Massachusetts School and District Profiles

Charles A Bernazzani Elementary

Districts
Schools

2024

2024 Official Accountability Report - Charles A Bernazzani Elementary

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Non-Title I School

SCHOOL
Charles A Bernazzani Elementary (02430025)

GRADES SERVED
K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
47% - Moderate progress toward targets	70

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	40%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	47%
	Moderate progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.9	9.6	-	4.0	7.6	-
Percentage of possible points		51%		-	53%		-
2024 Annual criterion-referenced target percentage		52%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	6	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		2.8	9.6	-	3.9	7.6	-
Percentage of possible points		29%		-	51%		-
2023 Annual criterion-referenced target percentage		40%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	36%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	46%
	Moderate progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2024 Annual criterion-referenced target percentage		52%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	4	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		3.7	10.3	-
Percentage of possible points		36%		-
2023 Annual criterion-referenced target percentage		36%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	499.1	500.4	1.3	501.8	163	2	Recovery Path: Improved Below Target
Lowest Performing	480.4	482.1	1.7	485.1	27	2	Recovery Path: Improved Below Target
High Needs	491.1	492.2	1.1	493.7	81	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	490.9	487.8	-3.1	493.9	33	0	Recovery Path: Declined
Low Income	488.8	495.1	6.3	491.8	54	4	Recovery Path: Exceeded Target
Students with Disabilities	480.3	482.7	2.4	483.0	31	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	497.5	497.0	-0.5	500.3	48	1	Recovery Path: No Change
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.8	503.1	1.3	504.2	85	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	502.0	499.6	-2.4	503.5	163	0	Path Forward: Declined
Lowest Performing	478.7	479.6	0.9	483.1	27	2	Recovery Path: Improved Below Target
High Needs	496.3	493.9	-2.4	498.8	81	0	Path Forward: Declined
English Learners and Former English Learners	496.8	493.1	-3.7	499.8	33	0	Path Forward: Declined
Low Income	494.4	497.8	3.4	496.8	54	4	Path Forward: Exceeded Target
Students with Disabilities	484.7	479.5	-5.2	487.9	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	507.2	504.8	-2.4	510.2	48	0	Path Forward: Declined
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.0	498.6	-3.4	503.7	85	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	498.7	507.9	9.2	500.9	54	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	494.8	500.4	5.6	498.3	26	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	512.5	12.2	501.9	27	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	49.7	107	2	Typical Growth - Low
Lowest Performing	50.0	27	3	Typical Growth - High
High Needs	45.6	53	2	Typical Growth - Low
English Learners and Former English Learners	53.4	23	3	Typical Growth - High
Low Income	48.8	36	2	Typical Growth - Low
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	55.8	32	3	Typical Growth - High
Black or African American	-	4	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.2	55	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	49.0	108	2	Typical Growth - Low
Lowest Performing	38.5	27	1	Low Growth
High Needs	47.7	54	2	Typical Growth - Low
English Learners and Former English Learners	49.8	24	2	Typical Growth - Low
Low Income	50.7	37	3	Typical Growth - High
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	53.9	33	3	Typical Growth - High
Black or African American	-	4	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.9	55	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	51.3	50.0	-1.3	55.3	34	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	51.3	50.0	-1.3	55.3	34	1	No Change
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	13.0	8.2	-4.8	11.9	281	4	Exceeded Target
Lowest Performing	22.2	14.8	-7.4	18.9	27	4	Exceeded Target
High Needs	16.8	12.2	-4.6	14.7	131	4	Exceeded Target
English Learners and Former English Learners	14.8	9.4	-5.4	11.8	53	4	Exceeded Target
Low Income	24.2	14.4	-9.8	19.9	90	4	Exceeded Target
Students with Disabilities	10.0	6.8	-3.2	7.5	44	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	6.3	1.4	-4.9	4.2	74	4	Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.9	10.6	-5.3	14.7	161	4	Exceeded Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	166	166	100	Yes	1	166	166	100	Yes	1	54	54	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	83	83	83	83	26	26	192	192	100	Yes	1
English Learners and Former English Learners	35	35	35	35	12	12	82	82	100	Yes	1
Low Income	56	56	56	56	16	16	128	128	100	Yes	1
Students with Disabilities	32	32	32	32	11	11	75	75	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	48	48	48	48	13	13	109	109	100	Yes	1
Black or African American	7	7	7	7	4	4	18	-	-	-	-
Hispanic or Latino	13	13	13	13	6	6	32	-	-	-	-
Multi-Race, Not Hispanic or Latino	12	12	12	12	4	4	28	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	86	86	86	86	27	27	199	199	100	Yes	1

About this report

About the Data

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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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.

Resources

Interpretive Materials

Glossary of Accountability Terms