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Bournedale Elementary School

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2018 Official Accountability Report - Bournedale Elementary School

Organization Information
DISTRICT NAME
Bourne (00360000)
TITLE I STATUS
Non-Title I School
SCHOOL
Bournedale Elementary School (00360005)
GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Students w/disabilities
Progress toward improvement targetsAccountability percentile
48% - Partially meeting targets27

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 achievement34-24-
Mathematics achievement04-24-
Science achievement------
Achievement total3867.54867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-24-
Growth total5822.53822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total3.47.6-3.87.6-
Percentage of possible points 45%-50%-
Criterion-referenced target percentage48%
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 achievement04-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total3.67.6-
Percentage of possible points 47%-
Criterion-referenced target percentage47%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 12

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 495.2 496.9 1.7 496.7 1453Met Target
Lowest Performing 482.3 484.4 2.1 487.8 222Improved Below Target
High needs 484.9 488.4 3.5 486.7 564Exceeded Target
Econ. Disadvantaged 484.9 489.9 5.0 486.2 484Exceeded Target
EL and Former EL-------
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.---- 3--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 495.0 496.8 1.8 496.7 1303Met 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 496.3 494.3 -2.0 497.8 1440Declined
Lowest Performing 477.9 479.7 1.8 480.9 222Improved Below Target
High needs 487.0 484.1 -2.9 488.6 550Declined
Econ. Disadvantaged 486.2 486.4 0.2 487.2 482Improved Below Target
EL and Former EL-------
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 3--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 496.3 494.2 -2.1 498.0 1290Declined

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 41.2 50.0 622Below Target
Lowest Performing 39.2 50.0 221Below Target
High needs 34.7 50.0 231Below Target
Econ. Disadvantaged-- 18--
EL and Former EL-----
Students w/ disabilities-- 10--
Amer. Ind. or Alaska Nat.-- 2--
Asian-----
Afr. Amer./Black-----
Hispanic/Latino-----
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 40.9 50.0 602Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.3 50.0 623Met Target
Lowest Performing 49.5 50.0 222Below Target
High needs 42.1 50.0 232Below Target
Econ. Disadvantaged-- 18--
EL and Former EL-----
Students w/ disabilities-- 10--
Amer. Ind. or Alaska Nat.-- 2--
Asian-----
Afr. Amer./Black-----
Hispanic/Latino-----
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 50.4 50.0 603Met 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 6.4 6.0 0.4 5.1 2992Improved Below Target
Lowest Performing 9.1 4.5 4.6 5.2 224Exceeded Target
High needs 9.5 8.7 0.8 7.2 1262Improved Below Target
Econ. Disadvantaged 8.8 12.3 -3.5 5.7 730Declined
EL and Former EL---- 3--
Students w/ disabilities---- 46--
Amer. Ind. or Alaska Nat.---- 6--
Asian---- 0--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.---- 1--
White 4.7 5.7 -1.0 3.0 2630Declined

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 156 14895Yes 1 155 14795Yes 1 0----
Lowest Performing---------------
High needs 59 5797Yes 1 58 5697Yes 1 0----
Econ. Disadvantaged 48 48100Yes 1 48 48100Yes 1 0----
EL and Former EL 1---- 1---- 0----
Students w/ disabilities 20 1892No 2 19---- 0----
Amer. Ind. or Alaska Nat. 3---- 3---- 0----
Asian---------------
Afr. Amer./Black 2---- 2---- 0----
Hispanic/Latino 8---- 8---- 0----
Multi-race, Non-Hisp./Lat. 4---- 4---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 139 13196Yes 2 138 13095Yes 2 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

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