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Heights Elementary

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2018 Official Accountability Report - Heights Elementary

Organization Information
DISTRICT NAME
Sharon (02660000)
TITLE I STATUS
Title I School
SCHOOL
Heights Elementary (02660015)
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 achievement44-44-
Mathematics achievement44-34-
Science achievement44----
Achievement total121267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
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 total9.810.3-6.57.6-
Percentage of possible points 95%-86%-
Criterion-referenced target percentage91%
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 achievement34-
Mathematics achievement34-
Science achievement34-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total8.010.3-
Percentage of possible points 78%-
Criterion-referenced target percentage78%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 98

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 514.4 516.1 1.7 516.1 2694Exceeded Target
Lowest Performing 495.6 503.4 7.8 499.5 424Exceeded Target
High needs 503.4 505.5 2.1 505.0 903Met Target
Econ. Disadvantaged 501.4 501.0 -0.4 503.0 281No Change
EL and Former EL 511.4 510.4 -1.0 512.8 333Met Target
Students w/ disabilities 497.6 496.8 -0.8 498.9 533Met Target
Amer. Ind. or Alaska Nat.-------
Asian 518.6 522.4 3.8 520.5 1004Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat. 513.1 509.2 -3.9 514.7 253Met Target
Nat. Haw. or Pacif. Isl.-------
White 513.3 513.7 0.4 514.9 1284Exceeded 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 516.8 515.3 -1.5 518.0 2684Exceeded Target
Lowest Performing 496.0 498.8 2.8 498.8 423Met Target
High needs 506.5 503.1 -3.4 507.9 893Met Target
Econ. Disadvantaged 498.4 494.0 -4.4 499.4 270Declined
EL and Former EL 517.7 512.8 -4.9 519.3 334Exceeded Target
Students w/ disabilities 502.1 494.6 -7.5 503.9 523Met Target
Amer. Ind. or Alaska Nat.-------
Asian 523.2 523.0 -0.2 525.6 1004Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat. 515.3 509.2 -6.1 516.8 253Met Target
Nat. Haw. or Pacif. Isl.-------
White 515.0 512.8 -2.2 516.3 1274Exceeded 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 88.0 90.5 2.5 90.2 924Exceeded Target
Lowest Performing-------
High needs 83.3 81.9 -1.4 86.5 293Met Target
Econ. Disadvantaged---- 9--
EL and Former EL---- 14--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian 92.4 93.1 0.7 94.3 364Exceeded Target
Afr. Amer./Black---- 3--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 87.7 89.1 1.4 89.8 464Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.3 50.0 1743Met Target
Lowest Performing 59.2 50.0 423Met Target
High needs 56.9 50.0 553Met Target
Econ. Disadvantaged-- 13--
EL and Former EL 63.1 50.0 234Exceeded Target
Students w/ disabilities 51.0 50.0 283Met Target
Amer. Ind. or Alaska Nat.-----
Asian 65.9 50.0 654Exceeded Target
Afr. Amer./Black-- 7--
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 46.9 50.0 842Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.1 50.0 1733Met Target
Lowest Performing 56.6 50.0 423Met Target
High needs 60.9 50.0 544Exceeded Target
Econ. Disadvantaged-- 12--
EL and Former EL 70.1 50.0 244Exceeded Target
Students w/ disabilities 55.0 50.0 263Met Target
Amer. Ind. or Alaska Nat.-----
Asian 66.0 50.0 654Exceeded Target
Afr. Amer./Black-- 7--
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 56.3 50.0 833Met 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 3.6 3.6 0.0 2.6 4493Met Target
Lowest Performing 2.3 0.0 2.3 0.0 424Exceeded Target
High needs 5.4 4.1 1.3 3.4 1213Met Target
Econ. Disadvantaged 15.6 6.5 9.1 11.4 314Exceeded Target
EL and Former EL 4.2 0.0 4.2 0.1 514Exceeded Target
Students w/ disabilities 2.9 4.2 -1.3 0.2 710Declined
Amer. Ind. or Alaska Nat.-------
Asian 3.4 3.6 -0.2 1.2 1663Met Target
Afr. Amer./Black---- 13--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat. 9.4 0.0 9.4 8.4 354Exceeded Target
Nat. Haw. or Pacif. Isl.---- 0--
White 2.5 4.6 -2.1 1.4 2190Declined

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 275 274100Yes 1 275 27399Yes 1 95 95100Yes 1
Lowest Performing---------------
High needs 92 92100Yes 1 92 9199Yes 1 29 29100Yes 1
Econ. Disadvantaged 29 29100Yes 1 29 2897Yes 1 9----
EL and Former EL 35 35100Yes 1 35 35100Yes 1 14----
Students w/ disabilities 53 53100Yes 1 53 5298Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 102 102100Yes 1 102 102100Yes 1 36 36100Yes 1
Afr. Amer./Black 10---- 10---- 4----
Hispanic/Latino 7---- 7---- 1----
Multi-race, Non-Hisp./Lat. 25 25100Yes 1 25 25100Yes 1 6----
Nat. Haw. or Pacif. Isl.---------------
White 131 13099Yes 1 131 12998Yes 1 48 48100Yes 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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