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Grafton Street

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2018 Official Accountability Report - Grafton Street

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Grafton Street (03480115)
GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White
Progress toward improvement targetsAccountability percentile
63% - Partially meeting targets6

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 achievement04-24-
Science achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total6.19.6-4.77.6-
Percentage of possible points 64%-62%-
Criterion-referenced target percentage63%
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 achievement44-
Achievement total101267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total8.010.3-
Percentage of possible points 78%-
Criterion-referenced target percentage78%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 9

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 478.8 481.9 3.1 480.8 1764Exceeded Target
Lowest Performing 456.4 464.3 7.9 461.7 234Exceeded Target
High needs 477.9 481.7 3.8 479.9 1634Exceeded Target
Econ. Disadvantaged 477.0 481.0 4.0 478.6 1424Exceeded Target
EL and Former EL 478.0 479.0 1.0 479.6 932Improved Below Target
Students w/ disabilities 458.6 465.9 7.3 460.4 364Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black 479.7 480.8 1.1 481.3 303Met Target
Hispanic/Latino 479.4 480.0 0.6 481.1 802Improved Below Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 474.4 482.3 7.9 476.5 454Exceeded 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 474.3 473.7 -0.6 476.1 1750Declined
Lowest Performing 454.3 455.1 0.8 457.6 232Improved Below Target
High needs 473.4 473.9 0.5 475.3 1622Improved Below Target
Econ. Disadvantaged 472.9 472.5 -0.4 474.3 1421No Change
EL and Former EL 473.3 472.7 -0.6 475.1 910Declined
Students w/ disabilities 460.2 458.3 -1.9 462.3 360Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black 473.8 472.1 -1.7 475.6 300Declined
Hispanic/Latino 475.1 473.5 -1.6 476.7 790Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 471.9 472.3 0.4 474.2 452Improved Below 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 39.9 50.0 10.1 42.8 384Exceeded Target
Lowest Performing-------
High needs 39.2 48.6 9.4 42.3 364Exceeded Target
Econ. Disadvantaged 40.4 49.2 8.8 42.9 324Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 10--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.4 50.0 1102Below Target
Lowest Performing 40.7 50.0 212Below Target
High needs 41.5 50.0 1032Below Target
Econ. Disadvantaged 40.6 50.0 872Below Target
EL and Former EL 40.7 50.0 532Below Target
Students w/ disabilities 35.2 50.0 221Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black 43.5 50.0 242Below Target
Hispanic/Latino 41.6 50.0 462Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 40.0 50.0 292Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.5 50.0 1082Below Target
Lowest Performing 32.9 50.0 211Below Target
High needs 46.0 50.0 1012Below Target
Econ. Disadvantaged 44.7 50.0 862Below Target
EL and Former EL 44.9 50.0 512Below Target
Students w/ disabilities 30.1 50.0 221Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black 51.1 50.0 243Met Target
Hispanic/Latino 46.2 50.0 442Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 38.2 50.0 291Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 54.5 51.5 -3.0 62.8 1302Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 54.5 51.5 -3.0 62.8 1302Improved 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 13.0 11.1 1.9 11.1 3413Met Target
Lowest Performing 4.0 8.7 -4.7 0.0 230Declined
High needs 14.1 11.3 2.8 11.8 3203Met Target
Econ. Disadvantaged 12.1 11.1 1.0 9.7 2442Improved Below Target
EL and Former EL 14.7 10.9 3.8 11.0 1923Met Target
Students w/ disabilities 18.9 10.5 8.4 14.6 574Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 23--
Afr. Amer./Black 7.1 7.8 -0.7 3.2 510Declined
Hispanic/Latino 15.6 15.4 0.2 12.2 1692Improved Below Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 12.0 9.6 2.4 9.4 833Met 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 223 222100Yes 1 224 22299Yes 1 51 5098Yes 1
Lowest Performing---------------
High needs 209 208100Yes 1 210 20899Yes 1 49 4898Yes 1
Econ. Disadvantaged 181 18099Yes 1 181 18099Yes 1 43 4298Yes 1
EL and Former EL 119 119100Yes 1 120 11898Yes 1 23 23100Yes 1
Students w/ disabilities 44 44100Yes 1 44 44100Yes 1 11----
Amer. Ind. or Alaska Nat.---------------
Asian 13---- 13---- 3----
Afr. Amer./Black 40 40100Yes 1 40 40100Yes 1 4----
Hispanic/Latino 109 10899Yes 1 110 10898Yes 1 31 31100Yes 1
Multi-race, Non-Hisp./Lat. 10---- 10---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 51 51100Yes 1 51 51100Yes 1 12----


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