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James L. Mulcahey Elementary School
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2019 Official Accountability Report - Mulcahey Elementary School
Organization Information
DISTRICT NAME
Taunton (02930000)		TITLE I STATUS
Title I School
SCHOOL
Mulcahey Elementary School (02930015)		GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White -Economically disadvantaged -High needs
Progress toward improvement targetsAccountability percentile
16% - Limited or no progress toward targets8

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage10%19%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		16%
Limited or no 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 achievement04-04-
Mathematics achievement04-24-
Science achievement------
Achievement total0860.02867.5
GrowthEnglish language arts growth04-04-
Mathematics growth24-24-
Growth total2820.02822.5
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 total0.77.2-2.27.6-
Percentage of possible points 10%-29%-
Criterion-referenced target percentage19%

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 achievement04----
Mathematics achievement04----
Science achievement------
Achievement total0860.0---
GrowthEnglish language arts growth14----
Mathematics growth14----
Growth total2820.0---
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----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total0.77.2----
Percentage of possible points 10%---
Criterion-referenced target percentage10%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage7%8%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		8%
Limited or no 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 growth04-
Mathematics growth24-
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 total0.67.6-
Percentage of possible points 8%-
2019 Annual criterion-referenced target percentage8%

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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.57.6-
Percentage of possible points 7%-
2018 Annual criterion-referenced target percentage7%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
3

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 494.3 490.2 -4.1 496.2 1840Declined
Lowest Performing 475.2 470.0 -5.2 480.3 230Declined
High needs 489.0 484.9 -4.1 490.9 1140Declined
Econ. Disadvantaged 490.1 485.3 -4.8 491.2 1000Declined
EL and Former EL---- 18--
Students w/ disabilities 477.0 475.6 -1.4 479.1 330Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 490.6 486.4 -4.2 492.3 370Declined
Hispanic/Latino 489.9 484.5 -5.4 491.3 310Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 496.6 493.6 -3.0 498.1 1000Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 484.1 481.9 -2.2 485.7 1840Declined
Lowest Performing 461.0 463.1 2.1 464.7 232Improved Below Target
High needs 479.5 475.9 -3.6 481.5 1140Declined
Econ. Disadvantaged 480.3 475.6 -4.7 482.1 1000Declined
EL and Former EL---- 18--
Students w/ disabilities 473.1 469.7 -3.4 475.4 330Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 477.4 474.2 -3.2 479.4 370Declined
Hispanic/Latino 479.7 478.2 -1.5 481.1 310Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 487.6 486.0 -1.6 489.4 1000Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 29.5 1100Very Low Growth
Lowest Performing 28.6 220Very Low Growth
High needs 28.2 680Very Low Growth
Econ. Disadvantaged 27.4 620Very Low Growth
EL and Former EL- 11--
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black 28.5 200Very Low Growth
Hispanic/Latino 24.8 210Very Low Growth
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.----
White 32.3 601Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 43.6 1112Typical Growth - Low
Lowest Performing 42.8 232Typical Growth - Low
High needs 41.2 692Typical Growth - Low
Econ. Disadvantaged 41.7 632Typical Growth - Low
EL and Former EL- 12--
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black 39.1 201Low Growth
Hispanic/Latino 45.4 222Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.----
White 44.3 602Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 62.1 66.7 4.6 66.1 363Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 36--
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 9.8 11.1 1.3 7.6 3860Declined
Lowest Performing 13.0 4.3 -8.7 8.1 234Exceeded Target
High needs 14.8 15.0 0.2 12.3 2601No Change
Econ. Disadvantaged 17.9 18.1 0.2 15.2 1991No Change
EL and Former EL---- 58--
Students w/ disabilities 18.8 17.8 -1.0 14.5 732Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 3.7 3.8 0.1 0.1 801No Change
Hispanic/Latino 21.2 17.6 -3.6 17.4 683Met Target
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.-------
White 8.6 9.0 0.4 5.7 2101No Change

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 193 193100Yes 1 194 194100Yes 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 122 122 123 123-- 245 245100Yes1
Econ. Disadvantaged 108 108 109 109-- 217 217100Yes1
EL and Former EL 23 23 24 24-- 47 47100Yes1
Students w/ disabilities 35 35 35 35-- 70 70100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 41 41 41 41-- 82 82100Yes1
Hispanic/Latino 34 34 35 35-- 69 69100Yes1
Multi-race, Non-Hisp./Lat. 14 14 14 14-- 28----
Nat. Haw. or Pacif. Isl.-----------
White 102 102 102 102-- 204 204100Yes1


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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