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Maurice A Donahue Elementary
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2019 Official Accountability Report - Maurice A Donahue Elementary
Organization Information
DISTRICT NAME
Holyoke (01370000)		TITLE I STATUS
Title I School
SCHOOL
Maurice A Donahue Elementary (01370060)		GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Strategic Transformation		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage38%73%
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 achievement44-24-
Mathematics achievement44-44-
Science achievement34----
Achievement total111260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4820.05822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.49.6-5.27.6-
Percentage of possible points 77%-68%-
Criterion-referenced target percentage73%

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 achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-24-
Growth total3820.04822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total0.99.6-5.07.6-
Percentage of possible points 9%-66%-
Criterion-referenced target percentage38%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage7%87%
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 High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121267.5
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 total9.010.3-
Percentage of possible points 87%-
2019 Annual criterion-referenced target percentage87%

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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total0.710.3-
Percentage of possible points 7%-
2018 Annual criterion-referenced target percentage7%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
4

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 477.3 481.4 4.1 479.2 2564Exceeded Target
Lowest Performing 461.9 464.3 2.4 467.0 372Improved Below Target
High needs 476.0 480.1 4.1 477.9 2314Exceeded Target
Econ. Disadvantaged 476.2 480.2 4.0 477.3 2184Exceeded Target
EL and Former EL 471.7 474.4 2.7 473.4 1084Exceeded Target
Students w/ disabilities 468.4 471.5 3.1 470.5 724Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino 475.4 479.8 4.4 476.8 2184Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 490.6 490.9 0.3 492.1 312Improved 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 472.0 474.5 2.5 473.6 2574Exceeded Target
Lowest Performing 451.7 465.1 13.4 455.4 384Exceeded Target
High needs 470.5 473.2 2.7 472.5 2324Exceeded Target
Econ. Disadvantaged 470.4 473.3 2.9 472.2 2194Exceeded Target
EL and Former EL 467.8 471.7 3.9 469.7 1084Exceeded Target
Students w/ disabilities 464.8 466.8 2.0 467.1 733Met Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino 471.1 473.5 2.4 472.5 2184Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 480.5 481.9 1.4 482.3 323Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 41.8 45.6 3.8 44.9 853Met Target
Lowest Performing-------
High needs 38.8 44.0 5.2 42.1 754Exceeded Target
Econ. Disadvantaged 38.4 43.2 4.8 41.5 734Exceeded Target
EL and Former EL 35.3 35.3 0.0 38.4 291No Change
Students w/ disabilities 37.0 37.0 0.0 40.3 251No Change
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 40.2 43.6 3.4 43.2 703Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 12--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.4 1732Typical Growth - Low
Lowest Performing 42.3 372Typical Growth - Low
High needs 48.6 1512Typical Growth - Low
Econ. Disadvantaged 48.5 1412Typical Growth - Low
EL and Former EL 46.7 622Typical Growth - Low
Students w/ disabilities 35.1 371Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino 49.0 1482Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 49.8 212Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.6 1722Typical Growth - Low
Lowest Performing 55.4 383Typical Growth - High
High needs 48.5 1502Typical Growth - Low
Econ. Disadvantaged 48.8 1402Typical Growth - Low
EL and Former EL 51.9 613Typical Growth - High
Students w/ disabilities 42.4 372Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino 49.7 1472Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 49.5 212Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 31.3 21.6 -9.7 36.5 880Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 31.3 21.6 -9.7 36.5 880Declined
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 16.2 18.6 2.4 14.0 4040Declined
Lowest Performing 23.7 26.3 2.6 18.8 380Declined
High needs 17.7 20.3 2.6 15.2 3690Declined
Econ. Disadvantaged 17.0 22.5 5.5 14.3 3250Declined
EL and Former EL 16.7 20.0 3.3 13.4 1500Declined
Students w/ disabilities 19.5 22.9 3.4 15.2 1180Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 10--
Hispanic/Latino 15.1 18.4 3.3 11.3 3370Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 20.8 20.4 -0.4 17.9 542Improved 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 288 28699Yes 1 290 290100Yes 1 95 95100Yes 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 261 259 263 263 84 84 608 606100Yes1
Econ. Disadvantaged 244 242 247 247 82 82 573 571100Yes1
EL and Former EL 120 118 119 119 33 33 272 27099Yes1
Students w/ disabilities 81 79 82 82 28 28 191 18999Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 6 6 6 6 3 3 15----
Hispanic/Latino 245 243 246 246 79 79 570 568100Yes1
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 36 36 37 37 13 13 86 86100Yes1


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.


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Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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