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Joseph Estabrook

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2018 Official Accountability Report - Joseph Estabrook

Organization Information
DISTRICT NAME
Lexington (01550000)
TITLE I STATUS
Title I School
SCHOOL
Joseph Estabrook (01550010)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

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 achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-34-
Growth total7820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total9.49.6-6.57.6-
Percentage of possible points 98%-86%-
Criterion-referenced target percentage92%
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 achievement44-
Achievement total121267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
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 total10.110.3-
Percentage of possible points 98%-
Criterion-referenced target percentage98%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 99

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 511.0 514.9 3.9 512.7 2984Exceeded Target
Lowest Performing 488.0 492.8 4.8 491.9 444Exceeded Target
High needs 495.9 504.1 8.2 497.5 964Exceeded Target
Econ. Disadvantaged---- 16--
EL and Former EL 501.6 509.7 8.1 503.0 604Exceeded Target
Students w/ disabilities 489.4 493.1 3.7 490.7 384Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 517.6 522.6 5.0 519.5 1254Exceeded Target
Afr. Amer./Black---- 17--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat. 509.1 510.8 1.7 510.7 263Met Target
Nat. Haw. or Pacif. Isl.-------
White 509.0 513.8 4.8 510.6 1204Exceeded 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 512.1 513.9 1.8 513.3 2974Exceeded Target
Lowest Performing 482.9 488.5 5.6 485.7 434Exceeded Target
High needs 498.2 505.1 6.9 499.6 954Exceeded Target
Econ. Disadvantaged---- 16--
EL and Former EL 507.8 515.1 7.3 509.4 604Exceeded Target
Students w/ disabilities 485.3 486.4 1.1 487.1 372Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 523.8 526.1 2.3 526.2 1254Exceeded Target
Afr. Amer./Black---- 17--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat. 513.8 512.3 -1.5 515.3 264Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 506.0 509.1 3.1 507.3 1194Exceeded 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 88.5 90.4 1.9 90.7 1024Exceeded Target
Lowest Performing-------
High needs 70.0 79.3 9.3 73.2 294Exceeded Target
Econ. Disadvantaged---- 4--
EL and Former EL---- 20--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian 88.9 93.3 4.4 90.8 524Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 89.9 89.7 -0.2 92.0 344Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.9 50.0 1913Met Target
Lowest Performing 49.8 50.0 442Below Target
High needs 53.7 50.0 553Met Target
Econ. Disadvantaged-- 11--
EL and Former EL 58.9 50.0 353Met Target
Students w/ disabilities 46.9 50.0 232Below Target
Amer. Ind. or Alaska Nat.-----
Asian 64.8 50.0 854Exceeded Target
Afr. Amer./Black-- 12--
Hispanic/Latino-- 5--
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 57.6 50.0 723Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 66.3 50.0 1904Exceeded Target
Lowest Performing 56.5 50.0 433Met Target
High needs 62.9 50.0 544Exceeded Target
Econ. Disadvantaged-- 11--
EL and Former EL 72.7 50.0 354Exceeded Target
Students w/ disabilities 44.9 50.0 222Below Target
Amer. Ind. or Alaska Nat.-----
Asian 70.8 50.0 854Exceeded Target
Afr. Amer./Black-- 12--
Hispanic/Latino-- 5--
Multi-race, Non-Hisp./Lat.-- 17--
Nat. Haw. or Pacif. Isl.-----
White 65.9 50.0 714Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 92.1 96.2 4.1 78.2 534Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 92.1 96.2 4.1 78.2 534Exceeded 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 2.3 1.4 0.9 1.3 4964Exceeded Target
Lowest Performing 2.2 4.5 -2.3 0.0 440Declined
High needs 4.8 1.8 3.0 2.8 1664Exceeded Target
Econ. Disadvantaged---- 28--
EL and Former EL 4.2 0.9 3.3 0.1 1094Exceeded Target
Students w/ disabilities 3.8 3.4 0.4 1.1 583Met Target
Amer. Ind. or Alaska Nat.-------
Asian 1.5 0.5 1.0 0.0 2164Exceeded Target
Afr. Amer./Black---- 25--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat. 0.0 0.0 0.0 0.0 404Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 2.6 2.1 0.5 1.5 1934Exceeded 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 310 309100Yes 1 310 309100Yes 1 104 104100Yes 1
Lowest Performing---------------
High needs 105 10499Yes 1 105 10499Yes 1 31 31100Yes 1
Econ. Disadvantaged 21 21100Yes 1 21 21100Yes 1 5----
EL and Former EL 68 6799Yes 1 68 68100Yes 1 22 22100Yes 1
Students w/ disabilities 41 41100Yes 1 41 4098Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 132 132100Yes 1 132 132100Yes 1 53 53100Yes 1
Afr. Amer./Black 17---- 17---- 2----
Hispanic/Latino 12---- 12---- 6----
Multi-race, Non-Hisp./Lat. 27 27100Yes 1 27 27100Yes 1 9----
Nat. Haw. or Pacif. Isl.---------------
White 122 122100Yes 1 122 12199Yes 1 34 34100Yes 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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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