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Alfred J Gomes
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2019 Official Accountability Report - Alfred J Gomes
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
Alfred J Gomes (02010063)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage75%34%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		51%
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 achievement04-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total01260.05867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-24-
Growth total3820.03822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total1.39.6-4.27.6-
Percentage of possible points 14%-55%-
Criterion-referenced target percentage34%

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 achievement24-34-
Science achievement44----
Achievement total101260.07867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-14-
Growth total5820.03822.5
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 total3410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total7.59.6-5.47.6-
Percentage of possible points 78%-71%-
Criterion-referenced target percentage75%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage79%10%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		37%
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 achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.010.3-
Percentage of possible points 10%-
2019 Annual criterion-referenced target percentage10%

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 achievement44-
Achievement total101267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total8.110.3-
Percentage of possible points 79%-
2018 Annual criterion-referenced target percentage79%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
28

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 493.2 489.4 -3.8 494.2 2370Declined
Lowest Performing 468.4 470.0 1.6 473.5 312Improved Below Target
High needs 492.8 488.7 -4.1 494.2 2300Declined
Econ. Disadvantaged 492.2 488.1 -4.1 493.2 2040Declined
EL and Former EL 491.8 487.6 -4.2 492.8 1770Declined
Students w/ disabilities 479.8 473.5 -6.3 481.6 630Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 493.9 487.8 -6.1 495.4 420Declined
Hispanic/Latino 490.7 487.5 -3.2 491.8 1530Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 501.6 497.9 -3.7 502.9 350Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 492.3 487.9 -4.4 493.9 2340Declined
Lowest Performing 465.6 468.8 3.2 469.3 313Met Target
High needs 491.9 487.4 -4.5 493.4 2270Declined
Econ. Disadvantaged 491.1 486.8 -4.3 492.2 2010Declined
EL and Former EL 490.9 486.8 -4.1 492.8 1740Declined
Students w/ disabilities 475.0 472.7 -2.3 476.8 620Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 496.7 486.5 -10.2 499.0 420Declined
Hispanic/Latino 489.7 487.1 -2.6 491.1 1500Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 499.2 492.1 -7.1 500.7 350Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 68.8 52.9 -15.9 71.5 680Declined
Lowest Performing-------
High needs 68.3 51.5 -16.8 71.8 650Declined
Econ. Disadvantaged 66.3 50.4 -15.9 69.7 570Declined
EL and Former EL 65.4 47.9 -17.5 68.0 480Declined
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 14--
Hispanic/Latino 61.6 52.3 -9.3 64.5 440Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 8--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 41.3 1392Typical Growth - Low
Lowest Performing 39.7 281Low Growth
High needs 40.8 1332Typical Growth - Low
Econ. Disadvantaged 40.8 1182Typical Growth - Low
EL and Former EL 40.3 1002Typical Growth - Low
Students w/ disabilities 32.8 321Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black 45.0 252Typical Growth - Low
Hispanic/Latino 40.3 912Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White- 17--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.6 1381Low Growth
Lowest Performing 42.1 272Typical Growth - Low
High needs 38.7 1321Low Growth
Econ. Disadvantaged 40.8 1162Typical Growth - Low
EL and Former EL 39.5 1001Low Growth
Students w/ disabilities 45.9 312Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black 36.3 251Low Growth
Hispanic/Latino 39.6 901Low Growth
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White- 18--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 62.8 65.5 2.7 66.8 2783Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.8 65.5 2.7 66.8 2783Met 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 14.5 12.1 -2.4 13.0 4714Exceeded Target
Lowest Performing 6.5 6.5 0.0 1.9 311No Change
High needs 15.0 12.5 -2.5 12.6 4573Met Target
Econ. Disadvantaged 16.1 12.8 -3.3 12.9 3683Met Target
EL and Former EL 13.9 13.3 -0.6 10.4 3682Improved Below Target
Students w/ disabilities 17.4 13.6 -3.8 13.8 1103Met Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 2--
Afr. Amer./Black 4.6 6.8 2.2 1.0 730Declined
Hispanic/Latino 15.9 14.8 -1.1 11.7 3182Improved Below Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 17.1 7.9 -9.2 15.3 634Exceeded 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 260 259100Yes 1 257 257100Yes 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 253 252 250 250 74 74 577 576100Yes1
Econ. Disadvantaged 223 222 220 220 65 65 508 507100Yes1
EL and Former EL 198 197 195 195 57 57 450 449100Yes1
Students w/ disabilities 64 63 63 63 16 16 143 14299Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2-- 4----
Asian-----------
Afr. Amer./Black 45 45 45 45 15 15 105 105100Yes1
Hispanic/Latino 171 170 168 168 52 52 391 390100Yes1
Multi-race, Non-Hisp./Lat. 6 6 6 6 2 2 14----
Nat. Haw. or Pacif. Isl.-----------
White 36 36 36 36 8 8 80 80100Yes1


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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