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Burgess Elementary

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2022 Official Accountability Report - Burgess Elementary

Organization Information
DISTRICT NAME
Sturbridge (02870000)
TITLE I STATUS
Title I School
SCHOOL
Burgess Elementary (02870005)
GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Student group percentile

Group2022 percentile
High needs 72
Low income 89
English learner (EL) and Former EL -
Students with disabilities 64
American Indian or Alaskan Native -
Asian -
African American/Black -
Hispanic or Latino 97
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 70

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 506.3 500.6 442
High needs 491.2 490.6 159
Low income 496.7 493.8 106
EL and Former EL-- 17
Students w/ disabilities 482.2 480.5 66
Amer. Ind. or Alaska Nat.---
Asian-- 5
Afr. Amer./Black-- 5
Hispanic/Latino 502.8 496.7 32
Multi-race, Non-Hisp./Lat.- 507.1 25
Nat. Haw. or Pacif. Isl.---
White 506.9 500.6 375

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 509.1 499.9 442
High needs 494.6 489.2 160
Low income 498.1 491.4 107
EL and Former EL-- 17
Students w/ disabilities 488.8 481.7 66
Amer. Ind. or Alaska Nat.---
Asian-- 5
Afr. Amer./Black-- 5
Hispanic/Latino 505.4 495.7 32
Multi-race, Non-Hisp./Lat.- 509.1 25
Nat. Haw. or Pacif. Isl.---
White 509.4 499.8 375

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 507.6 502.9 125
High needs 491.4 493.7 37
Low income- 495.5 26
EL and Former EL-- 3
Students w/ disabilities-- 15
Amer. Ind. or Alaska Nat.---
Asian-- 2
Afr. Amer./Black-- 1
Hispanic/Latino-- 8
Multi-race, Non-Hisp./Lat.-- 7
Nat. Haw. or Pacif. Isl.---
White 506.9 504.0 107

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 52.5 53.3 322
High needs 46.6 49.1 106
Low income 49.3 50.9 73
EL and Former EL-- 11
Students w/ disabilities 44.1 38.0 41
Amer. Ind. or Alaska Nat.---
Asian-- 3
Afr. Amer./Black-- 4
Hispanic/Latino 58.3 26
Multi-race, Non-Hisp./Lat. 54.1 21
Nat. Haw. or Pacif. Isl.---
White 53.3 52.6 268

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 63.4 60.2 320
High needs 63.2 57.2 106
Low income 64.3 58.2 74
EL and Former EL-- 11
Students w/ disabilities 62.9 52.4 40
Amer. Ind. or Alaska Nat.---
Asian-- 3
Afr. Amer./Black-- 4
Hispanic/Latino 64.5 26
Multi-race, Non-Hisp./Lat. 56.6 21
Nat. Haw. or Pacif. Isl.---
White 63.5 60.2 266

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students- 80.8 26
High needs---
Low income---
EL and Former EL- 80.8 26
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 4.7 1.4 696
High needs 13.7 1.6 253
Low income 14.8 1.8 168
EL and Former EL- 0.0 33
Students w/ disabilities 13.3 1.9 105
Amer. Ind. or Alaska Nat.---
Asian-- 11
Afr. Amer./Black-- 7
Hispanic/Latino 8.2 0.0 57
Multi-race, Non-Hisp./Lat. 3.1 2.6 39
Nat. Haw. or Pacif. Isl.---
White 4.5 1.5 582

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 457 456100 457 457100 131 131100

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 166 165 167 167 38 38 371 370100
Low income 112 112 113 113 27 27 252 252100
EL and Former EL 19- 19- 4- 42--
Students w/ disabilities 67 67 67 67 15- 149 149100
Amer. Ind. or Alaska Nat.---------
Asian 5- 5- 2- 12--
Afr. Amer./Black 6- 6- 1- 13--
Hispanic/Latino 35 35 35 35 9- 79 79100
Multi-race, Non-Hisp./Lat. 28 27 28 28 9- 65 6498
Nat. Haw. or Pacif. Isl.---------
White 383 383 383 383 110 110 876 876100


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

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