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King Elementary School
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2019 Official Accountability Report - King Elementary School
Organization Information
DISTRICT NAME
Framingham (01000000)		TITLE I STATUS
Non-Title I School
SCHOOL
King Elementary School (01000005)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage-71%
Weight0%100%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		71%
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 achievement34-24-
Mathematics achievement44-44-
Science achievement------
Achievement total7860.06867.5
GrowthEnglish language arts growth14-24-
Mathematics growth34-44-
Growth total4820.06822.5
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 total5.17.2-5.47.6-
Percentage of possible points 71%-71%-
Criterion-referenced target percentage71%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage-38%
Weight0%100%
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 achievement34-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth14-
Mathematics growth34-
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 total2.97.6-
Percentage of possible points 38%-
2019 Annual criterion-referenced target percentage38%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
13

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 494.1 495.2 1.1 495.1 1293Met Target
Lowest Performing 480.0 481.2 1.2 485.1 202Improved Below Target
High needs 489.5 488.1 -1.4 490.9 730Declined
Econ. Disadvantaged---- 48--
EL and Former EL 489.3 488.1 -1.2 490.3 500Declined
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 493.7 496.7 3.0 495.0 854Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 491.9 494.4 2.5 493.5 1294Exceeded Target
Lowest Performing 468.9 479.1 10.2 472.6 204Exceeded Target
High needs 481.9 483.5 1.6 483.4 733Met Target
Econ. Disadvantaged---- 48--
EL and Former EL 483.0 484.1 1.1 484.9 502Improved Below Target
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 491.0 496.5 5.5 492.5 854Exceeded 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 38.9 581Low Growth
Lowest Performing 45.3 202Typical Growth - Low
High needs 39.0 321Low Growth
Econ. Disadvantaged- 18--
EL and Former EL 39.0 221Low Growth
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 1--
Hispanic/Latino- 9--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 39.8 411Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 58.6 593Typical Growth - High
Lowest Performing 61.8 204Exceeded Typical Growth
High needs 57.2 333Typical Growth - High
Econ. Disadvantaged- 19--
EL and Former EL 61.2 234Exceeded Typical Growth
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 2--
Hispanic/Latino- 9--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 61.6 414Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 81.1 80.0 -1.1 83.3 501No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 81.1 80.0 -1.1 83.3 501No 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 7.7 11.5 3.8 6.2 2690Declined
Lowest Performing 15.0 25.0 10.0 10.4 200Declined
High needs 11.2 15.8 4.6 8.8 1330Declined
Econ. Disadvantaged---- 67--
EL and Former EL 12.5 14.3 1.8 9.0 770Declined
Students w/ disabilities---- 41--
Amer. Ind. or Alaska Nat.-------
Asian---- 22--
Afr. Amer./Black---- 13--
Hispanic/Latino---- 32--
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 8.6 11.1 2.5 6.8 1800Declined

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 132 132100Yes 1 132 132100Yes 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 76 76 76 76-- 152 152100Yes1
Econ. Disadvantaged 50 50 50 50-- 100 100100Yes1
EL and Former EL 51 51 51 51-- 102 102100Yes1
Students w/ disabilities 18 18 18 18-- 36----
Amer. Ind. or Alaska Nat.-----------
Asian 9 9 9 9-- 18----
Afr. Amer./Black 5 5 5 5-- 10----
Hispanic/Latino 24 24 24 24-- 48 48100Yes1
Multi-race, Non-Hisp./Lat. 8 8 8 8-- 16----
Nat. Haw. or Pacif. Isl.-----------
White 86 86 86 86-- 172 172100Yes1


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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