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Holland Elementary
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2019 Official Accountability Report - Holland Elementary
Organization Information
DISTRICT NAME
Holland (01350000)		TITLE I STATUS
Title I School
SCHOOL
Holland Elementary (01350005)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
59% - Substantial progress toward targets61

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage72%50%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		59%
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 achievement14-04-
Mathematics achievement44-44-
Science achievement14----
Achievement total61267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
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 total5.210.3-3.87.6-
Percentage of possible points 51%-50%-
Criterion-referenced target percentage50%

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 achievement24-44-
Mathematics achievement04-44-
Science achievement44----
Achievement total61267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total5.410.3-6.97.6-
Percentage of possible points 52%-91%-
Criterion-referenced target percentage72%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage26%38%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		33%
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%

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 achievement04-
Science achievement---
Achievement total1867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total2.07.6-
Percentage of possible points 26%-
2018 Annual criterion-referenced target percentage26%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
46

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 501.9 501.5 -0.4 502.9 1131No Change
Lowest Performing 482.5 479.2 -3.3 486.6 200Declined
High needs 492.6 489.1 -3.5 493.8 510Declined
Econ. Disadvantaged 496.4 490.6 -5.8 497.4 400Declined
EL and Former EL-------
Students w/ disabilities 484.3 480.3 -4.0 485.8 230Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 503.1 503.0 -0.1 504.1 991No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 499.7 501.8 2.1 501.0 1134Exceeded Target
Lowest Performing 475.9 482.9 7.0 479.6 204Exceeded Target
High needs 490.7 492.5 1.8 492.0 513Met Target
Econ. Disadvantaged 494.5 494.0 -0.5 496.0 401No Change
EL and Former EL-------
Students w/ disabilities 481.7 486.1 4.4 483.8 234Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 500.8 503.1 2.3 502.3 994Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 85.2 83.3 -1.9 87.4 241No Change
Lowest Performing-------
High needs---- 14--
Econ. Disadvantaged---- 10--
EL and Former EL-------
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 87.1 81.8 -5.3 89.4 220Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.2 832Typical Growth - Low
Lowest Performing 41.1 202Typical Growth - Low
High needs 37.4 361Low Growth
Econ. Disadvantaged 36.0 281Low Growth
EL and Former EL----
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black----
Hispanic/Latino- 7--
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 47.6 752Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 58.7 833Typical Growth - High
Lowest Performing 59.2 203Typical Growth - High
High needs 56.6 363Typical Growth - High
Econ. Disadvantaged 55.3 283Typical Growth - High
EL and Former EL----
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black----
Hispanic/Latino- 7--
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 58.9 753Typical Growth - High

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 5.4 6.8 1.4 4.1 1770Declined
Lowest Performing 5.0 15.0 10.0 1.5 200Declined
High needs 6.9 10.0 3.1 4.3 800Declined
Econ. Disadvantaged 11.4 12.5 1.1 7.7 560Declined
EL and Former EL-------
Students w/ disabilities 3.0 14.8 11.8 0.0 270Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 6.0 7.6 1.6 4.6 1570Declined

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 115 11499Yes 1 115 11499Yes 1 24 24100Yes 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 52 52 52 52 14 14 118 118100Yes1
Econ. Disadvantaged 41 41 41 41 10 10 92 92100Yes1
EL and Former EL-----------
Students w/ disabilities 24 24 24 24 7 7 55 55100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2 1 1 5----
Afr. Amer./Black 2 2 2 2-- 4----
Hispanic/Latino 9 9 9 9 1 1 19----
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 101 100 101 100 22 22 224 22299Yes1


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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