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Hopkins Elementary School

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2018 Official Accountability Report - Hopkins Elementary School

Organization Information
DISTRICT NAME
Hopkinton (01390000)
TITLE I STATUS
Non-Title I School
SCHOOL
Hopkins Elementary School (01390015)
GRADES SERVED
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 achievement44-34-
Science achievement44----
Achievement total121267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total9.510.3-5.97.6-
Percentage of possible points 92%-78%-
Criterion-referenced target percentage85%
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 achievement04-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.510.3-
Percentage of possible points 63%-
Criterion-referenced target percentage63%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 82

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 510.7 516.3 5.6 512.4 5334Exceeded Target
Lowest Performing 491.3 503.1 11.8 495.2 624Exceeded Target
High needs 495.6 502.9 7.3 497.2 1004Exceeded Target
Econ. Disadvantaged 502.4 506.6 4.2 504.0 294Exceeded Target
EL and Former EL 508.3 508.8 0.5 509.7 323Met Target
Students w/ disabilities 487.4 496.2 8.8 488.7 544Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 514.0 518.8 4.8 515.9 854Exceeded Target
Afr. Amer./Black---- 3--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 510.1 515.7 5.6 511.7 4054Exceeded 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 511.5 510.7 -0.8 512.7 5324Exceeded Target
Lowest Performing 494.1 494.8 0.7 496.9 623Met Target
High needs 497.8 495.9 -1.9 499.2 990Declined
Econ. Disadvantaged 504.6 495.0 -9.6 505.6 280Declined
EL and Former EL 511.5 505.8 -5.7 513.1 320Declined
Students w/ disabilities 489.1 488.2 -0.9 490.9 530Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 520.3 517.8 -2.5 522.7 854Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 510.1 509.0 -1.1 511.4 4043Met 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 88.7 91.1 2.4 90.9 2684Exceeded Target
Lowest Performing-------
High needs 71.7 81.5 9.8 74.9 464Exceeded Target
Econ. Disadvantaged---- 13--
EL and Former EL---- 11--
Students w/ disabilities 59.8 71.2 11.4 62.7 264Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 88.6 92.7 4.1 90.5 484Exceeded Target
Afr. Amer./Black---- 1--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 88.5 90.8 2.3 90.6 2044Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.5 50.0 5083Met Target
Lowest Performing 59.4 50.0 623Met Target
High needs 52.3 50.0 913Met Target
Econ. Disadvantaged 55.7 50.0 273Met Target
EL and Former EL 51.0 50.0 303Met Target
Students w/ disabilities 55.3 50.0 483Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 56.6 50.0 763Met Target
Afr. Amer./Black-- 3--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 21--
Nat. Haw. or Pacif. Isl.-----
White 54.3 50.0 3903Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.2 50.0 5072Below Target
Lowest Performing 49.7 50.0 622Below Target
High needs 42.2 50.0 902Below Target
Econ. Disadvantaged 38.3 50.0 261Below Target
EL and Former EL 45.4 50.0 302Below Target
Students w/ disabilities 41.3 50.0 472Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 56.7 50.0 763Met Target
Afr. Amer./Black-- 2--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 22--
Nat. Haw. or Pacif. Isl.-----
White 46.1 50.0 3892Below 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 2.4 3.4 -1.0 1.4 5573Met Target
Lowest Performing 3.1 4.8 -1.7 0.0 620Declined
High needs 4.2 10.4 -6.2 2.2 1060Declined
Econ. Disadvantaged 13.6 26.7 -13.1 9.4 300Declined
EL and Former EL 0.0 7.9 -7.9 0.0 380Declined
Students w/ disabilities 1.7 5.4 -3.7 0.0 560Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 1.4 3.2 -1.8 0.0 933Met Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.-------
White 2.5 2.9 -0.4 1.4 4094Exceeded 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 552 550100Yes 1 553 55099Yes 1 280 27498Yes 1
Lowest Performing---------------
High needs 111 11099Yes 1 112 11098Yes 1 51 4996Yes 1
Econ. Disadvantaged 37 3697Yes 1 38 3695Yes 1 16----
EL and Former EL 36 36100Yes 1 36 36100Yes 1 14----
Students w/ disabilities 57 5698Yes 1 57 5596Yes 1 28 2695Yes 2
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 92 92100Yes 1 92 92100Yes 1 50 50100Yes 1
Afr. Amer./Black 5---- 5---- 2----
Hispanic/Latino 23 23100Yes 1 24 24100Yes 1 9----
Multi-race, Non-Hisp./Lat. 24 2396Yes 1 24 24100Yes 1 9----
Nat. Haw. or Pacif. Isl.---------------
White 407 406100Yes 1 407 405100Yes 1 210 20497Yes 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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