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Cedar Elementary

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2018 Official Accountability Report - Cedar Elementary

Organization Information
DISTRICT NAME
Hanover (01220000)
TITLE I STATUS
Non-Title I School
SCHOOL
Cedar Elementary (01220004)
GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
94% - Meeting targets83

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 achievement------
Achievement total8867.58867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-44-
Growth total6822.56822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total7.17.6-7.27.6-
Percentage of possible points 93%-95%-
Criterion-referenced target percentage94%
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 achievement---
Achievement total8867.5
GrowthEnglish language arts growth24-
Mathematics growth44-
Growth total6822.5
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 total6.87.6-
Percentage of possible points 89%-
Criterion-referenced target percentage89%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 75

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 506.0 509.0 3.0 507.5 1424Exceeded Target
Lowest Performing 487.3 492.8 5.5 492.0 204Exceeded Target
High needs 494.5 498.6 4.1 496.1 474Exceeded Target
Econ. Disadvantaged---- 14--
EL and Former EL---- 4--
Students w/ disabilities 492.5 496.4 3.9 494.2 374Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 507.0 508.4 1.4 508.6 1343Met 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 502.8 507.1 4.3 504.2 1424Exceeded Target
Lowest Performing 477.9 489.9 12.0 481.5 204Exceeded Target
High needs 489.0 493.1 4.1 490.7 474Exceeded Target
Econ. Disadvantaged---- 14--
EL and Former EL---- 4--
Students w/ disabilities 485.9 489.5 3.6 488.0 374Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 504.2 507.0 2.8 505.7 1344Exceeded 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-------
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 2018 Mean SGP 2018 Target N Points Reason
All Students 48.1 50.0 652Below Target
Lowest Performing 47.2 50.0 202Below Target
High needs 43.3 50.0 272Below Target
Econ. Disadvantaged-- 8--
EL and Former EL-- 2--
Students w/ disabilities 46.2 50.0 212Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 1--
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 47.5 50.0 602Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 67.9 50.0 654Exceeded Target
Lowest Performing 69.6 50.0 204Exceeded Target
High needs 63.7 50.0 274Exceeded Target
Econ. Disadvantaged-- 8--
EL and Former EL-- 2--
Students w/ disabilities 66.2 50.0 214Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 1--
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 68.4 50.0 604Exceeded 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 1.0 3.4 -2.4 0.0 2953Met Target
Lowest Performing 0.0 0.0 0.0 0.0 204Exceeded Target
High needs 3.4 9.3 -5.9 1.0 860Declined
Econ. Disadvantaged---- 24--
EL and Former EL---- 10--
Students w/ disabilities 4.4 3.2 1.2 1.1 623Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 0.7 3.2 -2.5 0.0 2783Met 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 145 14499Yes 1 145 14499Yes 1 0----
Lowest Performing---------------
High needs 50 4998Yes 1 50 4998Yes 1 0----
Econ. Disadvantaged 15---- 15---- 0----
EL and Former EL 6---- 6---- 0----
Students w/ disabilities 38 3797Yes 1 38 3797Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 3---- 3---- 0----
Afr. Amer./Black 3---- 3---- 0----
Hispanic/Latino 3---- 3---- 0----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 136 13599Yes 1 136 13599Yes 1 0----


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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