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Gilmore Elementary School
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2019 Official Accountability Report - Gilmore Elementary School
Organization Information
DISTRICT NAME
Brockton (00440000)		TITLE I STATUS
Title I School
SCHOOL
Gilmore Elementary School (00440055)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
66% - Substantial progress toward targets10

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage47%79%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		66%
Substantial progress toward targets

2019 Points awarded

2019 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 achievement14-34-
Mathematics achievement44-44-
Science achievement44----
Achievement total91260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.29.6-6.37.6-
Percentage of possible points 75%-83%-
Criterion-referenced target percentage79%

2018 Points awarded

2018 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 achievement24-34-
Mathematics achievement04-44-
Science achievement04----
Achievement total21260.07867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3820.03822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.19.6-5.47.6-
Percentage of possible points 22%-71%-
Criterion-referenced target percentage47%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage19%67%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		48%
Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement34-
Science achievement44-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.910.3-
Percentage of possible points 67%-
2019 Annual criterion-referenced target percentage67%

2018 Points awarded

2018 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 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 total2.010.3-
Percentage of possible points 19%-
2018 Annual criterion-referenced target percentage19%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
13

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 484.8 484.3 -0.5 486.7 2231No Change
Lowest Performing 465.2 470.1 4.9 470.3 313Met Target
High needs 483.2 482.7 -0.5 485.1 1911No Change
Econ. Disadvantaged 483.8 483.2 -0.6 484.9 1690Declined
EL and Former EL 479.3 478.9 -0.4 481.0 921No Change
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 484.3 484.0 -0.3 486.0 1741No Change
Hispanic/Latino 483.6 486.5 2.9 485.0 304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White---- 6--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 485.6 487.8 2.2 487.2 2234Exceeded Target
Lowest Performing 460.3 472.7 12.4 464.0 314Exceeded Target
High needs 484.1 486.4 2.3 486.1 1913Met Target
Econ. Disadvantaged 485.2 486.7 1.5 487.0 1693Met Target
EL and Former EL 482.3 483.5 1.2 484.2 922Improved Below Target
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 484.7 487.0 2.3 486.7 1743Met Target
Hispanic/Latino 489.3 492.2 2.9 490.7 304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White---- 6--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 53.8 63.5 9.7 56.9 744Exceeded Target
Lowest Performing-------
High needs 51.9 61.5 9.6 55.2 654Exceeded Target
Econ. Disadvantaged 51.5 61.8 10.3 54.6 554Exceeded Target
EL and Former EL 49.4 58.6 9.2 52.5 384Exceeded Target
Students w/ disabilities---- 6--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 52.6 61.9 9.3 56.0 594Exceeded Target
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.9 1372Typical Growth - Low
Lowest Performing 48.3 312Typical Growth - Low
High needs 44.7 1172Typical Growth - Low
Econ. Disadvantaged 44.1 1052Typical Growth - Low
EL and Former EL 49.2 552Typical Growth - Low
Students w/ disabilities- 11--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black 46.1 1082Typical Growth - Low
Hispanic/Latino- 16--
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White- 4--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.2 1373Typical Growth - High
Lowest Performing 59.6 313Typical Growth - High
High needs 50.9 1173Typical Growth - High
Econ. Disadvantaged 49.5 1052Typical Growth - Low
EL and Former EL 51.3 553Typical Growth - High
Students w/ disabilities- 11--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black 49.6 1082Typical Growth - Low
Hispanic/Latino- 16--
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White- 4--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 48.3 63.1 14.8 53.7 1414Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 48.3 63.1 14.8 53.7 1414Exceeded 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 17.1 13.3 -3.8 14.9 4364Exceeded Target
Lowest Performing 16.1 6.5 -9.6 11.2 314Exceeded Target
High needs 16.5 13.1 -3.4 14.0 3834Exceeded Target
Econ. Disadvantaged 20.8 14.8 -6.0 18.1 2914Exceeded Target
EL and Former EL 7.0 6.9 -0.1 3.7 2032Improved Below Target
Students w/ disabilities---- 34--
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 2--
Afr. Amer./Black 13.9 9.7 -4.2 10.3 3494Exceeded Target
Hispanic/Latino 19.4 36.0 16.6 15.6 500Declined
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

Assessment participation - All students
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 247 247100Yes 1 248 248100Yes 1 80 80100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 214 214 215 215 71 71 500 500100Yes1
Econ. Disadvantaged 184 184 185 185 60 60 429 429100Yes1
EL and Former EL 113 113 113 113 43 43 269 269100Yes1
Students w/ disabilities 18 18 18 18 6 6 42----
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 196 196 196 196 64 64 456 456100Yes1
Hispanic/Latino 31 31 31 31 8 8 70 70100Yes1
Multi-race, Non-Hisp./Lat. 13 13 13 13 4 4 30----
Nat. Haw. or Pacif. Isl.-----------
White 6 6 7 7 4 4 17----


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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