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Thomas Carroll

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2018 Official Accountability Report - Thomas Carroll

Organization Information
DISTRICT NAME
Peabody (02290000)
TITLE I STATUS
Title I School
SCHOOL
Thomas Carroll (02290010)
GRADES SERVED
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 achievement14-44-
Science achievement44----
Achievement total91260.08867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4820.06822.5
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 absenteeism24-14-
Advanced coursework completion------
Additional indicators total2410.01410.0
Weighted total6.69.6-6.97.6-
Percentage of possible points 69%-91%-
Criterion-referenced target percentage80%
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 achievement44-
Achievement total121267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total9.210.3-
Percentage of possible points 89%-
Criterion-referenced target percentage89%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 60

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 497.2 499.9 2.7 498.7 2964Exceeded Target
Lowest Performing 480.0 487.3 7.3 485.5 474Exceeded Target
High needs 491.7 496.0 4.3 493.5 1834Exceeded Target
Econ. Disadvantaged 493.6 498.2 4.6 494.9 1384Exceeded Target
EL and Former EL 488.0 492.3 4.3 489.3 604Exceeded Target
Students w/ disabilities 476.0 485.4 9.4 477.8 474Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 16--
Hispanic/Latino 492.6 497.1 4.5 494.1 414Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 498.2 500.3 2.1 499.9 2323Met 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 495.3 495.3 0.0 496.8 2971No Change
Lowest Performing 473.0 479.5 6.5 476.0 474Exceeded Target
High needs 488.5 491.0 2.5 490.1 1844Exceeded Target
Econ. Disadvantaged 490.9 491.9 1.0 491.9 1393Met Target
EL and Former EL 486.7 486.5 -0.2 488.2 611No Change
Students w/ disabilities 473.1 482.6 9.5 474.9 474Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 17--
Hispanic/Latino 488.7 491.4 2.7 490.3 414Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 497.2 496.3 -0.9 498.9 2320Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 71.2 78.3 7.1 73.9 1224Exceeded Target
Lowest Performing-------
High needs 61.1 72.5 11.4 64.5 714Exceeded Target
Econ. Disadvantaged 64.3 75.0 10.7 68.1 534Exceeded Target
EL and Former EL 56.7 63.0 6.3 59.6 234Exceeded Target
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 74.6 79.6 5.0 77.4 984Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.6 50.0 2042Below Target
Lowest Performing 51.6 50.0 473Met Target
High needs 46.2 50.0 1222Below Target
Econ. Disadvantaged 46.1 50.0 932Below Target
EL and Former EL 51.1 50.0 393Met Target
Students w/ disabilities 45.1 50.0 282Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 9--
Hispanic/Latino 43.9 50.0 302Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 46.0 50.0 1602Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.7 50.0 2042Below Target
Lowest Performing 55.6 50.0 473Met Target
High needs 51.2 50.0 1223Met Target
Econ. Disadvantaged 49.8 50.0 932Below Target
EL and Former EL 54.0 50.0 393Met Target
Students w/ disabilities 57.3 50.0 283Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 9--
Hispanic/Latino 49.2 50.0 302Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 47.7 50.0 1602Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 70.0 55.2 -14.8 62.8 672Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 70.0 55.2 -14.8 62.8 672Improved 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 10.9 10.3 0.6 9.6 5332Improved Below Target
Lowest Performing 8.0 8.5 -0.5 4.1 471No Change
High needs 13.7 14.4 -0.7 11.4 3400Declined
Econ. Disadvantaged 14.9 15.1 -0.2 11.8 2191No Change
EL and Former EL 12.1 14.8 -2.7 9.4 1150Declined
Students w/ disabilities 10.6 9.8 0.8 6.8 822Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 30--
Hispanic/Latino 15.5 11.5 4.0 11.8 873Met Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 10.5 9.9 0.6 8.8 4042Improved 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 316 315100Yes 1 316 316100Yes 1 124 12399Yes 1
Lowest Performing---------------
High needs 203 202100Yes 1 203 203100Yes 1 73 7299Yes 1
Econ. Disadvantaged 151 15099Yes 1 151 151100Yes 1 55 5498Yes 1
EL and Former EL 75 7499Yes 1 75 75100Yes 1 23 23100Yes 1
Students w/ disabilities 51 51100Yes 1 51 51100Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 3---- 3---- 1----
Afr. Amer./Black 17---- 17---- 5----
Hispanic/Latino 46 46100Yes 1 46 46100Yes 1 18----
Multi-race, Non-Hisp./Lat. 4---- 4---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 246 246100Yes 1 246 246100Yes 1 99 99100Yes 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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