Massachusetts School and District Profiles

Peirce
Districts Schools
Select an Org
View Previous Year
2019
View Next Year
print page

2019 Official Accountability Report - Peirce
Organization Information
DISTRICT NAME
Arlington (00100000)		TITLE I STATUS
Title I School
SCHOOL
Peirce (00100045)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage91%42%
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 achievement04-44-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6822.55822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total1.410.3-5.37.6-
Percentage of possible points 14%-70%-
Criterion-referenced target percentage42%

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 achievement44-44-
Science achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total9.210.3-7.07.6-
Percentage of possible points 89%-92%-
Criterion-referenced target percentage91%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage45%86%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		69%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.57.6-
Percentage of possible points 86%-
2019 Annual criterion-referenced target percentage86%

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 achievement14-
Mathematics achievement24-
Science achievement---
Achievement total3867.5
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 total3.47.6-
Percentage of possible points 45%-
2018 Annual criterion-referenced target percentage45%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
73

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 509.0 507.4 -1.6 510.0 1350Declined
Lowest Performing 481.9 487.5 5.6 486.0 214Exceeded Target
High needs 491.8 498.9 7.1 492.8 464Exceeded Target
Econ. Disadvantaged---- 16--
EL and Former EL---- 16--
Students w/ disabilities 492.8 492.8 0.0 493.8 261No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 509.5 507.7 -1.8 510.5 990Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.7 504.2 -1.5 506.7 1350Declined
Lowest Performing 487.0 487.2 0.2 490.2 212Improved Below Target
High needs 492.9 498.1 5.2 494.2 464Exceeded Target
Econ. Disadvantaged---- 16--
EL and Former EL---- 16--
Students w/ disabilities 491.7 495.4 3.7 493.5 264Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 506.0 505.1 -0.9 507.0 990Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 88.9 81.4 -7.5 91.1 470Declined
Lowest Performing-------
High needs---- 15--
Econ. Disadvantaged---- 4--
EL and Former EL---- 3--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 93.5 82.3 -11.2 95.4 410Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.6 873Typical Growth - High
Lowest Performing 54.7 213Typical Growth - High
High needs 52.1 293Typical Growth - High
Econ. Disadvantaged- 13--
EL and Former EL- 7--
Students w/ disabilities- 19--
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 5--
Hispanic/Latino- 9--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 49.6 652Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.2 873Typical Growth - High
Lowest Performing 45.9 212Typical Growth - Low
High needs 43.1 292Typical Growth - Low
Econ. Disadvantaged- 13--
EL and Former EL- 7--
Students w/ disabilities- 19--
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 5--
Hispanic/Latino- 9--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 54.1 653Typical Growth - High

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 2.9 5.2 2.3 1.8 2500Declined
Lowest Performing 4.8 4.8 0.0 1.5 211No Change
High needs 5.3 6.3 1.0 3.2 790Declined
Econ. Disadvantaged---- 23--
EL and Former EL---- 30--
Students w/ disabilities 2.5 2.6 0.1 0.0 384Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 30--
Afr. Amer./Black---- 12--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 2.4 3.4 1.0 1.2 1753Met 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 138 138100Yes 1 138 138100Yes 1 48 48100Yes 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 49 49 49 49 16 16 114 114100Yes1
Econ. Disadvantaged 18 18 18 18 5 5 41----
EL and Former EL 18 18 18 18 4 4 40----
Students w/ disabilities 26 26 26 26 12 12 64 64100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 12 12 12 12-- 24----
Afr. Amer./Black 7 7 7 7 1 1 15----
Hispanic/Latino 12 12 12 12 5 5 29----
Multi-race, Non-Hisp./Lat. 6 6 6 6-- 12----
Nat. Haw. or Pacif. Isl.-----------
White 101 101 101 101 42 42 244 244100Yes1


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