Massachusetts School and District Profiles

North Street Elementary School

Districts Schools
Select an Org
print page

2018 Official Accountability Report - North Street Elementary School

Organization Information
DISTRICT NAME
Grafton (01100000)
TITLE I STATUS
Title I School
SCHOOL
North Street Elementary School (01100030)
GRADES SERVED
02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
73% - Partially meeting targets78

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 achievement24-44-
Mathematics achievement04-44-
Science achievement44----
Achievement total61267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism14-34-
Advanced coursework completion------
Additional indicators total1410.03410.0
Weighted total5.510.3-7.17.6-
Percentage of possible points 53%-93%-
Criterion-referenced target percentage73%
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 achievement04-
Mathematics achievement04-
Science achievement44-
Achievement total41267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total4.110.3-
Percentage of possible points 40%-
Criterion-referenced target percentage40%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 64

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 506.6 507.1 0.5 508.3 4632Improved Below Target
Lowest Performing 486.0 491.0 5.0 489.9 804Exceeded Target
High needs 494.9 492.9 -2.0 496.5 1260Declined
Econ. Disadvantaged 501.0 497.7 -3.3 502.6 570Declined
EL and Former EL---- 8--
Students w/ disabilities 489.2 489.0 -0.2 490.5 911No Change
Amer. Ind. or Alaska Nat.---- 3--
Asian 512.2 516.3 4.1 514.1 354Exceeded Target
Afr. Amer./Black---- 3--
Hispanic/Latino 501.6 500.9 -0.7 503.0 280Declined
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.---- 2--
White 506.6 506.3 -0.3 508.2 3741No Change

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 506.3 505.3 -1.0 507.5 4610Declined
Lowest Performing 484.0 489.7 5.7 486.8 804Exceeded Target
High needs 493.8 491.6 -2.2 495.2 1260Declined
Econ. Disadvantaged 499.5 497.0 -2.5 500.5 570Declined
EL and Former EL---- 8--
Students w/ disabilities 488.6 487.8 -0.8 490.4 910Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 521.3 517.1 -4.2 523.7 354Exceeded Target
Afr. Amer./Black---- 3--
Hispanic/Latino 495.7 496.8 1.1 497.6 282Improved Below Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.---- 2--
White 505.7 504.7 -1.0 507.0 3720Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 80.4 87.5 7.1 82.6 1184Exceeded Target
Lowest Performing-------
High needs 66.4 73.4 7.0 69.6 324Exceeded Target
Econ. Disadvantaged---- 14--
EL and Former EL---- 5--
Students w/ disabilities 57.5 68.2 10.7 60.4 224Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 79.5 87.1 7.6 81.6 934Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.6 50.0 3223Met Target
Lowest Performing 50.1 50.0 783Met Target
High needs 44.7 50.0 812Below Target
Econ. Disadvantaged 48.9 50.0 352Below Target
EL and Former EL-- 7--
Students w/ disabilities 40.6 50.0 562Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 61.6 50.0 244Exceeded Target
Afr. Amer./Black-- 3--
Hispanic/Latino 48.2 50.0 212Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-- 2--
White 49.7 50.0 2582Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.5 50.0 3213Met Target
Lowest Performing 56.5 50.0 793Met Target
High needs 53.5 50.0 823Met Target
Econ. Disadvantaged 59.6 50.0 363Met Target
EL and Former EL-- 7--
Students w/ disabilities 49.6 50.0 572Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 57.5 50.0 243Met Target
Afr. Amer./Black-- 3--
Hispanic/Latino 53.7 50.0 213Met Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-- 2--
White 53.2 50.0 2573Met 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 4.5 4.8 -0.3 3.5 6011No Change
Lowest Performing 6.3 3.8 2.5 3.1 803Met Target
High needs 9.1 7.2 1.9 7.1 1663Met Target
Econ. Disadvantaged 15.9 10.0 5.9 11.7 704Exceeded Target
EL and Former EL---- 20--
Students w/ disabilities 10.9 6.5 4.4 8.2 1074Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 2.2 7.8 -5.6 0.0 510Declined
Afr. Amer./Black---- 5--
Hispanic/Latino 5.4 7.9 -2.5 1.4 380Declined
Multi-race, Non-Hisp./Lat.---- 28--
Nat. Haw. or Pacif. Isl.---- 3--
White 4.3 4.4 -0.1 3.2 4731No Change

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 478 478100Yes 1 476 475100Yes 1 121 121100Yes 1
Lowest Performing---------------
High needs 138 138100Yes 1 137 137100Yes 1 35 35100Yes 1
Econ. Disadvantaged 68 68100Yes 1 67 67100Yes 1 17----
EL and Former EL 13---- 13---- 5----
Students w/ disabilities 93 93100Yes 1 93 93100Yes 1 23 23100Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 0----
Asian 38 38100Yes 1 38 38100Yes 1 14----
Afr. Amer./Black 4---- 4---- 1----
Hispanic/Latino 29 29100Yes 1 29 29100Yes 1 7----
Multi-race, Non-Hisp./Lat. 18---- 18---- 4----
Nat. Haw. or Pacif. Isl. 2---- 2---- 0----
White 384 384100Yes 1 382 381100Yes 1 95 95100Yes 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

School and District Profiles