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Elizabeth Carter Brooks
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2019 Official Accountability Report - Elizabeth Carter Brooks
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
Elizabeth Carter Brooks (02010015)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%54%
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 achievement44-44-
Mathematics achievement04-14-
Science achievement14----
Achievement total51260.05867.5
GrowthEnglish language arts growth34-44-
Mathematics growth24-24-
Growth total5820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.49.6-4.77.6-
Percentage of possible points 46%-62%-
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 achievement34-34-
Science achievement44----
Achievement total111260.07867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5820.06822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-34-
Advanced coursework completion------
Additional indicators total0410.03410.0
Weighted total7.89.6-6.47.6-
Percentage of possible points 81%-84%-
Criterion-referenced target percentage83%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage81%57%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		67%
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 achievement14-
Science achievement24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.910.3-
Percentage of possible points 57%-
2019 Annual criterion-referenced target percentage57%

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 achievement34-
Science achievement44-
Achievement total111267.5
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 total8.310.3-
Percentage of possible points 81%-
2018 Annual criterion-referenced target percentage81%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
71

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 498.4 501.0 2.6 499.4 1064Exceeded Target
Lowest Performing 475.9 483.9 8.0 481.0 204Exceeded Target
High needs 495.1 498.7 3.6 496.5 884Exceeded Target
Econ. Disadvantaged 495.1 498.3 3.2 496.1 814Exceeded Target
EL and Former EL 492.0 498.2 6.2 493.0 334Exceeded Target
Students w/ disabilities 478.4 483.4 5.0 480.2 204Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 8--
Hispanic/Latino 492.2 499.3 7.1 493.3 314Exceeded Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 503.6 503.1 -0.5 504.9 551No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 501.9 500.8 -1.1 503.5 1060Declined
Lowest Performing 483.4 483.4 0.0 487.1 201No Change
High needs 499.0 498.6 -0.4 500.5 881No Change
Econ. Disadvantaged 498.7 498.1 -0.6 499.8 810Declined
EL and Former EL 495.0 496.7 1.7 496.9 333Met Target
Students w/ disabilities 482.5 484.9 2.4 484.3 204Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 8--
Hispanic/Latino 495.4 498.5 3.1 496.8 314Exceeded Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 507.0 504.3 -2.7 508.5 550Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 73.8 73.4 -0.4 76.5 321No Change
Lowest Performing-------
High needs 69.0 71.2 2.2 72.5 262Improved Below Target
Econ. Disadvantaged 69.6 69.6 0.0 73.0 231No Change
EL and Former EL---- 9--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.2 713Typical Growth - High
Lowest Performing 62.2 204Exceeded Typical Growth
High needs 51.2 573Typical Growth - High
Econ. Disadvantaged 50.0 513Typical Growth - High
EL and Former EL 58.4 243Typical Growth - High
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 6--
Hispanic/Latino 59.6 213Typical Growth - High
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 49.3 402Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.6 712Typical Growth - Low
Lowest Performing 42.4 202Typical Growth - Low
High needs 45.8 572Typical Growth - Low
Econ. Disadvantaged 44.3 512Typical Growth - Low
EL and Former EL 48.5 242Typical Growth - Low
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 6--
Hispanic/Latino 48.8 212Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 48.0 402Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 65.4 78.0 12.6 67.6 504Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 65.4 78.0 12.6 67.6 504Exceeded Target
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 9.9 13.2 3.3 8.4 2200Declined
Lowest Performing 15.0 25.0 10.0 10.4 200Declined
High needs 11.0 15.3 4.3 8.6 1760Declined
Econ. Disadvantaged 10.5 17.6 7.1 7.3 1480Declined
EL and Former EL 8.5 19.7 11.2 5.0 610Declined
Students w/ disabilities 9.7 13.3 3.6 6.1 300Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 2--
Afr. Amer./Black---- 19--
Hispanic/Latino 9.1 16.2 7.1 4.9 740Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 10.4 13.0 2.6 8.6 1080Declined

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 115100Yes 1 115 115100Yes 1 34 34100Yes 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 96 96 96 96 27 27 219 219100Yes1
Econ. Disadvantaged 89 89 89 89 24 24 202 202100Yes1
EL and Former EL 35 35 35 35 10 10 80 80100Yes1
Students w/ disabilities 22 22 22 22 9 9 53 53100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 1 1 1 1-- 2----
Afr. Amer./Black 12 12 12 12 4 4 28----
Hispanic/Latino 31 31 31 31 10 10 72 72100Yes1
Multi-race, Non-Hisp./Lat. 10 10 10 10 1 1 21----
Nat. Haw. or Pacif. Isl.-----------
White 60 60 60 60 19 19 139 139100Yes1


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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