Massachusetts School and District Profiles

Egremont

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2018 Official Accountability Report - Egremont

Organization Information
DISTRICT NAME
Pittsfield (02360000)
TITLE I STATUS
Non-Title I School
SCHOOL
Egremont (02360035)
GRADES SERVED
K,01,02,03,04,05
REGION
West/Central
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 achievement44-34-
Mathematics achievement34-44-
Science achievement34----
Achievement total101260.07867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-34-
Growth total3820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.09.6-5.97.6-
Percentage of possible points 73%-78%-
Criterion-referenced target percentage76%
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 achievement24-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total7.410.3-
Percentage of possible points 72%-
Criterion-referenced target percentage72%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 65

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 497.8 501.2 3.4 499.3 2234Exceeded Target
Lowest Performing 480.0 485.4 5.4 485.5 353Met Target
High needs 491.9 494.4 2.5 493.7 1304Exceeded Target
Econ. Disadvantaged 492.4 495.3 2.9 493.7 1074Exceeded Target
EL and Former EL 487.8 489.2 1.4 489.1 213Met Target
Students w/ disabilities 485.7 490.1 4.4 487.5 474Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 15--
Hispanic/Latino 492.5 490.2 -2.3 494.0 260Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 499.4 503.3 3.9 501.1 1684Exceeded 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 500.7 501.9 1.2 502.2 2243Met Target
Lowest Performing 480.6 487.1 6.5 483.6 354Exceeded Target
High needs 494.5 495.4 0.9 496.1 1312Improved Below Target
Econ. Disadvantaged 494.8 496.6 1.8 495.8 1074Exceeded Target
EL and Former EL 493.1 497.4 4.3 494.6 214Exceeded Target
Students w/ disabilities 487.4 487.9 0.5 489.2 482Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 15--
Hispanic/Latino 493.8 494.2 0.4 495.4 262Improved Below Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 502.2 503.8 1.6 503.9 1693Met 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 82.1 83.7 1.6 84.8 783Met Target
Lowest Performing-------
High needs 72.3 79.3 7.0 75.7 524Exceeded Target
Econ. Disadvantaged 72.4 80.1 7.7 76.2 444Exceeded Target
EL and Former EL---- 11--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 9--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 86.3 87.5 1.2 89.1 523Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.3 50.0 1421Below Target
Lowest Performing 43.5 50.0 352Below Target
High needs 38.3 50.0 841Below Target
Econ. Disadvantaged 38.7 50.0 701Below Target
EL and Former EL-- 14--
Students w/ disabilities 46.0 50.0 252Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 36.7 50.0 1061Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.5 50.0 1432Below Target
Lowest Performing 55.8 50.0 353Met Target
High needs 49.4 50.0 852Below Target
Econ. Disadvantaged 51.1 50.0 713Met Target
EL and Former EL-- 14--
Students w/ disabilities 48.0 50.0 262Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 45.0 50.0 1072Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 52.4 85.0 32.6 62.8 204Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 52.4 85.0 32.6 62.8 204Exceeded 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 9.5 12.3 -2.8 8.2 3650Declined
Lowest Performing 11.1 17.1 -6.0 7.2 350Declined
High needs 16.0 18.4 -2.4 13.7 2120Declined
Econ. Disadvantaged 19.8 19.1 0.7 16.7 1572Improved Below Target
EL and Former EL 11.8 10.3 1.5 9.1 292Improved Below Target
Students w/ disabilities 16.7 19.0 -2.3 12.9 630Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 27--
Hispanic/Latino 15.2 19.5 -4.3 11.5 410Declined
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 9.0 11.3 -2.3 7.3 2740Declined

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 232 23099Yes 1 233 232100Yes 1 83 8299Yes 1
Lowest Performing---------------
High needs 137 13599Yes 1 137 13699Yes 1 56 5598Yes 1
Econ. Disadvantaged 113 11299Yes 1 113 11299Yes 1 48 4798Yes 1
EL and Former EL 21 21100Yes 1 21 21100Yes 1 11----
Students w/ disabilities 51 4996Yes 1 51 5098Yes 1 22 2195Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 0----
Afr. Amer./Black 17---- 17---- 10----
Hispanic/Latino 28 28100Yes 1 29 29100Yes 1 17----
Multi-race, Non-Hisp./Lat. 14---- 14---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 172 17199Yes 1 172 172100Yes 1 53 53100Yes 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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