Massachusetts School and District Profiles

William A Berkowitz Elementary
Districts Schools
Select an Org
View Previous Year
2019
View Next Year
print page

2019 Official Accountability Report - William A Berkowitz Elementary
Organization Information
DISTRICT NAME
Chelsea (00570000)		TITLE I STATUS
Title I School
SCHOOL
William A Berkowitz Elementary (00570025)		GRADES SERVED
01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
49% - Moderate progress toward targets24

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage50%48%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		49%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement24-24-
Mathematics achievement04-34-
Science achievement------
Achievement total2860.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5820.04822.5
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 total0410.0---
Additional indicatorsChronic absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total2.67.2-4.57.6-
Percentage of possible points 36%-59%-
Criterion-referenced target percentage48%

2018 Points awarded

2018 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 achievement44-24-
Mathematics achievement24-04-
Science achievement------
Achievement total6860.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-14-
Growth total5820.02822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total5.37.2-2.07.6-
Percentage of possible points 74%-26%-
Criterion-referenced target percentage50%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%38%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		56%
Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total2.97.6-
Percentage of possible points 38%-
2019 Annual criterion-referenced target percentage38%

2018 Points awarded

2018 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 achievement---
Achievement total7867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total6.37.6-
Percentage of possible points 83%-
2018 Annual criterion-referenced target percentage83%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
48

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 494.9 495.4 0.5 496.8 2352Improved Below Target
Lowest Performing 475.6 476.8 1.2 480.7 282Improved Below Target
High needs 493.8 494.3 0.5 495.7 2062Improved Below Target
Econ. Disadvantaged 494.1 495.2 1.1 495.2 1733Met Target
EL and Former EL 491.7 493.4 1.7 493.4 1013Met Target
Students w/ disabilities 478.0 481.4 3.4 480.1 494Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 7--
Hispanic/Latino 494.9 495.2 0.3 496.3 1992Improved Below Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 495.5 497.0 1.5 497.0 233Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 492.0 491.1 -0.9 493.6 2350Declined
Lowest Performing 468.9 472.2 3.3 472.6 283Met Target
High needs 490.7 489.7 -1.0 492.7 2060Declined
Econ. Disadvantaged 490.8 490.2 -0.6 492.6 1730Declined
EL and Former EL 491.1 490.1 -1.0 493.0 1010Declined
Students w/ disabilities 475.5 472.1 -3.4 477.8 490Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 7--
Hispanic/Latino 492.3 490.8 -1.5 493.7 1990Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 492.2 495.3 3.1 494.0 234Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.9 1172Typical Growth - Low
Lowest Performing 42.4 282Typical Growth - Low
High needs 46.2 962Typical Growth - Low
Econ. Disadvantaged 45.3 782Typical Growth - Low
EL and Former EL 54.7 453Typical Growth - High
Students w/ disabilities 47.7 242Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 2--
Hispanic/Latino 45.8 982Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 15--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 55.5 1173Typical Growth - High
Lowest Performing 45.5 282Typical Growth - Low
High needs 54.2 963Typical Growth - High
Econ. Disadvantaged 55.7 783Typical Growth - High
EL and Former EL 60.9 454Exceeded Typical Growth
Students w/ disabilities 42.5 242Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 2--
Hispanic/Latino 53.2 983Typical Growth - High
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 15--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 78.7 54.2 -24.5 80.9 2010Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 78.7 54.2 -24.5 80.9 2010Declined
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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 14.3 10.7 -3.6 12.1 5044Exceeded Target
Lowest Performing 14.3 10.7 -3.6 9.4 282Improved Below Target
High needs 15.2 10.6 -4.6 12.7 4514Exceeded Target
Econ. Disadvantaged 18.3 12.5 -5.8 15.6 3204Exceeded Target
EL and Former EL 7.2 7.7 0.5 3.9 2711No Change
Students w/ disabilities 15.8 10.5 -5.3 11.5 954Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 28--
Hispanic/Latino 13.9 9.9 -4.0 10.1 4233Met Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 16.7 17.1 0.4 13.8 411No Change

Assessment participation - All students
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 246 246100Yes 1 246 246100Yes 1-----

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 217 217 217 217-- 434 434100Yes1
Econ. Disadvantaged 181 181 181 181-- 362 362100Yes1
EL and Former EL 110 110 110 110-- 220 220100Yes1
Students w/ disabilities 52 52 52 52-- 104 104100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 5 5 5 5-- 10----
Afr. Amer./Black 9 9 9 9-- 18----
Hispanic/Latino 206 206 206 206-- 412 412100Yes1
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 25 25 25 25-- 50 50100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

School and District Profiles