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2018 Official Accountability Report - Brophy

Organization Information
DISTRICT NAME
Framingham (01000000)
TITLE I STATUS
Title I School
SCHOOL
Brophy (01000006)
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 achievement34-44-
Mathematics achievement34-24-
Science achievement04----
Achievement total61260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.69.6-4.77.6-
Percentage of possible points 48%-62%-
Criterion-referenced target percentage55%
Partially 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 achievement04-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 8

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 488.6 490.5 1.9 490.6 2473Met Target
Lowest Performing 465.6 473.3 7.7 470.9 404Exceeded Target
High needs 481.2 484.1 2.9 483.2 1754Exceeded Target
Econ. Disadvantaged 479.9 482.7 2.8 481.5 1274Exceeded Target
EL and Former EL 479.2 481.2 2.0 480.8 1253Met Target
Students w/ disabilities 472.6 475.6 3.0 474.4 534Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 13--
Hispanic/Latino 479.2 484.1 4.9 480.9 1304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 499.2 496.2 -3.0 501.3 900Declined

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 489.7 491.5 1.8 491.5 2503Met Target
Lowest Performing 462.7 464.9 2.2 466.0 402Improved Below Target
High needs 481.9 485.4 3.5 483.8 1784Exceeded Target
Econ. Disadvantaged 480.6 482.5 1.9 482.0 1293Met Target
EL and Former EL 481.5 484.9 3.4 483.3 1284Exceeded Target
Students w/ disabilities 473.6 474.9 1.3 475.7 532Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 13--
Hispanic/Latino 480.5 485.2 4.7 482.1 1334Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 499.1 496.8 -2.3 501.4 900Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 66.2 60.2 -6.0 69.1 830Declined
Lowest Performing-------
High needs 58.3 47.3 -11.0 61.4 560Declined
Econ. Disadvantaged 55.6 43.6 -12.0 58.1 390Declined
EL and Former EL 49.4 45.3 -4.1 52.7 370Declined
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino 51.5 45.0 -6.5 54.6 400Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 88.4 75.7 -12.7 91.6 340Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.1 50.0 1632Below Target
Lowest Performing 44.7 50.0 402Below Target
High needs 43.6 50.0 1062Below Target
Econ. Disadvantaged 44.4 50.0 792Below Target
EL and Former EL 43.2 50.0 702Below Target
Students w/ disabilities 38.5 50.0 371Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black-- 10--
Hispanic/Latino 44.5 50.0 772Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 45.5 50.0 652Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.9 50.0 1622Below Target
Lowest Performing 35.9 50.0 401Below Target
High needs 40.9 50.0 1062Below Target
Econ. Disadvantaged 36.6 50.0 791Below Target
EL and Former EL 42.5 50.0 702Below Target
Students w/ disabilities 35.3 50.0 371Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black-- 10--
Hispanic/Latino 38.5 50.0 761Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 48.1 50.0 652Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 55.1 55.1 0.0 62.8 1382Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.1 55.1 0.0 62.8 1382Improved Below 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 13.0 14.7 -1.7 11.1 4350Declined
Lowest Performing 17.1 25.0 -7.9 12.4 400Declined
High needs 16.1 18.3 -2.2 13.8 3220Declined
Econ. Disadvantaged 18.4 21.0 -2.6 16.0 2100Declined
EL and Former EL 16.9 17.5 -0.6 13.2 2340Declined
Students w/ disabilities 16.0 20.7 -4.7 11.7 870Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 27--
Hispanic/Latino 17.5 18.0 -0.5 14.1 2391No Change
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 6.5 10.4 -3.9 3.9 1440Declined

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 273 27199Yes 1 276 276100Yes 1 94 9399Yes 1
Lowest Performing---------------
High needs 201 19999Yes 1 204 204100Yes 1 67 6699Yes 1
Econ. Disadvantaged 146 14499Yes 1 148 148100Yes 1 47 4698Yes 1
EL and Former EL 149 14799Yes 1 151 151100Yes 1 48 4798Yes 1
Students w/ disabilities 57 57100Yes 1 57 57100Yes 1 19----
Amer. Ind. or Alaska Nat.---------------
Asian 11---- 11---- 1----
Afr. Amer./Black 15---- 15---- 5----
Hispanic/Latino 150 14899Yes 1 152 152100Yes 1 50 4998Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 92 92100Yes 1 93 93100Yes 1 35 35100Yes 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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