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Philip G Coburn

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2018 Official Accountability Report - Philip G Coburn

Organization Information
DISTRICT NAME
West Springfield (03320000)
TITLE I STATUS
Title I School
SCHOOL
Philip G Coburn (03320007)
GRADES SERVED
K,01,02,03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
65% - Partially meeting targets23

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 achievement04-34-
Science achievement24----
Achievement total61260.07867.5
GrowthEnglish language arts growth34-44-
Mathematics growth24-24-
Growth total5820.06822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.89.6-6.17.6-
Percentage of possible points 50%-80%-
Criterion-referenced target percentage65%
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 achievement34-
Mathematics achievement04-
Science achievement14-
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%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 38

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 488.9 491.3 2.4 490.4 2264Exceeded Target
Lowest Performing 469.6 484.3 14.7 475.1 274Exceeded Target
High needs 486.7 489.0 2.3 488.5 1863Met Target
Econ. Disadvantaged 486.5 488.6 2.1 487.8 1614Exceeded Target
EL and Former EL 483.4 485.1 1.7 484.7 1083Met Target
Students w/ disabilities 480.9 476.7 -4.2 482.7 310Declined
Amer. Ind. or Alaska Nat.-------
Asian 488.8 486.0 -2.8 490.6 360Declined
Afr. Amer./Black---- 9--
Hispanic/Latino 488.9 490.9 2.0 490.4 373Met Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 489.4 493.2 3.8 491.1 1344Exceeded 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 496.5 491.5 -5.0 498.0 2250Declined
Lowest Performing 479.1 482.2 3.1 482.1 273Met Target
High needs 495.0 489.7 -5.3 496.6 1850Declined
Econ. Disadvantaged 495.0 489.3 -5.7 496.0 1610Declined
EL and Former EL 496.2 486.9 -9.3 497.7 1080Declined
Students w/ disabilities 482.2 471.6 -10.6 484.0 300Declined
Amer. Ind. or Alaska Nat.-------
Asian 501.7 487.6 -14.1 504.5 360Declined
Afr. Amer./Black---- 9--
Hispanic/Latino 491.6 492.8 1.2 493.2 373Met Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 497.4 492.8 -4.6 499.1 1330Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 66.1 66.2 0.1 68.8 682Improved Below Target
Lowest Performing-------
High needs 65.7 63.2 -2.5 69.1 551No Change
Econ. Disadvantaged 66.8 60.5 -6.3 70.6 500Declined
EL and Former EL 51.0 55.2 4.2 53.9 294Exceeded Target
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 63.2 71.3 8.1 66.0 344Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.1 50.0 1243Met Target
Lowest Performing 61.6 50.0 254Exceeded Target
High needs 52.0 50.0 1003Met Target
Econ. Disadvantaged 51.8 50.0 883Met Target
EL and Former EL 54.5 50.0 523Met Target
Students w/ disabilities-- 17--
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 7--
Hispanic/Latino 46.1 50.0 232Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 52.2 50.0 693Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.0 50.0 1242Below Target
Lowest Performing 44.7 50.0 252Below Target
High needs 43.5 50.0 1002Below Target
Econ. Disadvantaged 43.1 50.0 882Below Target
EL and Former EL 42.7 50.0 522Below Target
Students w/ disabilities-- 17--
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 7--
Hispanic/Latino 50.5 50.0 233Met Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 44.1 50.0 692Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 83.1 69.0 -14.1 70.2 1842Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 83.1 69.0 -14.1 70.2 1842Improved Below 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 8.2 13.1 -4.9 6.9 5190Declined
Lowest Performing 3.2 11.1 -7.9 0.0 270Declined
High needs 8.7 14.7 -6.0 6.4 4410Declined
Econ. Disadvantaged 9.8 14.7 -4.9 6.7 3460Declined
EL and Former EL 4.8 13.4 -8.6 2.1 2920Declined
Students w/ disabilities 16.0 19.4 -3.4 12.2 670Declined
Amer. Ind. or Alaska Nat.-------
Asian 4.0 6.3 -2.3 0.9 800Declined
Afr. Amer./Black---- 28--
Hispanic/Latino 14.1 24.6 -10.5 10.4 1140Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 7.5 11.3 -3.8 5.8 2830Declined

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 257 25599Yes 1 257 256100Yes 1 80 80100Yes 1
Lowest Performing---------------
High needs 217 21599Yes 1 217 216100Yes 1 67 67100Yes 1
Econ. Disadvantaged 189 18799Yes 1 189 189100Yes 1 61 61100Yes 1
EL and Former EL 132 13098Yes 1 132 132100Yes 1 38 38100Yes 1
Students w/ disabilities 36 36100Yes 1 36 3597Yes 1 16----
Amer. Ind. or Alaska Nat.---------------
Asian 40 40100Yes 1 40 40100Yes 1 12----
Afr. Amer./Black 10---- 10---- 4----
Hispanic/Latino 54 5296Yes 1 54 54100Yes 1 23 23100Yes 1
Multi-race, Non-Hisp./Lat. 10---- 10---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 143 143100Yes 1 143 14299Yes 1 37 37100Yes 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