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A. C. Whelan Elementary School

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2018 Official Accountability Report - A. C. Whelan Elementary School

Organization Information
DISTRICT NAME
Revere (02480000)
TITLE I STATUS
Title I School
SCHOOL
A. C. Whelan Elementary School (02480003)
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 achievement34-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total31260.04867.5
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 total3410.0---
Additional indicatorsChronic absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total3.29.6-3.57.6-
Percentage of possible points 33%-46%-
Criterion-referenced target percentage40%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.510.3-
Percentage of possible points 24%-
Criterion-referenced target percentage24%
Partially 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 498.4 499.4 1.0 499.9 3723Met Target
Lowest Performing 477.8 481.9 4.1 483.3 552Improved Below Target
High needs 494.8 495.6 0.8 496.6 2632Improved Below Target
Econ. Disadvantaged 496.4 496.7 0.3 497.7 2032Improved Below Target
EL and Former EL 491.1 493.9 2.8 492.4 1054Exceeded Target
Students w/ disabilities 484.4 485.6 1.2 486.2 772Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 17--
Afr. Amer./Black---- 11--
Hispanic/Latino 497.0 496.6 -0.4 498.5 1661No Change
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White 498.5 500.7 2.2 500.2 1723Met 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 498.5 496.4 -2.1 500.0 3720Declined
Lowest Performing 472.6 474.4 1.8 475.6 552Improved Below Target
High needs 495.6 494.0 -1.6 497.2 2630Declined
Econ. Disadvantaged 497.0 494.9 -2.1 498.0 2030Declined
EL and Former EL 493.8 493.2 -0.6 495.3 1050Declined
Students w/ disabilities 485.0 482.2 -2.8 486.8 770Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 17--
Afr. Amer./Black---- 11--
Hispanic/Latino 495.7 493.6 -2.1 497.3 1660Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.6 497.4 -2.2 501.3 1720Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 81.4 72.2 -9.2 84.1 1250Declined
Lowest Performing-------
High needs 77.5 66.4 -11.1 80.9 870Declined
Econ. Disadvantaged 78.7 66.7 -12.0 82.5 690Declined
EL and Former EL 71.4 62.5 -8.9 74.3 360Declined
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 4--
Hispanic/Latino 74.0 68.1 -5.9 76.8 580Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 87.3 75.0 -12.3 90.1 540Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.1 50.0 2422Below Target
Lowest Performing 36.4 50.0 521Below Target
High needs 43.0 50.0 1662Below Target
Econ. Disadvantaged 42.8 50.0 1292Below Target
EL and Former EL 45.5 50.0 622Below Target
Students w/ disabilities 39.9 50.0 481Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 10--
Afr. Amer./Black-- 6--
Hispanic/Latino 47.0 50.0 1042Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 44.8 50.0 1182Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.7 50.0 2412Below Target
Lowest Performing 38.5 50.0 511Below Target
High needs 41.6 50.0 1652Below Target
Econ. Disadvantaged 42.3 50.0 1292Below Target
EL and Former EL 41.9 50.0 612Below Target
Students w/ disabilities 39.9 50.0 471Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 10--
Afr. Amer./Black-- 6--
Hispanic/Latino 42.8 50.0 1032Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 39.9 50.0 1181Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 93.6 81.2 -12.4 70.2 1013Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 93.6 81.2 -12.4 70.2 1013Met 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 7.0 5.7 1.3 5.7 6643Met Target
Lowest Performing 5.3 3.6 1.7 1.4 553Met Target
High needs 8.0 6.9 1.1 5.7 4762Improved Below Target
Econ. Disadvantaged 9.4 8.8 0.6 6.3 3072Improved Below Target
EL and Former EL 5.8 3.6 2.2 3.1 2253Met Target
Students w/ disabilities 8.4 9.7 -1.3 4.6 1240Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 34--
Afr. Amer./Black---- 17--
Hispanic/Latino 8.0 6.2 1.8 4.3 3072Improved Below Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.4 4.7 1.7 4.7 2953Met 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 392 391100Yes 1 392 392100Yes 1 136 136100Yes 1
Lowest Performing---------------
High needs 282 281100Yes 1 282 282100Yes 1 97 97100Yes 1
Econ. Disadvantaged 213 212100Yes 1 213 213100Yes 1 74 74100Yes 1
EL and Former EL 122 12199Yes 1 122 122100Yes 1 46 46100Yes 1
Students w/ disabilities 80 80100Yes 1 80 80100Yes 1 25 25100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 18---- 18---- 8----
Afr. Amer./Black 12---- 12---- 5----
Hispanic/Latino 180 180100Yes 1 180 180100Yes 1 67 67100Yes 1
Multi-race, Non-Hisp./Lat. 4---- 4---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 176 17599Yes 1 176 176100Yes 1 54 54100Yes 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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