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Paul P Gates Elementary School

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2018 Official Accountability Report - Paul P Gates Elementary School

Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)
TITLE I STATUS
Title I School
SCHOOL
Paul P Gates Elementary School (06000025)
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
91% - Meeting targets93

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 achievement44-44-
Science achievement34----
Achievement total111260.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-44-
Growth total8820.07822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.59.6-7.07.6-
Percentage of possible points 89%-92%-
Criterion-referenced target percentage91%
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 achievement---
Achievement total8867.5
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 total6.87.6-
Percentage of possible points 89%-
Criterion-referenced target percentage89%
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 514.6 518.0 3.4 516.3 2344Exceeded Target
Lowest Performing 488.9 497.4 8.5 492.8 384Exceeded Target
High needs 500.4 503.3 2.9 502.0 804Exceeded Target
Econ. Disadvantaged 497.3 499.6 2.3 498.9 264Exceeded Target
EL and Former EL 502.0 507.4 5.4 503.4 374Exceeded Target
Students w/ disabilities 493.5 494.5 1.0 494.8 443Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 523.1 525.5 2.4 525.0 1234Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 507.5 509.8 2.3 509.1 874Exceeded 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 517.1 517.0 -0.1 518.3 2344Exceeded Target
Lowest Performing 486.9 493.6 6.7 489.7 384Exceeded Target
High needs 502.1 505.7 3.6 503.5 804Exceeded Target
Econ. Disadvantaged 495.4 497.3 1.9 496.4 264Exceeded Target
EL and Former EL 505.9 511.9 6.0 507.5 374Exceeded Target
Students w/ disabilities 494.4 495.1 0.7 496.2 443Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 529.1 526.7 -2.4 531.5 1234Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 508.3 506.9 -1.4 509.6 873Met 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 86.8 88.3 1.5 89.0 473Met Target
Lowest Performing-------
High needs---- 19--
Econ. Disadvantaged---- 8--
EL and Former EL---- 7--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.---- 1--
Asian 95.6 95.5 -0.1 97.5 224Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 83.0 82.5 -0.5 85.1 201No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 67.2 50.0 1634Exceeded Target
Lowest Performing 59.3 50.0 383Met Target
High needs 57.0 50.0 563Met Target
Econ. Disadvantaged 60.2 50.0 204Exceeded Target
EL and Former EL 63.8 50.0 274Exceeded Target
Students w/ disabilities 52.8 50.0 313Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 71.5 50.0 824Exceeded Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 64.1 50.0 634Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 66.6 50.0 1634Exceeded Target
Lowest Performing 64.8 50.0 384Exceeded Target
High needs 59.0 50.0 563Met Target
Econ. Disadvantaged 57.6 50.0 203Met Target
EL and Former EL 66.5 50.0 274Exceeded Target
Students w/ disabilities 53.2 50.0 313Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 74.9 50.0 824Exceeded Target
Afr. Amer./Black-- 4--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 55.9 50.0 633Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 75.8 78.4 2.6 70.2 373Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 75.8 78.4 2.6 70.2 373Met 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 6.4 9.3 -2.9 5.4 3660Declined
Lowest Performing 5.1 7.7 -2.6 1.9 390Declined
High needs 7.2 11.8 -4.6 5.2 1270Declined
Econ. Disadvantaged 8.8 16.2 -7.4 4.6 370Declined
EL and Former EL 8.6 12.3 -3.7 4.5 730Declined
Students w/ disabilities 4.7 8.2 -3.5 2.0 610Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 7.7 9.4 -1.7 5.5 2020Declined
Afr. Amer./Black---- 11--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 4.2 7.4 -3.2 3.1 1220Declined

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 238 237100Yes 1 238 237100Yes 1 48 48100Yes 1
Lowest Performing---------------
High needs 83 83100Yes 1 83 83100Yes 1 20 20100Yes 1
Econ. Disadvantaged 28 28100Yes 1 28 28100Yes 1 9----
EL and Former EL 39 39100Yes 1 39 39100Yes 1 7----
Students w/ disabilities 45 45100Yes 1 45 45100Yes 1 10----
Amer. Ind. or Alaska Nat. 2---- 2---- 1----
Asian 124 124100Yes 1 124 124100Yes 1 22 22100Yes 1
Afr. Amer./Black 6---- 6---- 2----
Hispanic/Latino 10---- 10---- 0----
Multi-race, Non-Hisp./Lat. 7---- 7---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 89 8899Yes 1 89 8899Yes 1 21 21100Yes 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

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