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Hajjar Elementary
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2019 Official Accountability Report - Hajjar Elementary
Organization Information
DISTRICT NAME
Billerica (00310000)		TITLE I STATUS
Title I School
SCHOOL
Hajjar Elementary (00310026)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
50% - Substantial progress toward targets32

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage57%45%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		50%
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 achievement44-24-
Mathematics achievement04-04-
Science achievement44----
Achievement total81267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4822.53822.5
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 total6.610.3-2.07.6-
Percentage of possible points 64%-26%-
Criterion-referenced target percentage45%

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 achievement04-24-
Science achievement14----
Achievement total51267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total4.310.3-5.47.6-
Percentage of possible points 42%-71%-
Criterion-referenced target percentage57%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage35%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		47%
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 achievement34-
Mathematics achievement24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.610.3-
Percentage of possible points 54%-
2019 Annual criterion-referenced target percentage54%

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 achievement14-
Achievement total41267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.610.3-
Percentage of possible points 35%-
2018 Annual criterion-referenced target percentage35%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
21

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 499.7 501.8 2.1 500.7 2384Exceeded Target
Lowest Performing 476.9 479.7 2.8 482.0 352Improved Below Target
High needs 489.1 491.0 1.9 490.5 943Met Target
Econ. Disadvantaged 490.0 492.9 2.9 491.0 494Exceeded Target
EL and Former EL 487.9 487.1 -0.8 488.9 260Declined
Students w/ disabilities 482.3 483.2 0.9 484.1 452Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 17--
Afr. Amer./Black---- 19--
Hispanic/Latino 493.1 498.0 4.9 494.2 304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 501.8 504.0 2.2 503.1 1664Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 498.4 496.9 -1.5 500.0 2380Declined
Lowest Performing 473.5 472.9 -0.6 477.2 350Declined
High needs 486.2 486.6 0.4 487.7 942Improved Below Target
Econ. Disadvantaged 486.3 485.8 -0.5 487.4 491No Change
EL and Former EL 488.8 495.8 7.0 490.7 264Exceeded Target
Students w/ disabilities 480.1 476.9 -3.2 481.9 450Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 17--
Afr. Amer./Black---- 19--
Hispanic/Latino 487.0 492.3 5.3 488.4 304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 500.3 498.6 -1.7 501.8 1660Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 67.8 72.2 4.4 70.5 994Exceeded Target
Lowest Performing-------
High needs 59.0 59.8 0.8 62.5 332Improved Below Target
Econ. Disadvantaged---- 15--
EL and Former EL---- 8--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 72.5 75.3 2.8 75.4 743Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.6 1562Typical Growth - Low
Lowest Performing 47.0 352Typical Growth - Low
High needs 43.9 612Typical Growth - Low
Econ. Disadvantaged 41.3 362Typical Growth - Low
EL and Former EL- 14--
Students w/ disabilities 42.4 302Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 14--
Hispanic/Latino 39.3 201Low Growth
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 48.4 1132Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 40.2 1562Typical Growth - Low
Lowest Performing 36.2 351Low Growth
High needs 41.6 612Typical Growth - Low
Econ. Disadvantaged 38.8 361Low Growth
EL and Former EL- 14--
Students w/ disabilities 34.3 301Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 14--
Hispanic/Latino 44.7 202Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 38.7 1131Low Growth

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 6.8 5.8 -1.0 5.3 4153Met Target
Lowest Performing 5.7 8.6 2.9 1.1 350Declined
High needs 10.1 11.2 1.1 7.7 1700Declined
Econ. Disadvantaged 17.9 19.4 1.5 14.7 930Declined
EL and Former EL 4.5 2.2 -2.3 1.0 454Exceeded Target
Students w/ disabilities 6.0 9.0 3.0 2.4 670Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 40--
Afr. Amer./Black---- 29--
Hispanic/Latino 5.4 6.7 1.3 1.2 450Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 7.6 5.5 -2.1 5.8 2893Met 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 249 249100Yes 1 249 249100Yes 1 104 104100Yes 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 104 104 104 104 37 37 245 245100Yes1
Econ. Disadvantaged 57 57 57 57 19 19 133 133100Yes1
EL and Former EL 30 30 30 30 9 9 69 69100Yes1
Students w/ disabilities 48 48 48 48 16 16 112 112100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 19 19 19 19 6 6 44----
Afr. Amer./Black 19 19 19 19 9 9 47----
Hispanic/Latino 33 33 33 33 13 13 79 79100Yes1
Multi-race, Non-Hisp./Lat. 5 5 5 5-- 10----
Nat. Haw. or Pacif. Isl.-----------
White 172 172 172 172 76 76 420 420100Yes1


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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