Massachusetts School and District Profiles

C.T. Douglas Elementary School

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - C.T. Douglas Elementary School

Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)
TITLE I STATUS
Non-Title I School
SCHOOL
C.T. Douglas Elementary School (06000020)
GRADES SERVED
K,01,02,03,04,05,06
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
75% - Meeting targets91

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 achievement34-34-
Science achievement04----
Achievement total71267.57867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-34-
Growth total8822.56822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total6.810.3-6.47.6-
Percentage of possible points 66%-84%-
Criterion-referenced target percentage75%
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 achievement34-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total8.810.3-
Percentage of possible points 85%-
Criterion-referenced target percentage85%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 95

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 508.7 512.9 4.2 510.4 2724Exceeded Target
Lowest Performing 485.0 493.4 8.4 488.9 484Exceeded Target
High needs 497.5 504.7 7.2 499.1 914Exceeded Target
Econ. Disadvantaged---- 17--
EL and Former EL 506.5 515.9 9.4 507.9 344Exceeded Target
Students w/ disabilities 491.9 496.6 4.7 493.2 564Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 515.5 519.7 4.2 517.4 644Exceeded Target
Afr. Amer./Black-------
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.---- 2--
White 507.6 511.8 4.2 509.2 1794Exceeded 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 507.2 507.4 0.2 508.4 2703Met Target
Lowest Performing 478.3 481.5 3.2 481.1 473Met Target
High needs 494.7 497.2 2.5 496.1 914Exceeded Target
Econ. Disadvantaged---- 17--
EL and Former EL 505.4 514.0 8.6 507.0 344Exceeded Target
Students w/ disabilities 489.0 485.4 -3.6 490.8 560Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 517.9 520.4 2.5 520.3 644Exceeded Target
Afr. Amer./Black-------
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.---- 2--
White 504.2 504.1 -0.1 505.5 1771No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 92.5 85.3 -7.2 94.7 680Declined
Lowest Performing-------
High needs 83.0 77.7 -5.3 86.2 283Met Target
Econ. Disadvantaged---- 3--
EL and Former EL---- 5--
Students w/ disabilities---- 21--
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black-------
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White 93.6 83.9 -9.7 95.7 450Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.5 50.0 1964Exceeded Target
Lowest Performing 56.8 50.0 483Met Target
High needs 56.7 50.0 663Met Target
Econ. Disadvantaged-- 14--
EL and Former EL 63.8 50.0 224Exceeded Target
Students w/ disabilities 54.1 50.0 453Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 70.0 50.0 464Exceeded Target
Afr. Amer./Black-----
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 62.0 50.0 1284Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.6 50.0 1974Exceeded Target
Lowest Performing 53.7 50.0 473Met Target
High needs 55.1 50.0 683Met Target
Econ. Disadvantaged-- 15--
EL and Former EL 67.3 50.0 234Exceeded Target
Students w/ disabilities 47.8 50.0 452Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 69.0 50.0 464Exceeded Target
Afr. Amer./Black-----
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 59.3 50.0 1293Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 1.7 3.5 -1.8 0.7 4013Met Target
Lowest Performing 2.0 4.1 -2.1 0.0 493Met Target
High needs 1.4 5.5 -4.1 0.0 1280Declined
Econ. Disadvantaged---- 27--
EL and Former EL 1.7 3.6 -1.9 0.0 563Met Target
Students w/ disabilities 1.3 5.4 -4.1 0.0 740Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 0.9 4.5 -3.6 0.0 890Declined
Afr. Amer./Black---- 4--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.---- 2--
White 1.9 3.0 -1.1 0.8 2663Met 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 285 28199Yes 1 285 27998Yes 1 71 7099Yes 1
Lowest Performing---------------
High needs 101 9897Yes 1 101 9897Yes 1 29 29100Yes 1
Econ. Disadvantaged 22 22100Yes 1 22 22100Yes 1 4----
EL and Former EL 38 38100Yes 1 38 38100Yes 1 5----
Students w/ disabilities 60 5795Yes 1 60 5795Yes 1 21 21100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 66 66100Yes 1 66 66100Yes 1 15----
Afr. Amer./Black 2---- 2---- 1----
Hispanic/Latino 12---- 12---- 2----
Multi-race, Non-Hisp./Lat. 16---- 16---- 5----
Nat. Haw. or Pacif. Isl. 2---- 2---- 1----
White 186 18298Yes 1 186 18097Yes 1 47 4698Yes 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