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Park Avenue Elementary

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2018 Official Accountability Report - Park Avenue Elementary

Organization Information
DISTRICT NAME
Webster (03160000)
TITLE I STATUS
Title I School
SCHOOL
Park Avenue Elementary (03160015)
GRADES SERVED
PK,K,01,02,03,04
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: EL and former EL
Progress toward improvement targetsAccountability percentile
88% - Meeting targets22

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 achievement44-44-
Science achievement------
Achievement total8860.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 total1410.0---
Additional indicatorsChronic absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total6.27.2-6.87.6-
Percentage of possible points 86%-89%-
Criterion-referenced target percentage88%
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 achievement44-
Science achievement---
Achievement total8867.5
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 total6.97.6-
Percentage of possible points 91%-
Criterion-referenced target percentage91%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 25

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 483.5 497.1 13.6 485.5 2914Exceeded Target
Lowest Performing 462.9 474.2 11.3 468.2 274Exceeded Target
High needs 480.2 492.2 12.0 482.2 1974Exceeded Target
Econ. Disadvantaged 480.2 493.3 13.1 481.8 1744Exceeded Target
EL and Former EL 475.5 490.9 15.4 477.1 374Exceeded Target
Students w/ disabilities 468.8 478.8 10.0 470.6 654Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 9--
Hispanic/Latino 478.1 492.6 14.5 479.8 764Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.---- 1--
White 485.5 498.7 13.2 487.6 1854Exceeded 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 477.3 486.5 9.2 479.1 2914Exceeded Target
Lowest Performing 452.9 461.5 8.6 456.2 274Exceeded Target
High needs 472.9 481.1 8.2 474.8 1974Exceeded Target
Econ. Disadvantaged 471.9 481.3 9.4 473.3 1744Exceeded Target
EL and Former EL 469.4 480.9 11.5 471.2 374Exceeded Target
Students w/ disabilities 466.8 469.4 2.6 468.9 653Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 9--
Hispanic/Latino 470.0 479.8 9.8 471.6 764Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.---- 1--
White 480.0 488.6 8.6 482.3 1854Exceeded 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-------
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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.9 50.0 1363Met Target
Lowest Performing 53.3 50.0 273Met Target
High needs 50.7 50.0 913Met Target
Econ. Disadvantaged 51.2 50.0 783Met Target
EL and Former EL-- 19--
Students w/ disabilities 36.8 50.0 301Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 5--
Hispanic/Latino 46.7 50.0 382Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 57.5 50.0 843Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.2 50.0 1362Below Target
Lowest Performing 44.8 50.0 272Below Target
High needs 46.6 50.0 912Below Target
Econ. Disadvantaged 45.1 50.0 782Below Target
EL and Former EL-- 19--
Students w/ disabilities 29.9 50.0 300Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 5--
Hispanic/Latino 48.1 50.0 382Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 48.2 50.0 842Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 75.0 54.2 -20.8 70.2 591No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 75.0 54.2 -20.8 70.2 591No Change
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 16.8 14.9 1.9 14.9 6733Met Target
Lowest Performing 11.8 7.4 4.4 7.1 273Met Target
High needs 21.6 17.9 3.7 19.3 4754Exceeded Target
Econ. Disadvantaged 24.2 19.9 4.3 21.8 3914Exceeded Target
EL and Former EL 27.0 26.9 0.1 23.3 1082Improved Below Target
Students w/ disabilities 20.9 19.0 1.9 16.6 1372Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 28--
Hispanic/Latino 28.9 24.6 4.3 25.5 1954Exceeded Target
Multi-race, Non-Hisp./Lat.---- 38--
Nat. Haw. or Pacif. Isl.---- 1--
White 10.5 9.5 1.0 7.9 4022Improved 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 308 30097Yes 1 309 308100Yes 1 0----
Lowest Performing---------------
High needs 210 20296Yes 1 211 210100Yes 1 0----
Econ. Disadvantaged 185 17896Yes 1 186 18599Yes 1 0----
EL and Former EL 42 3591No 2 43 43100Yes 1 0----
Students w/ disabilities 68 68100Yes 1 68 68100Yes 1 0----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 3---- 3---- 0----
Afr. Amer./Black 10---- 10---- 0----
Hispanic/Latino 82 7797Yes 2 82 82100Yes 1 0----
Multi-race, Non-Hisp./Lat. 16---- 17---- 0----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 195 19399Yes 1 195 19499Yes 1 0----


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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