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Trotter Elementary School

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2018 Official Accountability Report - William Monroe Trotter

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
William Monroe Trotter (00350370)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
63% - Partially meeting targets18

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 achievement24-24-
Mathematics achievement24-44-
Science achievement34----
Achievement total71260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total5.29.6-5.47.6-
Percentage of possible points 54%-71%-
Criterion-referenced target percentage63%
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 achievement24-
Mathematics achievement24-
Science achievement34-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total5.910.3-
Percentage of possible points 57%-
Criterion-referenced target percentage57%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 34

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 493.9 494.0 0.1 495.4 2652Improved Below Target
Lowest Performing 476.0 479.3 3.3 481.5 422Improved Below Target
High needs 492.5 492.8 0.3 494.3 2372Improved Below Target
Econ. Disadvantaged 492.7 492.9 0.2 494.0 2272Improved Below Target
EL and Former EL 489.8 492.0 2.2 491.1 404Exceeded Target
Students w/ disabilities 476.5 480.3 3.8 478.3 454Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 495.1 494.6 -0.5 496.7 1581No Change
Hispanic/Latino 490.0 489.8 -0.2 491.5 831No Change
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 2--
White---- 9--

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 491.0 491.3 0.3 492.5 2642Improved Below Target
Lowest Performing 471.4 477.1 5.7 474.4 424Exceeded Target
High needs 489.5 489.8 0.3 491.1 2362Improved Below Target
Econ. Disadvantaged 489.5 489.8 0.3 490.5 2262Improved Below Target
EL and Former EL 489.1 486.8 -2.3 490.6 400Declined
Students w/ disabilities 479.4 484.5 5.1 481.2 454Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 492.1 491.4 -0.7 494.4 1580Declined
Hispanic/Latino 488.6 487.1 -1.5 490.2 820Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 2--
White---- 9--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 54.0 55.7 1.7 56.7 753Met Target
Lowest Performing-------
High needs 50.0 54.3 4.3 53.4 703Met Target
Econ. Disadvantaged 50.0 55.3 5.3 53.8 664Exceeded Target
EL and Former EL---- 8--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 56.1 59.7 3.6 59.6 443Met Target
Hispanic/Latino 50.0 50.0 0.0 52.8 241No Change
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 2--
White---- 2--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.8 50.0 1942Below Target
Lowest Performing 47.0 50.0 412Below Target
High needs 46.6 50.0 1772Below Target
Econ. Disadvantaged 45.8 50.0 1712Below Target
EL and Former EL 43.9 50.0 242Below Target
Students w/ disabilities 39.2 50.0 381Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 48.2 50.0 1142Below Target
Hispanic/Latino 42.9 50.0 632Below Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-- 2--
White-- 6--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.6 50.0 1943Met Target
Lowest Performing 54.0 50.0 413Met Target
High needs 59.0 50.0 1773Met Target
Econ. Disadvantaged 58.2 50.0 1713Met Target
EL and Former EL 56.2 50.0 243Met Target
Students w/ disabilities 59.6 50.0 383Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 58.2 50.0 1153Met Target
Hispanic/Latino 58.2 50.0 623Met Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-- 2--
White-- 6--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 60.5 53.5 -7.0 78.2 430Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 60.5 53.5 -7.0 78.2 430Declined
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 26.2 32.5 -6.3 24.9 4090Declined
Lowest Performing 34.8 33.3 1.5 30.9 422Improved Below Target
High needs 27.0 34.2 -7.2 24.7 3660Declined
Econ. Disadvantaged 27.6 35.5 -7.9 24.5 3240Declined
EL and Former EL 23.4 37.9 -14.5 20.7 660Declined
Students w/ disabilities 25.0 36.2 -11.2 21.2 690Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black 24.2 28.9 -4.7 20.5 2390Declined
Hispanic/Latino 33.3 42.1 -8.8 29.6 1330Declined
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.---- 2--
White---- 13--

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 292 292100Yes 1 291 291100Yes 1 85 85100Yes 1
Lowest Performing---------------
High needs 261 261100Yes 1 260 260100Yes 1 78 78100Yes 1
Econ. Disadvantaged 251 251100Yes 1 250 250100Yes 1 74 74100Yes 1
EL and Former EL 45 45100Yes 1 45 45100Yes 1 9----
Students w/ disabilities 49 49100Yes 1 49 49100Yes 1 18----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 1----
Afr. Amer./Black 173 173100Yes 1 173 173100Yes 1 52 52100Yes 1
Hispanic/Latino 92 92100Yes 1 91 91100Yes 1 25 25100Yes 1
Multi-race, Non-Hisp./Lat. 13---- 13---- 2----
Nat. Haw. or Pacif. Isl. 2---- 2---- 2----
White 11---- 11---- 3----


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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