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Thomas Carroll
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2019 Official Accountability Report - Thomas Carroll
Organization Information
DISTRICT NAME
Peabody (02290000)		TITLE I STATUS
Title I School
SCHOOL
Thomas Carroll (02290010)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage80%39%
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 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 growth24-34-
Growth total3820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total0.99.6-5.27.6-
Percentage of possible points 9%-68%-
Criterion-referenced target percentage39%

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 achievement14-44-
Science achievement44----
Achievement total91260.08867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4820.06822.5
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 absenteeism24-14-
Advanced coursework completion------
Additional indicators total2410.01410.0
Weighted total6.69.6-6.97.6-
Percentage of possible points 69%-91%-
Criterion-referenced target percentage80%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage89%7%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		40%
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 growth14-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.710.3-
Percentage of possible points 7%-
2019 Annual criterion-referenced target percentage7%

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 achievement44-
Science achievement44-
Achievement total121267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total9.210.3-
Percentage of possible points 89%-
2018 Annual criterion-referenced target percentage89%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
39

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 499.9 496.1 -3.8 500.9 2650Declined
Lowest Performing 481.2 482.3 1.1 486.3 372Improved Below Target
High needs 496.0 492.0 -4.0 497.4 1650Declined
Econ. Disadvantaged 498.2 492.7 -5.5 499.2 1290Declined
EL and Former EL 492.3 486.9 -5.4 493.3 570Declined
Students w/ disabilities 485.4 482.4 -3.0 487.2 510Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 17--
Hispanic/Latino 497.1 489.4 -7.7 498.2 360Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 500.3 496.9 -3.4 501.6 2070Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 495.3 492.7 -2.6 496.9 2650Declined
Lowest Performing 475.2 480.7 5.5 478.9 374Exceeded Target
High needs 491.0 487.6 -3.4 492.5 1650Declined
Econ. Disadvantaged 491.9 488.3 -3.6 493.0 1290Declined
EL and Former EL 486.5 483.2 -3.3 488.4 580Declined
Students w/ disabilities 482.6 479.2 -3.4 484.4 510Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 17--
Hispanic/Latino 491.4 484.4 -7.0 492.8 360Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 496.3 494.0 -2.3 497.8 2070Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 78.3 70.7 -7.6 81.0 870Declined
Lowest Performing-------
High needs 72.5 64.3 -8.2 76.0 560Declined
Econ. Disadvantaged 75.0 64.8 -10.2 78.4 490Declined
EL and Former EL---- 19--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 79.6 72.4 -7.2 82.5 670Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 38.2 1681Low Growth
Lowest Performing 44.9 372Typical Growth - Low
High needs 38.2 1051Low Growth
Econ. Disadvantaged 38.0 851Low Growth
EL and Former EL 37.2 361Low Growth
Students w/ disabilities 36.7 341Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 10--
Hispanic/Latino 35.0 251Low Growth
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 37.5 1291Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 43.7 1682Typical Growth - Low
Lowest Performing 51.7 373Typical Growth - High
High needs 43.2 1052Typical Growth - Low
Econ. Disadvantaged 41.6 852Typical Growth - Low
EL and Former EL 42.4 372Typical Growth - Low
Students w/ disabilities 39.9 341Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 11--
Hispanic/Latino 34.9 251Low Growth
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 45.2 1282Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 55.2 59.7 4.5 59.2 673Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.2 59.7 4.5 59.2 673Met 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 10.3 13.9 3.6 8.8 5270Declined
Lowest Performing 8.1 13.5 5.4 3.5 370Declined
High needs 14.3 15.8 1.5 11.9 3420Declined
Econ. Disadvantaged 15.1 18.0 2.9 11.9 2330Declined
EL and Former EL 14.8 18.9 4.1 11.3 1270Declined
Students w/ disabilities 9.8 14.8 5.0 6.2 880Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 27--
Hispanic/Latino 11.5 22.8 11.3 7.3 1010Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 9.9 12.3 2.4 8.1 3890Declined

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 284 283100Yes 1 283 283100Yes 1 91 91100Yes 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 184 183 183 183 60 60 427 426100Yes1
Econ. Disadvantaged 144 143 143 143 51 51 338 337100Yes1
EL and Former EL 74 73 74 74 22 22 170 16999Yes1
Students w/ disabilities 52 52 52 52 15 15 119 119100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2 1 1 5----
Afr. Amer./Black 18 18 18 18 5 5 41----
Hispanic/Latino 46 46 46 46 15 15 107 107100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3 1 1 7----
Nat. Haw. or Pacif. Isl.-----------
White 215 214 214 214 69 69 498 497100Yes1


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