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Burncoat Street

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2018 Official Accountability Report - Burncoat Street

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Burncoat Street (03480035)
GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
37% - Partially meeting targets18

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 achievement14-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total11260.04867.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total2.09.6-4.07.6-
Percentage of possible points 21%-53%-
Criterion-referenced target percentage37%
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 achievement04-
Achievement total31267.5
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 total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 39

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 491.6 491.3 -0.3 493.1 1561No Change
Lowest Performing 471.8 472.0 0.2 477.3 222Improved Below Target
High needs 488.9 490.5 1.6 490.7 1423Met Target
Econ. Disadvantaged 487.5 489.7 2.2 488.8 1234Exceeded Target
EL and Former EL 489.7 492.8 3.1 491.0 864Exceeded Target
Students w/ disabilities 476.2 475.3 -0.9 478.0 380Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 485.9 493.8 7.9 487.5 304Exceeded Target
Hispanic/Latino 491.0 488.6 -2.4 492.5 780Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 498.0 494.8 -3.2 499.7 380Declined

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 492.5 489.5 -3.0 494.0 1560Declined
Lowest Performing 471.5 471.6 0.1 474.5 222Improved Below Target
High needs 490.2 488.0 -2.2 491.8 1420Declined
Econ. Disadvantaged 489.3 486.7 -2.6 490.3 1230Declined
EL and Former EL 490.9 489.9 -1.0 492.4 850Declined
Students w/ disabilities 476.7 474.5 -2.2 478.5 380Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 489.7 491.2 1.5 492.0 302Improved Below Target
Hispanic/Latino 491.2 486.9 -4.3 492.8 780Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 497.4 495.1 -2.3 499.1 380Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.9 63.2 -6.7 72.6 380Declined
Lowest Performing-------
High needs 68.0 61.0 -7.0 71.4 340Declined
Econ. Disadvantaged 64.0 59.7 -4.3 67.8 310Declined
EL and Former EL---- 22--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 9--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.0 50.0 1152Below Target
Lowest Performing 40.2 50.0 212Below Target
High needs 50.8 50.0 1023Met Target
Econ. Disadvantaged 52.8 50.0 883Met Target
EL and Former EL 54.6 50.0 653Met Target
Students w/ disabilities 47.6 50.0 272Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black 51.9 50.0 223Met Target
Hispanic/Latino 50.3 50.0 523Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 41.1 50.0 312Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.1 50.0 1172Below Target
Lowest Performing 40.0 50.0 212Below Target
High needs 47.4 50.0 1042Below Target
Econ. Disadvantaged 47.6 50.0 902Below Target
EL and Former EL 50.8 50.0 663Met Target
Students w/ disabilities 49.0 50.0 282Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black 54.1 50.0 233Met Target
Hispanic/Latino 47.8 50.0 532Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 46.2 50.0 312Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 62.7 52.4 -10.3 62.8 842Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.7 52.4 -10.3 62.8 842Improved 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 11.4 7.5 3.9 10.1 2524Exceeded Target
Lowest Performing 12.0 4.5 7.5 8.1 224Exceeded Target
High needs 12.7 8.2 4.5 10.4 2314Exceeded Target
Econ. Disadvantaged 14.0 8.4 5.6 10.9 1914Exceeded Target
EL and Former EL 10.9 9.3 1.6 8.2 1402Improved Below Target
Students w/ disabilities 23.3 16.7 6.6 19.5 604Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 2.7 4.9 -2.2 0.0 410Declined
Hispanic/Latino 14.0 9.2 4.8 10.3 1314Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 13.6 4.8 8.8 11.9 624Exceeded 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 168 16699Yes 1 167 167100Yes 1 40 40100Yes 1
Lowest Performing---------------
High needs 154 15299Yes 1 153 153100Yes 1 36 36100Yes 1
Econ. Disadvantaged 134 13299Yes 1 133 133100Yes 1 33 33100Yes 1
EL and Former EL 93 9299Yes 1 92 92100Yes 1 24 24100Yes 1
Students w/ disabilities 45 4498Yes 1 45 45100Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 3----
Afr. Amer./Black 31 31100Yes 1 31 31100Yes 1 6----
Hispanic/Latino 86 8498Yes 1 85 85100Yes 1 21 21100Yes 1
Multi-race, Non-Hisp./Lat. 7---- 7---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 39 39100Yes 1 39 39100Yes 1 9----


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