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Massachusetts School and District Profiles

C.T. Douglas Elementary School

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2017 Official Accountability Data - C.T. Douglas Elementary School

Organization Information
District:Acton-Boxborough (06000000)School type:Elementary School
School:C.T. Douglas Elementary School (06000020)Grades served:K,01,02,03,04,05,06
Region:Greater BostonTitle I status:Non-Title I School (NT)
Accountability Information
Accountability and Assistance Level

No level

Students in this school participated in 2017 Next Generation MCAS tests
This school's overall performance relative to other schools in same school type (School percentiles: 1-99)
All students:-
2017 Assessment Participation
Student Group English Language Arts Mathematics Science
EnrolledAssessed%Met Target EnrolledAssessed%Met Target EnrolledAssessed%Met Target
All Students 285 28399Yes 285 28399Yes 69 6899Yes
High needs 98 9799Yes 98 98100Yes 26 26100Yes
Econ. Disadvantaged 18--- 18--- 5---
ELL and Former ELL 32 3197Yes 32 32100Yes 12---
Students w/disabilities 65 65100Yes 65 65100Yes 14---
Amer. Ind. or Alaska Nat. 1--- 1-------
Asian 77 77100Yes 76 76100Yes 13---
Afr. Amer./Black 1--- 1-------
Hispanic/Latino 14--- 14--- 4---
Multi-race, Non-Hisp./Lat. 15--- 15--- 4---
Nat. Haw. or Pacif. Isl.------------
White 177 17599Yes 178 17699Yes 48 4798Yes

NOTE: In 2017, assessment participation was calculated two ways: First, the 2017 participation rate for each subgroup in each subject area test was calculated. If the actual 2017 participation rate was lower than 95 percent (high schools) or 90 percent (schools and districts administering Next-Generation MCAS test in grades 3-8) for any group in any subject, that rate was compared to the average of the most recent two years of assessment participation data for that group and subject. The higher of the two resulting rates was factored into the assignment of the school or district's 2017 accountability and assistance level.

About this Report

Accountability and Assistance Levels: All Massachusetts schools and districts with sufficient data are classified into one of five accountability and assistance levels (1-5), with the highest performing in Level 1 and lowest performing in Level 5. In general, a district is classified into the level of its lowest performing school, unless the district was independently classified into Level 4 or 5 as a result of action by the Board of Elementary and Secondary Education. Schools and districts that administered the Next Generation MCAS assessment in grades 3-8 in 2017 have not been placed into Levels 1-3 on the basis of their assessment results, but may have been assigned an accountability an assistance level (3-5) for other reasons, as noted on this report.

School Percentiles: A school percentile between 1 and 99 is reported for schools with at least four years of data. This number is an indication of the school's overall performance relative to other schools that serve the same or similar grades. School percentiles were not calculated for schools that administered the Next Generation MCAS assessment in grades 3-8 in spring 2017.

Progress and Performance Index (PPI): The PPI combines information about narrowing proficiency gaps, growth, and graduation and dropout rates over multiple years into a single number. All districts, schools, and student subgroups receive an annual PPI based on improvement over a two-year period and a cumulative PPI (shown above) between 0 and 100 based on four years of data. For a group to be considered to be making progress toward narrowing proficiency gaps, its cumulative PPI must be 75 or higher. Annual and cumulative PPIs were not calculated for schools and districts that administered the Next Generation MCAS assessment in grades 3-8 in spring 2017.

Interpretive Materials
Glossary of 2017 Accountability Terms

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