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Lt Elmer J McMahon Elementary
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2019 Official Accountability Report - Lt Elmer J McMahon Elementary
Organization Information
DISTRICT NAME
Holyoke (01370000)		TITLE I STATUS
Title I School
SCHOOL
Lt Elmer J McMahon Elementary (01370015)		GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Strategic Transformation		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI); Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: EL and former EL
Progress toward improvement targetsAccountability percentile
65% - Substantial progress toward targets6

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage63%66%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		65%
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 achievement24-24-
Mathematics achievement14-44-
Science achievement44----
Achievement total71260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.69.6-5.67.6-
Percentage of possible points 58%-74%-
Criterion-referenced target percentage66%

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 achievement34-24-
Mathematics achievement34-44-
Science achievement24----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total6.09.6-4.77.6-
Percentage of possible points 63%-62%-
Criterion-referenced target percentage63%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage68%61%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		64%
Substantial 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 achievement24-
Mathematics achievement14-
Science achievement44-
Achievement total71267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total6.310.3-
Percentage of possible points 61%-
2019 Annual criterion-referenced target percentage61%

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 achievement34-
Mathematics achievement44-
Science achievement24-
Achievement total91267.5
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 total7.010.3-
Percentage of possible points 68%-
2018 Annual criterion-referenced target percentage68%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
9

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 488.5 489.4 0.9 490.4 2252Improved Below Target
Lowest Performing 465.9 470.1 4.2 471.0 432Improved Below Target
High needs 485.2 486.0 0.8 487.1 1762Improved Below Target
Econ. Disadvantaged 485.8 485.4 -0.4 486.9 1551No Change
EL and Former EL 477.9 479.6 1.7 479.6 423Met Target
Students w/ disabilities 475.4 479.0 3.6 477.5 654Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 5--
Hispanic/Latino 482.0 485.2 3.2 483.4 1404Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 500.9 498.9 -2.0 502.4 700Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 480.2 479.8 -0.4 481.8 2261No Change
Lowest Performing 457.8 462.7 4.9 461.5 434Exceeded Target
High needs 478.1 477.8 -0.3 480.1 1771No Change
Econ. Disadvantaged 478.9 477.0 -1.9 480.7 1560Declined
EL and Former EL 471.6 470.0 -1.6 473.5 430Declined
Students w/ disabilities 471.6 473.2 1.6 473.9 652Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 5--
Hispanic/Latino 475.9 476.2 0.3 477.3 1412Improved Below Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 488.9 488.5 -0.4 490.7 701No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 50.5 58.8 8.3 53.6 684Exceeded Target
Lowest Performing-------
High needs 46.7 57.2 10.5 50.0 454Exceeded Target
Econ. Disadvantaged 45.7 56.5 10.8 48.8 424Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino 43.3 53.3 10.0 46.3 454Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.5 1853Typical Growth - High
Lowest Performing 55.8 433Typical Growth - High
High needs 50.9 1403Typical Growth - High
Econ. Disadvantaged 50.7 1233Typical Growth - High
EL and Former EL 55.9 293Typical Growth - High
Students w/ disabilities 47.4 552Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 4--
Hispanic/Latino 53.2 1133Typical Growth - High
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 51.5 593Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.0 1862Typical Growth - Low
Lowest Performing 46.7 432Typical Growth - Low
High needs 44.9 1412Typical Growth - Low
Econ. Disadvantaged 44.0 1242Typical Growth - Low
EL and Former EL 43.6 302Typical Growth - Low
Students w/ disabilities 46.9 552Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 4--
Hispanic/Latino 42.6 1142Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 49.3 592Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 39.5 27.8 -11.7 44.7 360Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 39.5 27.8 -11.7 44.7 360Declined
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 19.0 14.0 -5.0 16.8 3444Exceeded Target
Lowest Performing 18.6 11.6 -7.0 13.7 434Exceeded Target
High needs 22.5 16.4 -6.1 20.0 2744Exceeded Target
Econ. Disadvantaged 24.6 18.3 -6.3 21.9 2294Exceeded Target
EL and Former EL 33.3 25.4 -7.9 30.0 714Exceeded Target
Students w/ disabilities 16.0 17.1 1.1 11.7 1050Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 10--
Hispanic/Latino 22.6 16.3 -6.3 18.8 2154Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 12.6 10.5 -2.1 9.7 1052Improved Below 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 254 253100Yes 1 254 254100Yes 1 77 77100Yes 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 202 201 202 202 52 52 456 455100Yes1
Econ. Disadvantaged 178 177 178 178 49 49 405 404100Yes1
EL and Former EL 51 50 51 51 12 12 114 11399Yes1
Students w/ disabilities 73 73 73 73 15 15 161 161100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 4 4 4 4 1 1 9----
Afr. Amer./Black 7 7 7 7 2 2 16----
Hispanic/Latino 160 159 160 160 51 51 371 370100Yes1
Multi-race, Non-Hisp./Lat. 6 6 6 6 3 3 15----
Nat. Haw. or Pacif. Isl.-----------
White 77 77 77 77 20 20 174 174100Yes1


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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