Massachusetts School and District Profiles

Colegrove Park Elementary
Districts Schools
Select an Org
View Previous Year
2019
View Next Year
print page

2019 Official Accountability Report - Colegrove Park Elementary
Organization Information
DISTRICT NAME
North Adams (02090000)		TITLE I STATUS
Title I School
SCHOOL
Colegrove Park Elementary (02090008)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
61% - Substantial progress toward targets11

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage55%66%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		61%
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 achievement24-04-
Mathematics achievement44-44-
Science achievement44----
Achievement total101267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4822.55822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total8.010.3-4.17.6-
Percentage of possible points 78%-54%-
Criterion-referenced target percentage66%

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 achievement44-34-
Mathematics achievement04-24-
Science achievement34----
Achievement total71267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3822.53822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total5.710.3-4.17.6-
Percentage of possible points 55%-54%-
Criterion-referenced target percentage55%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage54%56%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		55%
Substantial 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 achievement24-
Mathematics achievement34-
Science achievement24-
Achievement total71267.5
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 total5.810.3-
Percentage of possible points 56%-
2019 Annual criterion-referenced target percentage56%

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 achievement34-
Mathematics achievement04-
Science achievement44-
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 493.1 494.4 1.3 495.0 1512Improved Below Target
Lowest Performing 477.1 475.4 -1.7 482.2 270Declined
High needs 488.9 489.2 0.3 490.8 1072Improved Below Target
Econ. Disadvantaged 489.5 489.3 -0.2 490.6 981No Change
EL and Former EL---- 2--
Students w/ disabilities 482.5 479.8 -2.7 484.6 370Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 493.6 494.9 1.3 495.1 1273Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 486.4 489.5 3.1 488.0 1514Exceeded Target
Lowest Performing 463.4 469.8 6.4 467.1 274Exceeded Target
High needs 482.9 485.2 2.3 484.9 1073Met Target
Econ. Disadvantaged 483.1 485.0 1.9 484.9 983Met Target
EL and Former EL---- 2--
Students w/ disabilities 477.4 477.4 0.0 479.7 371No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 486.7 491.2 4.5 488.5 1274Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 62.5 72.1 9.6 65.6 354Exceeded Target
Lowest Performing-------
High needs 60.4 60.9 0.5 63.7 232Improved Below Target
Econ. Disadvantaged 60.5 62.5 2.0 63.6 203Met Target
EL and Former EL-------
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 64.3 75.9 11.6 67.6 294Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 42.8 1072Typical Growth - Low
Lowest Performing 45.2 272Typical Growth - Low
High needs 41.1 772Typical Growth - Low
Econ. Disadvantaged 41.8 712Typical Growth - Low
EL and Former EL- 1--
Students w/ disabilities 37.7 221Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 4--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 42.0 912Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.0 1062Typical Growth - Low
Lowest Performing 50.9 273Typical Growth - High
High needs 44.7 762Typical Growth - Low
Econ. Disadvantaged 44.9 702Typical Growth - Low
EL and Former EL- 1--
Students w/ disabilities 45.8 212Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 4--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 49.3 902Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 13.0 10.6 -2.4 10.8 2543Met Target
Lowest Performing 3.7 3.7 0.0 0.0 273Met Target
High needs 15.2 13.4 -1.8 12.7 1872Improved Below Target
Econ. Disadvantaged 16.4 13.8 -2.6 13.7 1673Met Target
EL and Former EL---- 5--
Students w/ disabilities 14.6 10.8 -3.8 10.3 653Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 11.3 8.2 -3.1 8.4 2073Met Target

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 156 156100Yes 1 157 157100Yes 1 38 38100Yes 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 112 112 113 113 26 26 251 251100Yes1
Econ. Disadvantaged 103 103 104 104 23 23 230 230100Yes1
EL and Former EL 2 2 2 2-- 4----
Students w/ disabilities 40 40 40 40 10 10 90 90100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 7 7 7 7 3 3 17----
Hispanic/Latino 9 9 9 9 1 1 19----
Multi-race, Non-Hisp./Lat. 8 8 8 8 2 2 18----
Nat. Haw. or Pacif. Isl.-----------
White 131 131 132 132 32 32 295 295100Yes1


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

School and District Profiles