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Thomas R Rodman
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2019 Official Accountability Report - Thomas R Rodman
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
Thomas R Rodman (02010125)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage61%57%
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 achievement34-04-
Mathematics achievement44-34-
Science achievement------
Achievement total7860.03867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4820.03822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total5.37.2-3.17.6-
Percentage of possible points 74%-41%-
Criterion-referenced target percentage57%

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 achievement24-14-
Science achievement14----
Achievement total71260.05867.5
GrowthEnglish language arts growth44-44-
Mathematics growth24-24-
Growth total6820.06822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total5.69.6-4.87.6-
Percentage of possible points 58%-63%-
Criterion-referenced target percentage61%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage80%70%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		74%
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 achievement34-
Mathematics achievement44-
Science achievement---
Achievement total7867.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total5.37.6-
Percentage of possible points 70%-
2019 Annual criterion-referenced target percentage70%

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 achievement---
Achievement total7867.5
GrowthEnglish language arts growth44-
Mathematics growth24-
Growth total6822.5
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 total6.17.6-
Percentage of possible points 80%-
2018 Annual criterion-referenced target percentage80%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
84

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 510.9 510.7 -0.2 511.9 753Met Target
Lowest Performing 496.4 493.0 -3.4 500.5 200Declined
High needs 508.6 507.0 -1.6 509.8 613Met Target
Econ. Disadvantaged 509.1 506.6 -2.5 510.1 563Met Target
EL and Former EL---- 19--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 513.3 509.1 -4.2 514.3 283Met Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 507.5 514.7 7.2 508.5 404Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 506.4 509.7 3.3 507.7 754Exceeded Target
Lowest Performing 495.0 496.6 1.6 498.7 203Met Target
High needs 505.2 507.7 2.5 506.5 614Exceeded Target
Econ. Disadvantaged 506.4 507.8 1.4 507.9 563Met Target
EL and Former EL---- 19--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 506.2 507.3 1.1 507.6 283Met Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 504.7 513.5 8.8 506.2 404Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students---- 18--
Lowest Performing-------
High needs---- 17--
Econ. Disadvantaged---- 16--
EL and Former EL---- 4--
Students w/ disabilities---- 3--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 9--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 40.4 512Typical Growth - Low
Lowest Performing 37.6 201Low Growth
High needs 35.1 411Low Growth
Econ. Disadvantaged 36.3 381Low Growth
EL and Former EL- 13--
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 52.8 263Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 40.9 512Typical Growth - Low
Lowest Performing 49.6 202Typical Growth - Low
High needs 38.8 411Low Growth
Econ. Disadvantaged 41.6 382Typical Growth - Low
EL and Former EL- 13--
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino- 19--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 44.4 262Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 75.0 74.4 -0.6 77.2 393Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 39--
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 11.5 12.2 0.7 10.2 1560Declined
Lowest Performing 15.0 10.0 -5.0 11.5 204Exceeded Target
High needs 13.1 13.6 0.5 10.5 1321No Change
Econ. Disadvantaged 13.1 15.3 2.2 9.4 1110Declined
EL and Former EL---- 42--
Students w/ disabilities---- 28--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 10--
Hispanic/Latino 12.5 17.2 4.7 8.8 580Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 13.2 11.3 -1.9 11.8 803Met 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 77 77100Yes 1 77 77100Yes 1 19----

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 63 63 63 63 18 18 144 144100Yes1
Econ. Disadvantaged 58 58 58 58 17 17 133 133100Yes1
EL and Former EL 21 21 21 21 5 5 47 47100Yes1
Students w/ disabilities 11 11 11 11 3 3 25----
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 3 3 3 3 1 1 7----
Hispanic/Latino 30 30 30 30 8 8 68 68100Yes1
Multi-race, Non-Hisp./Lat. 4 4 4 4 1 1 9----
Nat. Haw. or Pacif. Isl.-----------
White 40 40 40 40 9 9 89 89100Yes1


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