Massachusetts School and District Profiles

Dudley Elementary

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Dudley Elementary

Organization Information
DISTRICT NAME
Dudley-Charlton Reg (06580000)
TITLE I STATUS
Title I School
SCHOOL
Dudley Elementary (06580005)
GRADES SERVED
02,03,04
REGION
West/Central
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 achievement24-44-
Mathematics achievement24-44-
Science achievement------
Achievement total4867.58867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-34-
Growth total7822.55822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total4.67.6-6.97.6-
Percentage of possible points 61%-91%-
Criterion-referenced target percentage76%
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 achievement04-
Mathematics achievement24-
Science achievement---
Achievement total2867.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.97.6-
Percentage of possible points 38%-
Criterion-referenced target percentage38%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 62

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 501.8 502.3 0.5 503.3 2592Improved Below Target
Lowest Performing 477.2 483.9 6.7 481.9 314Exceeded Target
High needs 494.3 493.4 -0.9 495.9 1020Declined
Econ. Disadvantaged 499.5 496.9 -2.6 500.9 700Declined
EL and Former EL---- 19--
Students w/ disabilities 482.4 482.9 0.5 484.1 392Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 503.1 503.3 0.2 504.7 2192Improved Below 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 499.6 500.3 0.7 501.0 2612Improved Below Target
Lowest Performing 473.8 479.8 6.0 477.4 324Exceeded Target
High needs 491.0 491.5 0.5 492.7 1032Improved Below Target
Econ. Disadvantaged 495.5 495.1 -0.4 496.6 701No Change
EL and Former EL---- 19--
Students w/ disabilities 479.7 480.2 0.5 481.8 402Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 500.8 501.6 0.8 502.3 2212Improved Below 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 54.1 50.0 1193Met Target
Lowest Performing 46.7 50.0 302Below Target
High needs 46.8 50.0 402Below Target
Econ. Disadvantaged 50.6 50.0 273Met Target
EL and Former EL-- 7--
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 54.1 50.0 983Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 65.4 50.0 1204Exceeded Target
Lowest Performing 55.8 50.0 313Met Target
High needs 60.3 50.0 414Exceeded Target
Econ. Disadvantaged 66.6 50.0 274Exceeded Target
EL and Former EL-- 7--
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 66.8 50.0 994Exceeded 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 4.2 3.3 0.9 3.1 3993Met Target
Lowest Performing 3.1 0.0 3.1 0.0 324Exceeded Target
High needs 6.6 5.6 1.0 4.2 1602Improved Below Target
Econ. Disadvantaged 6.6 5.9 0.7 3.1 1012Improved Below Target
EL and Former EL---- 28--
Students w/ disabilities 8.9 10.7 -1.8 5.6 560Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 12--
Hispanic/Latino---- 42--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 4.3 2.7 1.6 3.0 3294Exceeded 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 267 26599Yes 1 267 267100Yes 1 0----
Lowest Performing---------------
High needs 105 10499Yes 1 105 105100Yes 1 0----
Econ. Disadvantaged 72 72100Yes 1 72 72100Yes 1 0----
EL and Former EL 20 20100Yes 1 20 20100Yes 1 0----
Students w/ disabilities 40 3998Yes 1 40 40100Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 0----
Afr. Amer./Black 5---- 5---- 0----
Hispanic/Latino 25 25100Yes 1 25 25100Yes 1 0----
Multi-race, Non-Hisp./Lat. 11---- 11---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 225 22399Yes 1 225 225100Yes 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

School and District Profiles