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Lt Elmer J McMahon Elementary

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2018 Official Accountability Report - Lt Elmer J McMahon Elementary

Organization Information
DISTRICT NAME
Holyoke (01370000)
TITLE I STATUS
Title I School
SCHOOL
Lt Elmer J McMahon Elementary (01370015)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Strategic Transformation
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 achievement34-24-
Mathematics achievement34-44-
Science achievement24----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total6.09.6-4.77.6-
Percentage of possible points 63%-62%-
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 achievement34-
Mathematics achievement44-
Science achievement24-
Achievement total91267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total7.010.3-
Percentage of possible points 68%-
Criterion-referenced target percentage68%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 4

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 486.6 488.5 1.9 488.6 2653Met Target
Lowest Performing 464.6 466.1 1.5 469.9 452Improved Below Target
High needs 483.4 485.2 1.8 485.4 1983Met Target
Econ. Disadvantaged 483.6 485.8 2.2 485.2 1724Exceeded Target
EL and Former EL 480.2 477.9 -2.3 481.8 540Declined
Students w/ disabilities 473.6 475.4 1.8 475.4 723Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 4--
Hispanic/Latino 482.0 482.0 0.0 483.7 1661No Change
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 494.5 500.9 6.4 496.6 844Exceeded 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 478.5 480.2 1.7 480.3 2653Met Target
Lowest Performing 456.8 462.9 6.1 460.1 454Exceeded Target
High needs 475.2 478.1 2.9 477.1 1984Exceeded Target
Econ. Disadvantaged 475.7 478.9 3.2 477.1 1724Exceeded Target
EL and Former EL 471.2 471.6 0.4 473.0 542Improved Below Target
Students w/ disabilities 468.6 471.6 3.0 470.7 724Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 4--
Hispanic/Latino 474.8 475.9 1.1 476.4 1663Met Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 485.0 488.9 3.9 487.3 844Exceeded 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 49.2 50.5 1.3 52.1 992Improved Below Target
Lowest Performing-------
High needs 46.0 46.7 0.7 49.1 752Improved Below Target
Econ. Disadvantaged 44.7 45.7 1.0 47.2 642Improved Below Target
EL and Former EL---- 28--
Students w/ disabilities 41.0 42.7 1.7 44.5 242Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 3--
Hispanic/Latino 40.8 43.3 2.5 43.9 633Met Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 66.1 63.3 -2.8 69.3 300Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.7 50.0 2142Below Target
Lowest Performing 35.3 50.0 441Below Target
High needs 43.9 50.0 1572Below Target
Econ. Disadvantaged 43.9 50.0 1362Below Target
EL and Former EL 39.5 50.0 421Below Target
Students w/ disabilities 43.0 50.0 532Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 4--
Hispanic/Latino 43.0 50.0 1362Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 52.5 50.0 673Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.5 50.0 2132Below Target
Lowest Performing 39.6 50.0 441Below Target
High needs 41.0 50.0 1562Below Target
Econ. Disadvantaged 41.3 50.0 1352Below Target
EL and Former EL 42.4 50.0 422Below Target
Students w/ disabilities 41.6 50.0 522Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 4--
Hispanic/Latino 40.9 50.0 1352Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 40.0 50.0 672Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 18.4 39.5 21.1 45.3 384Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 18.4 39.5 21.1 45.3 384Exceeded 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 16.7 19.0 -2.3 14.8 3780Declined
Lowest Performing 23.4 22.2 1.2 18.7 452Improved Below Target
High needs 21.6 22.5 -0.9 19.3 2930Declined
Econ. Disadvantaged 23.6 24.6 -1.0 21.2 2280Declined
EL and Former EL 23.8 33.3 -9.5 20.1 930Declined
Students w/ disabilities 14.0 16.0 -2.0 9.7 1000Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 7--
Hispanic/Latino 19.0 22.6 -3.6 15.6 2430Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 13.3 12.6 0.7 10.7 1112Improved Below Target

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 285 284100Yes 1 286 286100Yes 1 105 105100Yes 1
Lowest Performing---------------
High needs 217 216100Yes 1 218 218100Yes 1 81 81100Yes 1
Econ. Disadvantaged 190 18999Yes 1 191 191100Yes 1 69 69100Yes 1
EL and Former EL 67 6699Yes 1 68 68100Yes 1 31 31100Yes 1
Students w/ disabilities 74 74100Yes 1 74 74100Yes 1 25 25100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 4---- 4---- 1----
Afr. Amer./Black 4---- 4---- 3----
Hispanic/Latino 185 18499Yes 1 186 186100Yes 1 69 69100Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 84 84100Yes 1 84 84100Yes 1 30 30100Yes 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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