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Arthur T. Cummings Elementary School

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2018 Official Accountability Report - Arthur T. Cummings Elementary School

Organization Information
DISTRICT NAME
Winthrop (03460000)
TITLE I STATUS
Title I School
SCHOOL
Arthur T. Cummings Elementary School (03460020)
GRADES SERVED
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 achievement34----
Achievement total111260.08867.5
GrowthEnglish language arts growth34-44-
Mathematics growth44-44-
Growth total7820.08822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.19.6-7.27.6-
Percentage of possible points 84%-95%-
Criterion-referenced target percentage90%
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 growth34-
Mathematics growth34-
Growth total6822.5
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 total9.510.3-
Percentage of possible points 92%-
Criterion-referenced target percentage92%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 77

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 498.3 506.4 8.1 499.8 4354Exceeded Target
Lowest Performing 481.1 491.1 10.0 486.6 714Exceeded Target
High needs 493.6 501.3 7.7 495.4 2034Exceeded Target
Econ. Disadvantaged 494.9 502.8 7.9 496.2 1334Exceeded Target
EL and Former EL 493.3 500.4 7.1 494.6 694Exceeded Target
Students w/ disabilities 486.0 492.9 6.9 487.8 694Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 9--
Hispanic/Latino 493.7 500.2 6.5 495.2 674Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 499.2 507.5 8.3 500.9 3484Exceeded 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 499.7 502.8 3.1 501.2 4354Exceeded Target
Lowest Performing 478.5 485.9 7.4 481.5 714Exceeded Target
High needs 492.6 496.8 4.2 494.2 2034Exceeded Target
Econ. Disadvantaged 492.9 497.7 4.8 493.9 1334Exceeded Target
EL and Former EL 495.1 496.6 1.5 496.6 693Met Target
Students w/ disabilities 484.0 488.9 4.9 485.8 694Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 9--
Hispanic/Latino 491.2 495.3 4.1 492.8 674Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 501.4 504.3 2.9 503.1 3484Exceeded 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 72.6 75.7 3.1 75.3 1343Met Target
Lowest Performing-------
High needs 62.5 67.4 4.9 65.9 594Exceeded Target
Econ. Disadvantaged 64.9 72.1 7.2 68.7 354Exceeded Target
EL and Former EL 59.7 62.5 2.8 62.6 223Met Target
Students w/ disabilities 47.7 60.9 13.2 50.7 234Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 74.2 78.6 4.4 77.0 1114Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.4 50.0 2823Met Target
Lowest Performing 60.8 50.0 704Exceeded Target
High needs 57.5 50.0 1283Met Target
Econ. Disadvantaged 56.9 50.0 823Met Target
EL and Former EL 55.7 50.0 453Met Target
Students w/ disabilities 56.9 50.0 453Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 2--
Afr. Amer./Black-- 4--
Hispanic/Latino 54.2 50.0 413Met Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 60.0 50.0 2304Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.2 50.0 2824Exceeded Target
Lowest Performing 61.4 50.0 704Exceeded Target
High needs 58.9 50.0 1283Met Target
Econ. Disadvantaged 59.4 50.0 833Met Target
EL and Former EL 54.6 50.0 453Met Target
Students w/ disabilities 59.3 50.0 443Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 2--
Afr. Amer./Black-- 4--
Hispanic/Latino 56.0 50.0 423Met Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 64.9 50.0 2294Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 51.4 55.3 3.9 70.2 381No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 51.4 55.3 3.9 70.2 381No Change
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 6.2 8.8 -2.6 4.9 4680Declined
Lowest Performing 4.2 11.3 -7.1 0.3 710Declined
High needs 9.9 15.4 -5.5 7.6 2270Declined
Econ. Disadvantaged 11.8 15.6 -3.8 8.7 1280Declined
EL and Former EL 6.8 10.1 -3.3 4.1 790Declined
Students w/ disabilities 11.7 16.4 -4.7 7.9 730Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 10--
Hispanic/Latino 6.3 13.9 -7.6 2.6 790Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 6.5 7.3 -0.8 4.8 3680Declined

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 453 44999Yes 1 455 45199Yes 1 142 13998Yes 1
Lowest Performing---------------
High needs 219 21598Yes 1 220 21698Yes 1 65 6397Yes 1
Econ. Disadvantaged 144 14299Yes 1 145 14399Yes 1 39 3897Yes 1
EL and Former EL 75 7499Yes 1 75 7499Yes 1 24 24100Yes 1
Students w/ disabilities 73 7197Yes 1 73 7197Yes 1 25 2396Yes 2
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 2---- 2---- 1----
Afr. Amer./Black 9---- 10---- 2----
Hispanic/Latino 73 7299Yes 1 73 7299Yes 1 22 2195Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 360 35799Yes 1 361 35899Yes 1 116 11498Yes 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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