9 280Declined
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 502.9 501.1 -1.8 504.4 1140Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 77.9 73.5 -4.4 80.1 660Declined
Lowest Performing-------
High needs 58.3 59.3 1.0 61.1 272Improved Below Target
Econ. Disadvantaged---- 21--
EL and Former EL---- 3--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 10--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 85.1 75.5 -9.6 87.4 460Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 42.7 1172Typical Growth - Low
Lowest Performing 45.7 292Typical Growth - Low
High needs 40.9 502Typical Growth - Low
Econ. Disadvantaged 42.1 372Typical Growth - Low
EL and Former EL- 8--
Students w/ disabilities 39.2 211Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 18--
Hispanic/Latino- 14--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 44.5 782Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.5 1172Typical Growth - Low
Lowest Performing 42.6 282Typical Growth - Low
High needs 42.6 502Typical Growth - Low
Econ. Disadvantaged 40.1 372Typical Growth - Low
EL and Former EL- 8--
Students w/ disabilities 40.6 212Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 17--
Hispanic/Latino- 14--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 44.8 792Typical Growth - Low

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 5.6 8.1 2.5 4.3 3090Declined
Lowest Performing 13.8 17.2 3.4 10.3 290Declined
High needs 11.5 12.5 1.0 8.9 1360Declined
Econ. Disadvantaged 15.9 17.0 1.1 12.2 880Declined
EL and Former EL---- 29--
Students w/ disabilities 10.0 13.7 3.7 6.7 510Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black 9.3 5.6 -3.7 5.8 543Met Target
Hispanic/Latino---- 35--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 4.1 8.3 4.2 2.7 1920Declined

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 182 182100Yes 1 183 183100Yes 1 67 67100Yes 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 78 78 78 78 27 27 183 183100Yes1
Econ. Disadvantaged 55 55 55 55 21 21 131 131100Yes1
EL and Former EL 15 15 15 15 3 3 33----
Students w/ disabilities 36 36 36 36 14 14 86 86100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 8 8 8 8 3 3 19----
Afr. Amer./Black 30 30 31 31 10 10 71 71100Yes1
Hispanic/Latino 21 21 21 21 7 7 49 49100Yes1
Multi-race, Non-Hisp./Lat. 9 9 9 9 1 1 19----
Nat. Haw. or Pacif. Isl.-----------
White 114 114 114 114 46 46 274 274100Yes1


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

School and District Profiles