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Luther Conant School

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2018 Official Accountability Report - Luther Conant School

Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)
TITLE I STATUS
Non-Title I School
SCHOOL
Luther Conant School (06000030)
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 targets97

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 achievement44-34-
Science achievement44----
Achievement total121260.07867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-34-
Growth total8820.06822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total9.49.6-6.47.6-
Percentage of possible points 98%-84%-
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 achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total9.410.3-
Percentage of possible points 91%-
Criterion-referenced target percentage91%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 97

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 514.2 520.0 5.8 515.9 2814Exceeded Target
Lowest Performing 490.6 501.3 10.7 494.5 514Exceeded Target
High needs 499.3 506.3 7.0 500.9 884Exceeded Target
Econ. Disadvantaged---- 20--
EL and Former EL 507.8 510.6 2.8 509.2 444Exceeded Target
Students w/ disabilities 492.4 498.1 5.7 493.7 444Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 520.3 525.1 4.8 522.2 1844Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 505.4 516.1 10.7 507.0 674Exceeded 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 517.8 517.6 -0.2 519.0 2814Exceeded Target
Lowest Performing 489.5 492.0 2.5 492.3 513Met Target
High needs 502.5 503.7 1.2 503.9 883Met Target
Econ. Disadvantaged---- 20--
EL and Former EL 514.9 511.3 -3.6 516.5 444Exceeded Target
Students w/ disabilities 494.8 495.3 0.5 496.6 443Met Target
Amer. Ind. or Alaska Nat.-------
Asian 526.4 525.3 -1.1 528.8 1844Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 504.3 507.0 2.7 505.6 674Exceeded 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 90.2 93.0 2.8 92.4 934Exceeded Target
Lowest Performing-------
High needs 78.0 85.2 7.2 81.2 274Exceeded Target
Econ. Disadvantaged---- 5--
EL and Former EL---- 13--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian 91.5 96.0 4.5 93.4 634Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 18--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 67.3 50.0 2194Exceeded Target
Lowest Performing 59.8 50.0 513Met Target
High needs 60.7 50.0 654Exceeded Target
Econ. Disadvantaged-- 16--
EL and Former EL 62.9 50.0 284Exceeded Target
Students w/ disabilities 56.8 50.0 353Met Target
Amer. Ind. or Alaska Nat.-----
Asian 69.9 50.0 1434Exceeded Target
Afr. Amer./Black-- 6--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-- 1--
White 66.7 50.0 534Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.0 50.0 2204Exceeded Target
Lowest Performing 52.3 50.0 513Met Target
High needs 56.1 50.0 663Met Target
Econ. Disadvantaged-- 16--
EL and Former EL 58.9 50.0 293Met Target
Students w/ disabilities 55.3 50.0 353Met Target
Amer. Ind. or Alaska Nat.-----
Asian 67.1 50.0 1444Exceeded Target
Afr. Amer./Black-- 6--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-- 1--
White 54.3 50.0 533Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 85.7 82.1 -3.6 70.2 393Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 85.7 82.1 -3.6 70.2 393Met 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 6.2 5.4 0.8 5.2 3873Met Target
Lowest Performing 5.9 3.9 2.0 2.7 513Met Target
High needs 13.0 9.7 3.3 11.0 1344Exceeded Target
Econ. Disadvantaged---- 31--
EL and Former EL 15.8 13.6 2.2 11.7 812Improved Below Target
Students w/ disabilities 14.3 5.1 9.2 11.6 594Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 5.9 4.5 1.4 3.7 2432Improved Below Target
Afr. Amer./Black---- 13--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White 5.3 6.1 -0.8 4.2 990Declined

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 286 285100Yes 1 286 286100Yes 1 97 97100Yes 1
Lowest Performing---------------
High needs 92 9199Yes 1 92 92100Yes 1 30 30100Yes 1
Econ. Disadvantaged 21 2095Yes 1 21 21100Yes 1 5----
EL and Former EL 46 4598Yes 1 46 46100Yes 1 15----
Students w/ disabilities 45 45100Yes 1 45 45100Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian 187 18699Yes 1 187 187100Yes 1 66 66100Yes 1
Afr. Amer./Black 9---- 9---- 2----
Hispanic/Latino 14---- 14---- 8----
Multi-race, Non-Hisp./Lat. 7---- 7---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 68 68100Yes 1 68 68100Yes 1 18----


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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