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Staff Sargent James J. Hill Elementary School
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2019 Official Accountability Report - Staff Sargent James J. Hill Elementary School
Organization Information
DISTRICT NAME
Revere (02480000)		TITLE I STATUS
Title I School
SCHOOL
Staff Sargent James J. Hill Elementary School (02480035)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage65%78%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		73%
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 achievement24-44-
Mathematics achievement34-44-
Science achievement24----
Achievement total71260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6820.07822.5
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 total0410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total5.79.6-7.47.6-
Percentage of possible points 59%-97%-
Criterion-referenced target percentage78%

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 achievement04-34-
Science achievement24----
Achievement total61260.07867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total5.09.6-5.97.6-
Percentage of possible points 52%-78%-
Criterion-referenced target percentage65%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage70%69%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		69%
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 achievement24-
Mathematics achievement34-
Science achievement34-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total7.110.3-
Percentage of possible points 69%-
2019 Annual criterion-referenced target percentage69%

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 achievement34-
Achievement total91267.5
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 total7.210.3-
Percentage of possible points 70%-
2018 Annual criterion-referenced target percentage70%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
91

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 504.1 504.2 0.1 505.1 3632Improved Below Target
Lowest Performing 481.9 487.9 6.0 486.0 534Exceeded Target
High needs 500.8 500.9 0.1 502.0 2822Improved Below Target
Econ. Disadvantaged 501.8 500.9 -0.9 502.8 2070Declined
EL and Former EL 497.3 498.1 0.8 498.7 1692Improved Below Target
Students w/ disabilities 489.5 482.5 -7.0 491.0 810Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 14--
Hispanic/Latino 502.0 501.9 -0.1 503.0 2401No Change
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 507.3 508.0 0.7 508.3 943Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 498.9 499.9 1.0 500.2 3643Met Target
Lowest Performing 472.6 485.0 12.4 476.3 534Exceeded Target
High needs 495.8 497.2 1.4 497.1 2833Met Target
Econ. Disadvantaged 496.5 497.6 1.1 498.0 2073Met Target
EL and Former EL 493.6 495.9 2.3 495.1 1694Exceeded Target
Students w/ disabilities 481.2 478.1 -3.1 483.3 820Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 14--
Hispanic/Latino 497.0 498.2 1.2 498.4 2403Met Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 500.9 502.4 1.5 502.4 953Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 82.0 82.7 0.7 84.2 1362Improved Below Target
Lowest Performing-------
High needs 78.7 79.0 0.3 81.5 1073Met Target
Econ. Disadvantaged 82.3 78.9 -3.4 85.1 773Met Target
EL and Former EL 70.9 75.8 4.9 73.8 624Exceeded Target
Students w/ disabilities---- 29--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino 79.8 81.0 1.2 83.5 923Met Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 83.8 87.1 3.3 86.1 313Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 56.7 2353Typical Growth - High
Lowest Performing 52.9 513Typical Growth - High
High needs 55.6 1853Typical Growth - High
Econ. Disadvantaged 54.9 1313Typical Growth - High
EL and Former EL 54.6 1073Typical Growth - High
Students w/ disabilities 45.9 452Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 9--
Hispanic/Latino 55.3 1583Typical Growth - High
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 60.5 574Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 56.4 2353Typical Growth - High
Lowest Performing 63.8 514Exceeded Typical Growth
High needs 55.7 1853Typical Growth - High
Econ. Disadvantaged 54.3 1313Typical Growth - High
EL and Former EL 55.5 1073Typical Growth - High
Students w/ disabilities 55.5 453Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 9--
Hispanic/Latino 54.7 1583Typical Growth - High
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 59.4 573Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 80.1 74.3 -5.8 84.1 1710Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 80.1 74.3 -5.8 84.1 1710Declined
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 4.9 3.3 -1.6 3.6 6363Met Target
Lowest Performing 3.8 1.9 -1.9 0.3 534Exceeded Target
High needs 6.5 4.0 -2.5 3.9 5013Met Target
Econ. Disadvantaged 7.5 4.6 -2.9 3.8 3062Improved Below Target
EL and Former EL 4.2 2.6 -1.6 1.2 3124Exceeded Target
Students w/ disabilities 8.4 4.7 -3.7 5.1 1293Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 18--
Afr. Amer./Black---- 23--
Hispanic/Latino 3.8 3.3 -0.5 0.1 4203Met Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 6.0 3.8 -2.2 4.6 1604Exceeded 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 377 376100Yes 1 377 377100Yes 1 139 139100Yes 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 295 294 295 295 109 109 699 698100Yes1
Econ. Disadvantaged 217 217 217 217 79 79 513 513100Yes1
EL and Former EL 177 177 177 177 63 63 417 417100Yes1
Students w/ disabilities 86 85 86 86 30 30 202 201100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 8 8 8 8 2 2 18----
Afr. Amer./Black 14 14 14 14 7 7 35----
Hispanic/Latino 252 252 252 252 95 95 599 599100Yes1
Multi-race, Non-Hisp./Lat. 6 6 6 6 4 4 16----
Nat. Haw. or Pacif. Isl.-----------
White 96 95 96 96 31 31 223 222100Yes1


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.


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