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Erving Elementary
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2019 Official Accountability Report - Erving Elementary
Organization Information
DISTRICT NAME
Erving (00910000)		TITLE I STATUS
Title I School
SCHOOL
Erving Elementary (00910030)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage71%42%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		54%
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 achievement04-24-
Mathematics achievement04-34-
Science achievement------
Achievement total0867.55867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24----
Growth total4822.53422.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total1.37.6-4.56.7-
Percentage of possible points 17%-67%-
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 achievement44-34-
Mathematics achievement34-44-
Science achievement04----
Achievement total71267.57867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24----
Growth total5822.52422.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total6.310.3-5.46.7-
Percentage of possible points 61%-81%-
Criterion-referenced target percentage71%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage97%17%
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 achievement04-
Science achievement---
Achievement total0867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.37.6-
Percentage of possible points 17%-
2019 Annual criterion-referenced target percentage17%

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 achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth---
Growth total3422.5
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 total6.56.7-
Percentage of possible points 97%-
2018 Annual criterion-referenced target percentage97%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
20

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 498.2 495.8 -2.4 499.2 670Declined
Lowest Performing 480.5 483.0 2.5 485.6 202Improved Below Target
High needs 490.0 488.0 -2.0 491.4 290Declined
Econ. Disadvantaged 493.6 489.2 -4.4 494.6 210Declined
EL and Former EL---- 1--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 497.5 497.9 0.4 498.8 552Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 491.0 487.7 -3.3 492.6 670Declined
Lowest Performing 475.5 479.4 3.9 479.2 203Met Target
High needs 486.7 484.0 -2.7 488.2 290Declined
Econ. Disadvantaged 490.7 488.5 -2.2 491.8 210Declined
EL and Former EL---- 1--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 489.9 487.2 -2.7 491.4 550Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students---- 18--
Lowest Performing-------
High needs---- 9--
Econ. Disadvantaged---- 8--
EL and Former EL-------
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 14--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.3 462Typical Growth - Low
Lowest Performing 51.1 203Typical Growth - High
High needs 46.1 222Typical Growth - Low
Econ. Disadvantaged- 18--
EL and Former EL- 1--
Students w/ disabilities- 9--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino----
Multi-race, Non-Hisp./Lat.- 9--
Nat. Haw. or Pacif. Isl.----
White 52.5 363Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.3 442Typical Growth - Low
Lowest Performing- 18--
High needs 47.9 202Typical Growth - Low
Econ. Disadvantaged- 16--
EL and Former EL- 1--
Students w/ disabilities- 7--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino----
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White 48.1 352Typical 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 3.8 2.2 -1.6 2.3 904Exceeded Target
Lowest Performing 10.0 0.0 -10.0 5.4 204Exceeded Target
High needs 7.7 2.5 -5.2 5.3 404Exceeded Target
Econ. Disadvantaged 6.3 4.8 -1.5 3.1 212Improved Below Target
EL and Former EL---- 2--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 3.5 1.4 -2.1 1.7 744Exceeded 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 69 69100Yes 1 69 69100Yes 1 18----

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 30 30 30 30 9 9 69 69100Yes1
Econ. Disadvantaged 22 22 22 22 8 8 52 52100Yes1
EL and Former EL 1 1 1 1-- 2----
Students w/ disabilities 14 14 14 14 4 4 32----
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 1 1 1 1 1 1 3----
Hispanic/Latino 2 2 2 2-- 4----
Multi-race, Non-Hisp./Lat. 10 10 10 10 3 3 23----
Nat. Haw. or Pacif. Isl.-----------
White 56 56 56 56 14 14 126 126100Yes1


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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