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Clinton Elementary
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2019 Official Accountability Report - Clinton Elementary
Organization Information
DISTRICT NAME
Clinton (00640000)		TITLE I STATUS
Title I School
SCHOOL
Clinton Elementary (00640050)		GRADES SERVED
PK,K,01,02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low subgroup performance: White -High needs
Progress toward improvement targetsAccountability percentile
47% - Moderate progress toward targets13

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage65%34%
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 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 achievement04-04-
Mathematics achievement34-34-
Science achievement------
Achievement total3860.03867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3820.03822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.47.2-2.77.6-
Percentage of possible points 33%-36%-
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 achievement24----
Mathematics achievement34----
Science achievement------
Achievement total5880.0---
GrowthEnglish language arts growth------
Mathematics growth------
Growth total------
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 absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total4.77.2----
Percentage of possible points 65%---
Criterion-referenced target percentage65%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage88%24%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		49%
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 achievement24-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth04-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.87.6-
Percentage of possible points 24%-
2019 Annual criterion-referenced target percentage24%

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 achievement---
Achievement total7890.0
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 total6.77.6-
Percentage of possible points 88%-
2018 Annual criterion-referenced target percentage88%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
5

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 495.4 494.3 -1.1 497.3 2720Declined
Lowest Performing 477.7 473.9 -3.8 482.8 310Declined
High needs 490.0 487.6 -2.4 491.9 1450Declined
Econ. Disadvantaged 491.7 489.8 -1.9 492.8 1110Declined
EL and Former EL 481.8 479.3 -2.5 483.5 400Declined
Students w/ disabilities 485.2 481.9 -3.3 487.3 580Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 8--
Hispanic/Latino 489.5 489.6 0.1 490.9 632Improved Below Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 497.9 495.9 -2.0 499.4 1900Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 491.4 492.5 1.1 493.0 2733Met Target
Lowest Performing 469.0 473.2 4.2 472.7 313Met Target
High needs 483.4 484.1 0.7 485.4 1452Improved Below Target
Econ. Disadvantaged 485.3 486.1 0.8 487.1 1112Improved Below Target
EL and Former EL 475.5 478.1 2.6 477.4 404Exceeded Target
Students w/ disabilities 476.3 476.3 0.0 478.6 581No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 9--
Hispanic/Latino 484.7 485.7 1.0 486.1 633Met Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 494.1 494.8 0.7 495.9 1902Improved Below Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 33.6 1301Low Growth
Lowest Performing 33.3 311Low Growth
High needs 29.3 660Very Low Growth
Econ. Disadvantaged 29.6 510Very Low Growth
EL and Former EL 27.9 210Very Low Growth
Students w/ disabilities 31.2 291Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 4--
Hispanic/Latino 35.2 321Low Growth
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 32.5 881Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 42.8 1322Typical Growth - Low
Lowest Performing 47.7 312Typical Growth - Low
High needs 40.4 682Typical Growth - Low
Econ. Disadvantaged 37.9 531Low Growth
EL and Former EL 36.4 221Low Growth
Students w/ disabilities 40.0 292Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 4--
Hispanic/Latino 37.7 331Low Growth
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 45.2 892Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 66.0 56.0 -10.0 70.0 750Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 66.0 56.0 -10.0 70.0 750Declined
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 10.8 12.1 1.3 8.6 6190Declined
Lowest Performing 6.5 12.9 6.4 1.6 310Declined
High needs 14.2 15.4 1.2 11.7 3570Declined
Econ. Disadvantaged 17.2 18.0 0.8 14.5 2330Declined
EL and Former EL 16.3 14.5 -1.8 13.0 1242Improved Below Target
Students w/ disabilities 11.8 11.6 -0.2 7.5 1212Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 18--
Hispanic/Latino 12.0 14.6 2.6 8.2 1570Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 10.6 11.2 0.6 7.7 4210Declined

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 303 30099Yes 1 304 30299Yes 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 170 168 171 169-- 341 33799Yes1
Econ. Disadvantaged 133 132 134 133-- 267 26599Yes1
EL and Former EL 59 59 59 59-- 118 118100Yes1
Students w/ disabilities 62 60 62 60-- 124 12097Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 4 4 4 4-- 8----
Afr. Amer./Black 11 10 11 11-- 22----
Hispanic/Latino 73 72 74 73-- 147 14599Yes1
Multi-race, Non-Hisp./Lat. 9 9 9 9-- 18----
Nat. Haw. or Pacif. Isl.-----------
White 206 205 206 205-- 412 410100Yes1


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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