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Irwin M. Jacobs Elementary School
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2019 Official Accountability Report - Irwin M. Jacobs Elementary School
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
Irwin M. Jacobs Elementary School (02010070)		GRADES SERVED
PK,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

Low subgroup performance: Students w/disabilities
Progress toward improvement targetsAccountability percentile
43% - Moderate progress toward targets7

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage57%34%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		43%
Moderate 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 achievement04-44-
Mathematics achievement04-04-
Science achievement34----
Achievement total31260.04867.5
GrowthEnglish language arts growth14-34-
Mathematics growth04-04-
Growth total1820.03822.5
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 total2.39.6-3.47.6-
Percentage of possible points 24%-45%-
Criterion-referenced target percentage34%

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 achievement44-44-
Mathematics achievement04-14-
Science achievement44----
Achievement total81260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth04-04-
Growth total2820.02822.5
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 total1410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.79.6-4.27.6-
Percentage of possible points 59%-55%-
Criterion-referenced target percentage57%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage54%25%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		37%
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 achievement04-
Mathematics achievement04-
Science achievement34-
Achievement total31267.5
GrowthEnglish language arts growth14-
Mathematics growth04-
Growth total1822.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total2.610.3-
Percentage of possible points 25%-
2019 Annual criterion-referenced target percentage25%

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 achievement44-
Mathematics achievement04-
Science achievement34-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
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 total5.610.3-
Percentage of possible points 54%-
2018 Annual criterion-referenced target percentage54%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
15

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 495.8 492.0 -3.8 497.7 1690Declined
Lowest Performing 473.0 479.8 6.8 478.1 204Exceeded Target
High needs 495.4 491.5 -3.9 497.3 1630Declined
Econ. Disadvantaged 497.3 491.7 -5.6 498.4 1460Declined
EL and Former EL 492.1 487.6 -4.5 493.8 1010Declined
Students w/ disabilities 480.0 474.6 -5.4 482.1 350Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 20--
Hispanic/Latino 492.7 488.0 -4.7 494.1 1030Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 504.7 500.6 -4.1 506.2 430Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 487.2 482.0 -5.2 488.8 1680Declined
Lowest Performing 462.8 461.3 -1.5 466.5 200Declined
High needs 486.2 481.2 -5.0 488.2 1620Declined
Econ. Disadvantaged 487.6 480.9 -6.7 489.4 1450Declined
EL and Former EL 484.2 479.0 -5.2 486.1 1000Declined
Students w/ disabilities 470.4 464.5 -5.9 472.7 350Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 20--
Hispanic/Latino 484.4 478.4 -6.0 485.8 1030Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 497.1 489.1 -8.0 498.9 420Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 58.5 62.0 3.5 61.6 543Met Target
Lowest Performing-------
High needs 57.5 61.1 3.6 60.8 523Met Target
Econ. Disadvantaged 59.1 61.4 2.3 62.2 463Met Target
EL and Former EL 55.0 60.0 5.0 58.1 354Exceeded Target
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 8--
Hispanic/Latino 51.1 57.3 6.2 54.1 314Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 38.9 1051Low Growth
Lowest Performing 52.5 203Typical Growth - High
High needs 39.5 1021Low Growth
Econ. Disadvantaged 39.1 921Low Growth
EL and Former EL 41.8 642Typical Growth - Low
Students w/ disabilities 38.2 201Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 11--
Hispanic/Latino 41.3 652Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 33.8 261Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 28.6 1040Very Low Growth
Lowest Performing 24.0 200Very Low Growth
High needs 28.3 1010Very Low Growth
Econ. Disadvantaged 27.5 910Very Low Growth
EL and Former EL 29.3 630Very Low Growth
Students w/ disabilities 20.2 200Very Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 11--
Hispanic/Latino 24.9 650Very Low Growth
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 35.8 251Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 61.3 62.0 0.7 63.5 1293Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 61.3 62.0 0.7 63.5 1293Met 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 15.2 16.4 1.2 13.0 3360Declined
Lowest Performing 10.0 15.0 5.0 5.1 200Declined
High needs 18.4 16.3 -2.1 15.9 3193Met Target
Econ. Disadvantaged 17.4 17.5 0.1 14.7 2751No Change
EL and Former EL 12.1 12.0 -0.1 8.8 2002Improved Below Target
Students w/ disabilities 18.4 19.0 0.6 14.1 630Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 38--
Hispanic/Latino 12.9 15.1 2.2 9.1 2120Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 16.9 17.3 0.4 14.0 751No Change

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 197 197100Yes 1 196 196100Yes 1 59 59100Yes 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 189 189 188 188 57 57 434 434100Yes1
Econ. Disadvantaged 168 168 167 167 50 50 385 385100Yes1
EL and Former EL 116 116 115 115 37 37 268 268100Yes1
Students w/ disabilities 41 41 41 41 14 14 96 96100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 26 26 26 26 9 9 61 61100Yes1
Hispanic/Latino 119 119 119 119 33 33 271 271100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3 2 2 8----
Nat. Haw. or Pacif. Isl.-----------
White 49 49 48 48 15 15 112 112100Yes1


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.


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

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