Massachusetts School and District Profiles

Raymond E. Shaw Elementary
Districts Schools
Select an Org
View Previous Year
2019
View Next Year
print page

2019 Official Accountability Report - Raymond E. Shaw Elementary
Organization Information
DISTRICT NAME
Millbury (01860000)		TITLE I STATUS
Title I School
SCHOOL
Raymond E. Shaw Elementary (01860025)		GRADES SERVED
04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage60%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		56%
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 achievement04-04-
Mathematics achievement24-44-
Science achievement44----
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total5.510.3-4.17.6-
Percentage of possible points 53%-54%-
Criterion-referenced target percentage54%

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 achievement44-44-
Mathematics achievement04-34-
Science achievement04----
Achievement total41267.57867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total4.110.3-6.07.6-
Percentage of possible points 40%-79%-
Criterion-referenced target percentage60%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage52%37%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		43%
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 achievement14-
Science achievement34-
Achievement total41267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total3.810.3-
Percentage of possible points 37%-
2019 Annual criterion-referenced target percentage37%

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 achievement44-
Mathematics achievement24-
Science achievement04-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
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
44

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 499.8 498.1 -1.7 500.8 4290Declined
Lowest Performing 475.9 474.1 -1.8 481.0 680Declined
High needs 491.1 489.3 -1.8 492.5 1990Declined
Econ. Disadvantaged 494.7 493.0 -1.7 495.7 1340Declined
EL and Former EL 493.8 493.0 -0.8 494.8 400Declined
Students w/ disabilities 477.0 476.8 -0.2 478.8 861No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 22--
Afr. Amer./Black---- 11--
Hispanic/Latino 494.2 493.1 -1.1 495.3 320Declined
Multi-race, Non-Hisp./Lat. 504.6 501.3 -3.3 505.9 310Declined
Nat. Haw. or Pacif. Isl.-------
White 500.3 498.3 -2.0 501.6 3330Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 495.8 496.6 0.8 497.4 4292Improved Below Target
Lowest Performing 473.8 478.4 4.6 477.5 674Exceeded Target
High needs 488.4 488.3 -0.1 489.9 1981No Change
Econ. Disadvantaged 491.1 492.0 0.9 492.2 1343Met Target
EL and Former EL 490.8 497.1 6.3 492.7 404Exceeded Target
Students w/ disabilities 476.7 475.5 -1.2 478.5 850Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 22--
Afr. Amer./Black---- 11--
Hispanic/Latino 489.4 490.3 0.9 490.8 323Met Target
Multi-race, Non-Hisp./Lat. 494.0 503.5 9.5 495.3 314Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 496.7 496.0 -0.7 498.2 3330Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 73.9 78.3 4.4 76.6 1374Exceeded Target
Lowest Performing-------
High needs 63.2 65.7 2.5 66.7 593Met Target
Econ. Disadvantaged 67.2 72.7 5.5 70.6 434Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities 50.0 48.1 -1.9 53.3 271No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 75.4 79.2 3.8 78.3 1063Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.0 4212Typical Growth - Low
Lowest Performing 46.2 672Typical Growth - Low
High needs 47.1 1942Typical Growth - Low
Econ. Disadvantaged 46.1 1302Typical Growth - Low
EL and Former EL 49.9 392Typical Growth - Low
Students w/ disabilities 50.8 823Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 21--
Afr. Amer./Black- 10--
Hispanic/Latino 45.8 322Typical Growth - Low
Multi-race, Non-Hisp./Lat. 42.9 312Typical Growth - Low
Nat. Haw. or Pacif. Isl.----
White 45.7 3272Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.4 4223Typical Growth - High
Lowest Performing 52.0 673Typical Growth - High
High needs 48.1 1942Typical Growth - Low
Econ. Disadvantaged 50.7 1313Typical Growth - High
EL and Former EL 61.9 394Exceeded Typical Growth
Students w/ disabilities 40.9 812Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 22--
Afr. Amer./Black- 10--
Hispanic/Latino 52.0 323Typical Growth - High
Multi-race, Non-Hisp./Lat. 66.6 314Exceeded Typical Growth
Nat. Haw. or Pacif. Isl.----
White 47.5 3272Typical 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 3.4 3.3 -0.1 1.9 4513Met Target
Lowest Performing 2.9 2.9 0.0 0.0 683Met Target
High needs 5.4 4.7 -0.7 3.0 2142Improved Below Target
Econ. Disadvantaged 8.4 4.7 -3.7 5.2 1273Met Target
EL and Former EL 2.4 7.0 4.6 0.0 430Declined
Students w/ disabilities 1.2 5.6 4.4 0.0 900Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 22--
Afr. Amer./Black---- 12--
Hispanic/Latino 4.4 3.1 -1.3 0.2 323Met Target
Multi-race, Non-Hisp./Lat. 3.4 3.1 -0.3 1.9 323Met Target
Nat. Haw. or Pacif. Isl.---- 1--
White 3.5 3.7 0.2 1.7 3523Met 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 438 436100Yes 1 441 43899Yes 1 137 137100Yes 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 204 203 206 204 59 59 469 46699Yes1
Econ. Disadvantaged 136 135 136 135 43 43 315 31399Yes1
EL and Former EL 43 43 43 43 10 10 96 96100Yes1
Students w/ disabilities 88 87 90 88 27 27 205 20299Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 22 22 22 22 3 3 47 47100Yes1
Afr. Amer./Black 12 12 12 12 1 1 25----
Hispanic/Latino 32 32 32 32 17 17 81 81100Yes1
Multi-race, Non-Hisp./Lat. 31 31 31 31 10 10 72 72100Yes1
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 340 338 343 340 106 106 789 78499Yes1


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