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Casimir Pulaski

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2018 Official Accountability Report - Casimir Pulaski

Organization Information
DISTRICT NAME
New Bedford (02010000)
TITLE I STATUS
Title I School
SCHOOL
Casimir Pulaski (02010123)
GRADES SERVED
PK,K,01,02,03,04,05
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 achievement14----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
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 total2410.0---
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total7.09.6-7.17.6-
Percentage of possible points 73%-93%-
Criterion-referenced target percentage83%
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 growth34-
Mathematics growth44-
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 61

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 495.5 504.7 9.2 497.0 2814Exceeded Target
Lowest Performing 472.1 487.0 14.9 477.6 424Exceeded Target
High needs 488.1 494.9 6.8 489.9 1674Exceeded Target
Econ. Disadvantaged 489.4 495.8 6.4 490.7 1374Exceeded Target
EL and Former EL 485.0 493.3 8.3 486.3 344Exceeded Target
Students w/ disabilities 477.5 483.5 6.0 479.3 874Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 17--
Hispanic/Latino 485.9 493.7 7.8 487.4 514Exceeded Target
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 498.5 508.3 9.8 500.2 1934Exceeded 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 498.3 501.6 3.3 499.8 2814Exceeded Target
Lowest Performing 472.0 484.0 12.0 475.0 424Exceeded Target
High needs 491.1 493.1 2.0 492.7 1673Met Target
Econ. Disadvantaged 491.9 493.2 1.3 492.9 1373Met Target
EL and Former EL 493.0 495.2 2.2 494.5 344Exceeded Target
Students w/ disabilities 478.5 481.8 3.3 480.3 874Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 17--
Hispanic/Latino 488.5 491.7 3.2 490.1 514Exceeded Target
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 501.2 505.2 4.0 502.9 1934Exceeded 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 70.6 69.0 -1.6 73.3 911No Change
Lowest Performing-------
High needs 62.7 58.9 -3.8 66.1 590Declined
Econ. Disadvantaged 65.6 61.5 -4.1 69.4 480Declined
EL and Former EL---- 13--
Students w/ disabilities 50.0 47.9 -2.1 53.0 351No Change
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 76.1 71.9 -4.2 78.9 650Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.7 50.0 1743Met Target
Lowest Performing 58.2 50.0 403Met Target
High needs 56.0 50.0 1053Met Target
Econ. Disadvantaged 56.3 50.0 873Met Target
EL and Former EL 64.5 50.0 234Exceeded Target
Students w/ disabilities 48.3 50.0 572Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 8--
Hispanic/Latino 60.8 50.0 324Exceeded Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 60.1 50.0 1244Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.4 50.0 1744Exceeded Target
Lowest Performing 64.0 50.0 414Exceeded Target
High needs 62.5 50.0 1054Exceeded Target
Econ. Disadvantaged 62.8 50.0 874Exceeded Target
EL and Former EL 65.3 50.0 234Exceeded Target
Students w/ disabilities 60.1 50.0 574Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 7--
Hispanic/Latino 57.7 50.0 323Met Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 64.4 50.0 1254Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 64.0 61.5 -2.5 70.2 782Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 64.0 61.5 -2.5 70.2 782Improved Below 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 8.0 9.1 -1.1 6.7 5150Declined
Lowest Performing 14.3 14.3 0.0 10.4 421No Change
High needs 10.8 13.9 -3.1 8.5 3230Declined
Econ. Disadvantaged 11.1 16.4 -5.3 8.0 2320Declined
EL and Former EL 11.3 13.3 -2.0 8.6 830Declined
Students w/ disabilities 15.2 17.6 -2.4 11.4 1530Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 31--
Hispanic/Latino 7.1 13.3 -6.2 3.4 980Declined
Multi-race, Non-Hisp./Lat.---- 29--
Nat. Haw. or Pacif. Isl.-------
White 8.0 8.2 -0.2 6.3 3521No 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 304 30299Yes 1 303 302100Yes 1 94 94100Yes 1
Lowest Performing---------------
High needs 187 18599Yes 1 186 18599Yes 1 61 61100Yes 1
Econ. Disadvantaged 157 15599Yes 1 156 15599Yes 1 50 50100Yes 1
EL and Former EL 37 3697Yes 1 37 37100Yes 1 13----
Students w/ disabilities 103 10299Yes 1 101 10099Yes 1 35 35100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 18---- 18---- 3----
Hispanic/Latino 59 59100Yes 1 59 59100Yes 1 19----
Multi-race, Non-Hisp./Lat. 21 21100Yes 1 21 21100Yes 1 4----
Nat. Haw. or Pacif. Isl.---------------
White 206 20499Yes 1 205 204100Yes 1 68 68100Yes 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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