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2016
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PARCC Tests of Spring 2016
Percent of Students at Each Achievement Level for Acushnet

Data Last Updated on September 26, 2016.

More about the data
Grade and Subject Level 4 and 5
%		 Level 5
%		 Level 4
%		 Level 3
%		 Level 2
%		 Level 1
%		 Avg Scaled Score Number of Students Included Trans. CPI Trans. Student Growth Percentile (SGP)
DIST STATE DIST STATE DIST STATE DIST STATE DIST STATE DIST STATE # Mean # Median
GRADE 3 ELA/L 59 0 59 25 13 3 755  92 95 87.6 -- -- 
GRADE 3 Math 60 13 47 24 13 2 754  90 93 87.6 -- -- 
GRADE 4 ELA/L 68 14 54 25 6 1 764  100 104 88.2 97 50.0 
GRADE 4 Math 65 8 57 21 11 2 758  98 103 86.9 95 50.0 
GRADE 5 ELA/L 51 5 46 34 13 3 750  118 118 86.2 114 28.0 
GRADE 5 Math 39 5 34 34 22 4 743  117 117 78.4 113 27.0 
GRADE 6 ELA/L 56 8 49 29 13 3 752  80 80 85.0 76 40.0 
GRADE 6 Math 56 9 48 23 18 4 752  80 80 83.1 76 63.0 
GRADE 7 ELA/L 59 13 46 30 10 1 756  112 112 91.3 111 32.0 
GRADE 7 Math 62 5 57 27 11 0 755  111 111 82.7 110 57.0 
GRADE 8 ELA/L 48 8 40 29 17 6 748  108 112 88.4 104 33.0 
GRADE 8 Math 54 11 43 19 20 7 753  108 112 78.8 101 58.0 
GRADES 3-8 ELA/L 57 8 48 29 12 3 754  610 621 87.9 502 37.0 
GRADES 3-8 MATH 56 8 47 25 16 3 752  604 616 82.7 495 50.0 


Achievement Levels:
Level 4 and 5: Met or Exceeded Expectations (750-850)
Level 5: Exceeded Expectations (varies by grade - 850)
Level 4: Met Expectations (750 - varies by grade)
Level 3: Approached Expectations (725-749)
Level 2: Partially met Expectations (700-724)
Level 1: Did not meet Expectations (650-699)



Trans.SGP = Transitional Student Growth Percentile
generated using current PARCC and prior MCAS scores

Trans.CPI = Transitional Composite Performance Index
generated using linked PARCC and MCAS scores



NOTE: Spring 2016 state-level achievement and growth results in grades 3-8 ELA and Mathematics are not reported because some students in Massachusetts participated in the MCAS test.
NOTE: Students who took the Alternate Assessment are included in Mean CPI, but not in achievement level or growth results.

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