Massachusetts School and District Profiles

Pentucket Lake Elementary

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Pentucket Lake Elementary

Organization Information
DISTRICT NAME
Haverhill (01280000)
TITLE I STATUS
Title I School
SCHOOL
Pentucket Lake Elementary (01280054)
GRADES SERVED
K,01,02,03,04
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 achievement------
Achievement total8860.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.97.2-6.57.6-
Percentage of possible points 82%-86%-
Criterion-referenced target percentage84%
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 achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 total6.57.6-
Percentage of possible points 86%-
Criterion-referenced target percentage86%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 50

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 493.5 499.4 5.9 495.5 2604Exceeded Target
Lowest Performing 467.2 479.2 12.0 472.5 244Exceeded Target
High needs 488.4 494.2 5.8 490.4 1704Exceeded Target
Econ. Disadvantaged 489.7 494.8 5.1 491.3 1324Exceeded Target
EL and Former EL 488.0 495.4 7.4 489.6 424Exceeded Target
Students w/ disabilities 477.3 485.6 8.3 479.1 754Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 15--
Hispanic/Latino 489.5 495.8 6.3 491.2 1024Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White 495.9 501.3 5.4 498.0 1294Exceeded 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 489.4 495.4 6.0 491.2 2594Exceeded Target
Lowest Performing 461.3 466.9 5.6 464.6 244Exceeded Target
High needs 484.9 489.4 4.5 486.8 1704Exceeded Target
Econ. Disadvantaged 487.0 489.7 2.7 488.4 1324Exceeded Target
EL and Former EL 486.8 489.2 2.4 488.6 424Exceeded Target
Students w/ disabilities 472.8 478.4 5.6 474.9 754Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 15--
Hispanic/Latino 485.3 493.4 8.1 486.9 1024Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White 490.9 497.5 6.6 493.2 1284Exceeded 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-------
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 59.9 50.0 1233Met Target
Lowest Performing 56.6 50.0 243Met Target
High needs 58.5 50.0 873Met Target
Econ. Disadvantaged 57.3 50.0 663Met Target
EL and Former EL 60.4 50.0 274Exceeded Target
Students w/ disabilities 58.5 50.0 363Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 6--
Hispanic/Latino 52.8 50.0 533Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-- 1--
White 63.1 50.0 554Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.7 50.0 1232Below Target
Lowest Performing 44.8 50.0 242Below Target
High needs 45.0 50.0 872Below Target
Econ. Disadvantaged 45.5 50.0 662Below Target
EL and Former EL 47.4 50.0 272Below Target
Students w/ disabilities 41.1 50.0 362Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 6--
Hispanic/Latino 42.2 50.0 532Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-- 1--
White 47.3 50.0 552Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 67.3 65.2 -2.1 78.2 691No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 67.3 65.2 -2.1 78.2 691No Change
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 15.2 16.1 -0.9 13.3 4530Declined
Lowest Performing 3.4 4.2 -0.8 0.0 240Declined
High needs 18.2 19.4 -1.2 15.9 3240Declined
Econ. Disadvantaged 20.8 24.1 -3.3 18.4 2370Declined
EL and Former EL 18.0 12.7 5.3 14.3 794Exceeded Target
Students w/ disabilities 16.4 23.8 -7.4 12.1 1300Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 10--
Afr. Amer./Black---- 28--
Hispanic/Latino 24.7 19.7 5.0 21.3 1984Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 10.3 12.7 -2.4 7.7 2050Declined

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 277 27399Yes 1 277 27499Yes 1 0----
Lowest Performing---------------
High needs 183 18199Yes 1 184 184100Yes 1 0----
Econ. Disadvantaged 143 14199Yes 1 144 144100Yes 1 0----
EL and Former EL 46 4496Yes 1 46 46100Yes 1 0----
Students w/ disabilities 78 78100Yes 1 79 79100Yes 1 0----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 7---- 7---- 0----
Afr. Amer./Black 16---- 16---- 0----
Hispanic/Latino 109 10798Yes 1 110 110100Yes 1 0----
Multi-race, Non-Hisp./Lat. 6---- 5---- 0----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 137 13599Yes 1 137 13498Yes 1 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

School and District Profiles