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Mather Elementary School

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2018 Official Accountability Report - Mather

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Mather (00350227)
GRADES SERVED
PK,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 achievement04-44-
Science achievement04----
Achievement total41260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.49.6-6.37.6-
Percentage of possible points 35%-83%-
Criterion-referenced target percentage59%
Partially 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 achievement14-
Science achievement14-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total5.010.3-
Percentage of possible points 49%-
Criterion-referenced target percentage49%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 20

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 487.6 490.7 3.1 489.6 2624Exceeded Target
Lowest Performing 460.7 468.6 7.9 466.0 344Exceeded Target
High needs 485.1 489.1 4.0 487.1 2354Exceeded Target
Econ. Disadvantaged 486.2 489.2 3.0 487.8 1824Exceeded Target
EL and Former EL 487.5 492.5 5.0 489.1 1244Exceeded Target
Students w/ disabilities 462.4 470.1 7.7 464.2 684Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 491.5 495.9 4.4 493.6 714Exceeded Target
Afr. Amer./Black 484.4 487.8 3.4 486.0 1164Exceeded Target
Hispanic/Latino 484.4 486.8 2.4 486.1 544Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White---- 8--

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 489.1 488.3 -0.8 490.9 2620Declined
Lowest Performing 458.2 465.2 7.0 461.5 334Exceeded Target
High needs 487.0 486.8 -0.2 488.9 2351No Change
Econ. Disadvantaged 486.8 486.8 0.0 488.2 1811No Change
EL and Former EL 494.1 492.8 -1.3 495.9 1250Declined
Students w/ disabilities 461.9 468.3 6.4 464.0 684Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 503.7 498.2 -5.5 506.0 720Declined
Afr. Amer./Black 485.1 482.8 -2.3 486.9 1150Declined
Hispanic/Latino 481.4 485.1 3.7 483.0 544Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White---- 8--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 48.1 45.3 -2.8 51.0 790Declined
Lowest Performing-------
High needs 44.3 43.8 -0.5 47.4 731No Change
Econ. Disadvantaged 45.6 44.5 -1.1 48.1 551No Change
EL and Former EL 46.0 49.3 3.3 49.3 353Met Target
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black 46.1 40.0 -6.1 49.4 350Declined
Hispanic/Latino 42.5 48.9 6.4 45.6 224Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 1--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.6 50.0 1562Below Target
Lowest Performing 42.2 50.0 342Below Target
High needs 48.8 50.0 1392Below Target
Econ. Disadvantaged 48.3 50.0 1102Below Target
EL and Former EL 50.6 50.0 673Met Target
Students w/ disabilities 36.4 50.0 411Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 56.2 50.0 323Met Target
Afr. Amer./Black 46.2 50.0 772Below Target
Hispanic/Latino 47.5 50.0 382Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.5 50.0 1552Below Target
Lowest Performing 41.9 50.0 332Below Target
High needs 45.0 50.0 1382Below Target
Econ. Disadvantaged 44.8 50.0 1092Below Target
EL and Former EL 48.3 50.0 672Below Target
Students w/ disabilities 38.3 50.0 411Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 46.4 50.0 322Below Target
Afr. Amer./Black 45.0 50.0 762Below Target
Hispanic/Latino 50.6 50.0 383Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 73.7 68.9 -4.8 70.2 1672Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 73.7 68.9 -4.8 70.2 1672Improved Below Target
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 14.5 18.5 -4.0 12.6 4700Declined
Lowest Performing 17.1 23.5 -6.4 12.4 340Declined
High needs 15.4 20.8 -5.4 13.1 4030Declined
Econ. Disadvantaged 18.4 24.1 -5.7 16.0 2910Declined
EL and Former EL 6.5 8.8 -2.3 2.8 2280Declined
Students w/ disabilities 22.1 33.3 -11.2 17.8 900Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 5.7 7.4 -1.7 2.8 1490Declined
Afr. Amer./Black 19.1 23.4 -4.3 15.2 1920Declined
Hispanic/Latino 18.8 27.4 -8.6 15.4 840Declined
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White---- 21--

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 298 29499Yes 1 299 298100Yes 1 92 92100Yes 1
Lowest Performing---------------
High needs 269 26599Yes 1 270 269100Yes 1 84 84100Yes 1
Econ. Disadvantaged 202 19999Yes 1 203 202100Yes 1 60 60100Yes 1
EL and Former EL 143 13997Yes 1 144 144100Yes 1 40 40100Yes 1
Students w/ disabilities 73 73100Yes 1 73 73100Yes 1 27 27100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 85 8195Yes 1 85 85100Yes 1 23 23100Yes 1
Afr. Amer./Black 130 130100Yes 1 130 12999Yes 1 41 41100Yes 1
Hispanic/Latino 58 58100Yes 1 59 59100Yes 1 25 25100Yes 1
Multi-race, Non-Hisp./Lat. 16---- 16---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 8---- 8---- 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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