Massachusetts School and District Profiles

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

2019 Official Accountability Report - Barry
Organization Information
DISTRICT NAME
Chicopee (00610000)		TITLE I STATUS
Title I School
SCHOOL
Barry (00610003)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage67%28%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		44%
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 achievement04-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total0.99.6-3.67.6-
Percentage of possible points 9%-47%-
Criterion-referenced target percentage28%

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 achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 total2410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total6.09.6-5.47.6-
Percentage of possible points 63%-71%-
Criterion-referenced target percentage67%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%9%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		38%
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 achievement04-
Achievement total01267.5
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 total0.910.3-
Percentage of possible points 9%-
2019 Annual criterion-referenced target percentage9%

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 achievement34-
Science achievement44-
Achievement total111267.5
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 total8.610.3-
Percentage of possible points 83%-
2018 Annual criterion-referenced target percentage83%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
78

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 508.4 502.3 -6.1 509.4 2120Declined
Lowest Performing 488.0 490.3 2.3 492.1 312Improved Below Target
High needs 505.9 499.0 -6.9 507.1 1550Declined
Econ. Disadvantaged 505.1 499.2 -5.9 506.1 1230Declined
EL and Former EL 504.5 500.3 -4.2 505.9 420Declined
Students w/ disabilities 497.6 490.2 -7.4 499.1 610Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 6--
Hispanic/Latino 504.2 500.0 -4.2 505.2 690Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White 510.2 503.6 -6.6 511.2 1230Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.1 501.4 -3.7 506.4 2120Declined
Lowest Performing 486.3 489.0 2.7 490.0 312Improved Below Target
High needs 503.0 499.3 -3.7 504.3 1550Declined
Econ. Disadvantaged 500.9 498.4 -2.5 502.4 1230Declined
EL and Former EL 504.2 504.9 0.7 505.7 422Improved Below Target
Students w/ disabilities 499.3 492.1 -7.2 501.4 610Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 6--
Hispanic/Latino 497.3 497.9 0.6 498.7 692Improved Below Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White 508.9 503.1 -5.8 510.4 1230Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 93.8 75.6 -18.2 96.0 770Declined
Lowest Performing-------
High needs 94.0 72.8 -21.2 96.8 580Declined
Econ. Disadvantaged 93.6 72.3 -21.3 96.4 470Declined
EL and Former EL---- 14--
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White 95.6 79.3 -16.3 97.9 460Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.1 1382Typical Growth - Low
Lowest Performing 49.5 312Typical Growth - Low
High needs 46.1 972Typical Growth - Low
Econ. Disadvantaged 46.9 772Typical Growth - Low
EL and Former EL 59.2 253Typical Growth - High
Students w/ disabilities 43.2 352Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 7--
Afr. Amer./Black- 6--
Hispanic/Latino 54.0 383Typical Growth - High
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.- 1--
White 45.0 832Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.5 1382Typical Growth - Low
Lowest Performing 49.4 312Typical Growth - Low
High needs 47.1 972Typical Growth - Low
Econ. Disadvantaged 48.1 772Typical Growth - Low
EL and Former EL 49.6 252Typical Growth - Low
Students w/ disabilities 43.0 352Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 7--
Afr. Amer./Black- 6--
Hispanic/Latino 59.7 383Typical Growth - High
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.- 1--
White 43.5 832Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 75.0 74.3 -0.7 79.0 351No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 75.0 74.3 -0.7 79.0 351No Change
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 11.1 15.9 4.8 9.8 3770Declined
Lowest Performing 9.7 16.1 6.4 6.2 310Declined
High needs 14.7 19.7 5.0 12.1 2590Declined
Econ. Disadvantaged 19.7 23.9 4.2 16.0 1880Declined
EL and Former EL 12.1 12.3 0.2 9.1 651No Change
Students w/ disabilities 14.5 16.8 2.3 11.2 950Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 12--
Hispanic/Latino 16.5 25.8 9.3 12.8 1200Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 8.0 11.4 3.4 6.6 2280Declined

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 226 225100Yes 1 226 225100Yes 1 82 82100Yes 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 167 166 167 166 63 63 397 39599Yes1
Econ. Disadvantaged 133 133 133 133 52 52 318 318100Yes1
EL and Former EL 45 45 45 45 16 16 106 106100Yes1
Students w/ disabilities 65 64 65 64 24 24 154 15299Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 8 8 8 8 3 3 19----
Afr. Amer./Black 6 6 6 6 3 3 15----
Hispanic/Latino 74 74 74 74 25 25 173 173100Yes1
Multi-race, Non-Hisp./Lat. 6 6 6 6 2 2 14----
Nat. Haw. or Pacif. Isl. 1 1 1 1 1 1 3----
White 131 130 131 130 48 48 310 30899Yes1


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