Massachusetts School and District Profiles

Edith C Baker

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2018 Official Accountability Report - Edith C Baker

Organization Information
DISTRICT NAME
Brookline (00460000)
TITLE I STATUS
Non-Title I School
SCHOOL
Edith C Baker (00460005)
GRADES SERVED
K,01,02,03,04,05,06,07,08
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 achievement44-44-
Science achievement34----
Achievement total111260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-34-
Growth total7820.07822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.39.6-7.07.6-
Percentage of possible points 86%-92%-
Criterion-referenced target percentage89%
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 achievement34-
Science achievement04-
Achievement total71267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 91

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 515.4 518.6 3.2 517.1 4814Exceeded Target
Lowest Performing 489.3 500.8 11.5 493.2 854Exceeded Target
High needs 502.9 505.4 2.5 504.5 1734Exceeded Target
Econ. Disadvantaged 505.7 506.4 0.7 507.3 433Met Target
EL and Former EL 508.4 508.2 -0.2 509.8 713Met Target
Students w/ disabilities 495.4 497.6 2.2 496.7 884Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 521.2 522.5 1.3 523.1 1094Exceeded Target
Afr. Amer./Black 503.9 505.5 1.6 505.1 283Met Target
Hispanic/Latino 504.9 507.5 2.6 506.3 484Exceeded Target
Multi-race, Non-Hisp./Lat. 519.1 519.7 0.6 520.7 394Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 515.9 520.3 4.4 517.5 2564Exceeded 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 514.7 512.8 -1.9 515.9 4794Exceeded Target
Lowest Performing 487.2 491.8 4.6 490.0 864Exceeded Target
High needs 500.7 501.1 0.4 502.1 1713Met Target
Econ. Disadvantaged 500.5 499.6 -0.9 501.5 433Met Target
EL and Former EL 511.5 511.0 -0.5 513.1 714Exceeded Target
Students w/ disabilities 491.6 490.1 -1.5 493.4 860Declined
Amer. Ind. or Alaska Nat.-------
Asian 525.3 525.0 -0.3 527.7 1084Exceeded Target
Afr. Amer./Black 492.5 495.3 2.8 494.5 294Exceeded Target
Hispanic/Latino 500.5 496.1 -4.4 502.4 480Declined
Multi-race, Non-Hisp./Lat. 519.5 513.4 -6.1 521.0 394Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 515.2 512.7 -2.5 516.5 2544Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 89.0 87.2 -1.8 91.2 1703Met Target
Lowest Performing-------
High needs 74.4 71.4 -3.0 77.6 560Declined
Econ. Disadvantaged---- 12--
EL and Former EL---- 16--
Students w/ disabilities---- 36--
Amer. Ind. or Alaska Nat.-------
Asian 96.3 90.5 -5.8 98.2 294Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino 73.8 78.6 4.8 83.0 213Met Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 89.2 90.2 1.0 91.3 994Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 67.8 50.0 3604Exceeded Target
Lowest Performing 66.4 50.0 854Exceeded Target
High needs 62.2 50.0 1234Exceeded Target
Econ. Disadvantaged 59.4 50.0 323Met Target
EL and Former EL 67.4 50.0 404Exceeded Target
Students w/ disabilities 57.8 50.0 693Met Target
Amer. Ind. or Alaska Nat.-----
Asian 74.7 50.0 684Exceeded Target
Afr. Amer./Black 60.7 50.0 204Exceeded Target
Hispanic/Latino 62.3 50.0 384Exceeded Target
Multi-race, Non-Hisp./Lat. 69.9 50.0 334Exceeded Target
Nat. Haw. or Pacif. Isl.-- 1--
White 66.8 50.0 2004Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.4 50.0 3563Met Target
Lowest Performing 58.6 50.0 843Met Target
High needs 56.3 50.0 1203Met Target
Econ. Disadvantaged 53.3 50.0 333Met Target
EL and Former EL 62.3 50.0 394Exceeded Target
Students w/ disabilities 49.7 50.0 662Below Target
Amer. Ind. or Alaska Nat.-----
Asian 70.9 50.0 684Exceeded Target
Afr. Amer./Black 60.7 50.0 214Exceeded Target
Hispanic/Latino 54.2 50.0 383Met Target
Multi-race, Non-Hisp./Lat. 53.6 50.0 313Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 53.5 50.0 1973Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 71.4 77.6 6.2 62.8 493Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 71.4 77.6 6.2 62.8 493Met 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 4.4 6.6 -2.2 3.4 7000Declined
Lowest Performing 2.2 4.7 -2.5 0.0 860Declined
High needs 8.3 12.1 -3.8 6.3 2640Declined
Econ. Disadvantaged 7.3 13.5 -6.2 3.1 520Declined
EL and Former EL 13.1 12.4 0.7 9.0 1612Improved Below Target
Students w/ disabilities 1.9 8.0 -6.1 0.0 1120Declined
Amer. Ind. or Alaska Nat.-------
Asian 4.5 6.3 -1.8 2.3 1910Declined
Afr. Amer./Black 0.0 5.0 -5.0 0.0 400Declined
Hispanic/Latino 1.4 7.1 -5.7 0.0 700Declined
Multi-race, Non-Hisp./Lat. 8.6 14.3 -5.7 7.6 560Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 4.7 5.6 -0.9 3.6 3420Declined

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 505 504100Yes 1 502 502100Yes 1 176 176100Yes 1
Lowest Performing---------------
High needs 195 19499Yes 1 192 192100Yes 1 61 61100Yes 1
Econ. Disadvantaged 48 4798Yes 1 47 47100Yes 1 12----
EL and Former EL 91 91100Yes 1 91 91100Yes 1 20 20100Yes 1
Students w/ disabilities 89 89100Yes 1 87 87100Yes 1 37 37100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 122 122100Yes 1 121 121100Yes 1 32 32100Yes 1
Afr. Amer./Black 29 2897Yes 1 29 29100Yes 1 5----
Hispanic/Latino 50 50100Yes 1 50 50100Yes 1 21 21100Yes 1
Multi-race, Non-Hisp./Lat. 39 39100Yes 1 39 39100Yes 1 15----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 264 264100Yes 1 262 262100Yes 1 102 102100Yes 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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