Massachusetts School and District Profiles

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

2019 Official Accountability Report - James Tansey
Organization Information
DISTRICT NAME
Fall River (00950000)		TITLE I STATUS
Non-Title I School
SCHOOL
James Tansey (00950140)		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
55% - Substantial progress toward targets30

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage41%65%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		55%
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 achievement34-34-
Science achievement24----
Achievement total91267.55867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.210.3-4.57.6-
Percentage of possible points 70%-59%-
Criterion-referenced target percentage65%

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 achievement04-34-
Mathematics achievement04-04-
Science achievement44----
Achievement total41267.53867.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.010.3-3.37.6-
Percentage of possible points 39%-43%-
Criterion-referenced target percentage41%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage52%28%
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 achievement14-
Mathematics achievement04-
Science achievement24-
Achievement total31267.5
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 total2.910.3-
Percentage of possible points 28%-
2019 Annual criterion-referenced target percentage28%

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 achievement34-
Achievement total61267.5
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 total5.410.3-
Percentage of possible points 52%-
2018 Annual criterion-referenced target percentage52%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
35

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 495.6 500.1 4.5 497.5 1554Exceeded Target
Lowest Performing 475.1 478.4 3.3 480.2 252Improved Below Target
High needs 491.1 491.0 -0.1 493.0 801No Change
Econ. Disadvantaged 492.8 491.6 -1.2 493.9 700Declined
EL and Former EL---- 3--
Students w/ disabilities 476.7 481.4 4.7 478.8 264Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 496.6 501.2 4.6 498.1 1254Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 497.0 498.8 1.8 498.6 1553Met Target
Lowest Performing 474.4 478.3 3.9 478.1 253Met Target
High needs 493.0 489.9 -3.1 495.0 800Declined
Econ. Disadvantaged 494.9 490.9 -4.0 496.7 700Declined
EL and Former EL---- 3--
Students w/ disabilities 479.6 478.7 -0.9 481.9 260Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 498.5 500.1 1.6 500.3 1253Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 71.0 72.6 1.6 74.1 522Improved Below Target
Lowest Performing-------
High needs 65.5 67.2 1.7 68.8 322Improved Below Target
Econ. Disadvantaged---- 28--
EL and Former EL---- 2--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 73.6 76.8 3.2 76.9 413Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 56.5 1023Typical Growth - High
Lowest Performing 50.9 253Typical Growth - High
High needs 48.7 542Typical Growth - Low
Econ. Disadvantaged 49.4 462Typical Growth - Low
EL and Former EL- 2--
Students w/ disabilities 44.3 202Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 3--
Hispanic/Latino- 9--
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White 56.4 813Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.7 1022Typical Growth - Low
Lowest Performing 47.4 252Typical Growth - Low
High needs 43.7 542Typical Growth - Low
Econ. Disadvantaged 43.5 462Typical Growth - Low
EL and Former EL- 2--
Students w/ disabilities 48.6 202Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 3--
Hispanic/Latino- 9--
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White 44.7 812Typical 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 14.2 18.2 4.0 12.0 2640Declined
Lowest Performing 24.0 36.0 12.0 19.1 250Declined
High needs 20.3 23.5 3.2 17.8 1490Declined
Econ. Disadvantaged 22.5 24.8 2.3 19.8 1090Declined
EL and Former EL---- 14--
Students w/ disabilities 14.7 17.8 3.1 10.4 450Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 12.2 13.6 1.4 9.3 2130Declined

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 159 159100Yes 1 159 159100Yes 1 53 53100Yes 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 83 83 83 83 33 33 199 199100Yes1
Econ. Disadvantaged 73 73 73 73 29 29 175 175100Yes1
EL and Former EL 3 3 3 3 2 2 8----
Students w/ disabilities 26 26 26 26 9 9 61 61100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 5 5 5 5 3 3 13----
Hispanic/Latino 12 12 12 12 7 7 31----
Multi-race, Non-Hisp./Lat. 13 13 13 13 2 2 28----
Nat. Haw. or Pacif. Isl.-----------
White 128 128 128 128 41 41 297 297100Yes1


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