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Hobomock Elementary
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2019 Official Accountability Report - Hobomock Elementary
Organization Information
DISTRICT NAME
Pembroke (02310000)		TITLE I STATUS
Non-Title I School
SCHOOL
Hobomock Elementary (02310010)		GRADES SERVED
K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage76%59%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		66%
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 achievement34-24-
Mathematics achievement04-24-
Science achievement44----
Achievement total71267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.510.3-4.27.6-
Percentage of possible points 63%-55%-
Criterion-referenced target percentage59%

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 achievement34-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total71267.58867.5
GrowthEnglish language arts growth24-34-
Mathematics growth44-44-
Growth total6822.57822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.110.3-7.07.6-
Percentage of possible points 59%-92%-
Criterion-referenced target percentage76%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage92%20%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		49%
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 achievement---
Achievement total0867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.57.6-
Percentage of possible points 20%-
2019 Annual criterion-referenced target percentage20%

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 achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total7.07.6-
Percentage of possible points 92%-
2018 Annual criterion-referenced target percentage92%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
60

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 505.8 506.5 0.7 506.8 2593Met Target
Lowest Performing 484.1 485.3 1.2 488.2 432Improved Below Target
High needs 494.7 491.7 -3.0 495.9 690Declined
Econ. Disadvantaged 497.3 496.0 -1.3 498.3 300Declined
EL and Former EL---- 4--
Students w/ disabilities 490.6 486.2 -4.4 492.1 450Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 505.8 506.9 1.1 506.8 2563Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 509.2 505.8 -3.4 510.5 2590Declined
Lowest Performing 485.8 488.8 3.0 489.5 432Improved Below Target
High needs 498.3 490.9 -7.4 499.6 690Declined
Econ. Disadvantaged 501.6 495.4 -6.2 503.1 300Declined
EL and Former EL---- 4--
Students w/ disabilities 491.9 485.7 -6.2 494.0 450Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 509.2 506.3 -2.9 510.7 2560Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 77.6 88.7 11.1 79.8 534Exceeded Target
Lowest Performing-------
High needs---- 17--
Econ. Disadvantaged---- 5--
EL and Former EL---- 1--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 77.6 89.4 11.8 79.9 524Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 56.3 1823Typical Growth - High
Lowest Performing 49.8 432Typical Growth - Low
High needs 49.3 482Typical Growth - Low
Econ. Disadvantaged 48.5 212Typical Growth - Low
EL and Former EL- 2--
Students w/ disabilities 47.4 302Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black----
Hispanic/Latino----
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 56.3 1823Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.6 1823Typical Growth - High
Lowest Performing 54.3 433Typical Growth - High
High needs 51.7 483Typical Growth - High
Econ. Disadvantaged 44.8 212Typical Growth - Low
EL and Former EL- 2--
Students w/ disabilities 55.0 303Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black----
Hispanic/Latino----
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 57.6 1823Typical Growth - High

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 15.5 6.4 -9.1 14.2 3764Exceeded Target
Lowest Performing 23.3 11.6 -11.7 19.8 434Exceeded Target
High needs 24.7 9.9 -14.8 22.1 914Exceeded Target
Econ. Disadvantaged 18.2 17.6 -0.6 14.5 342Improved Below Target
EL and Former EL---- 10--
Students w/ disabilities 26.0 7.3 -18.7 22.7 554Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 15.2 6.2 -9.0 13.8 3694Exceeded 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 264 264100Yes 1 264 264100Yes 1 55 55100Yes 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 74 74 74 74 19 19 167 167100Yes1
Econ. Disadvantaged 32 32 32 32 6 6 70 70100Yes1
EL and Former EL 6 6 6 6 1 1 13----
Students w/ disabilities 46 46 46 46 14 14 106 106100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 1 1 1 1 1 1 3----
Hispanic/Latino 1 1 1 1-- 2----
Multi-race, Non-Hisp./Lat. 1 1 1 1 1 1 3----
Nat. Haw. or Pacif. Isl.-----------
White 260 260 260 260 53 53 573 573100Yes1


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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