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Major Edwards Elementary
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2019 Official Accountability Report - Major Edwards Elementary
Organization Information
DISTRICT NAME
West Boylston (03220000)		TITLE I STATUS
Title I School
SCHOOL
Major Edwards Elementary (03220005)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
65% - Substantial progress toward targets73

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage55%71%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		65%
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 achievement44-34-
Science achievement34----
Achievement total101267.55867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
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 absenteeism04-34-
Advanced coursework completion------
Additional indicators total0410.03410.0
Weighted total8.110.3-4.87.6-
Percentage of possible points 79%-63%-
Criterion-referenced target percentage71%

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 achievement04-04-
Science achievement44----
Achievement total71267.54867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-14-
Growth total5822.54822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total6.210.3-3.77.6-
Percentage of possible points 60%-49%-
Criterion-referenced target percentage55%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage62%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		57%
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 achievement04-
Mathematics achievement44-
Science achievement---
Achievement total4867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.17.6-
Percentage of possible points 54%-
2019 Annual criterion-referenced target percentage54%

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 achievement14-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth34-
Mathematics growth14-
Growth total4822.5
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 total4.77.6-
Percentage of possible points 62%-
2018 Annual criterion-referenced target percentage62%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
68

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 508.1 508.8 0.7 509.1 1863Met Target
Lowest Performing 486.5 488.2 1.7 490.6 282Improved Below Target
High needs 496.7 495.8 -0.9 497.9 670Declined
Econ. Disadvantaged 500.5 500.3 -0.2 501.5 411No Change
EL and Former EL---- 12--
Students w/ disabilities 488.2 487.9 -0.3 489.7 281No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino 506.0 505.5 -0.5 507.0 223Met Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 508.7 508.6 -0.1 509.7 1491No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 504.1 506.9 2.8 505.4 1854Exceeded Target
Lowest Performing 482.1 485.8 3.7 485.8 283Met Target
High needs 491.9 496.6 4.7 493.2 674Exceeded Target
Econ. Disadvantaged 493.3 501.3 8.0 494.8 414Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 484.3 490.8 6.5 486.4 284Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino 497.7 501.0 3.3 499.1 224Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 505.5 507.6 2.1 507.0 1484Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 83.8 85.6 1.8 86.0 663Met Target
Lowest Performing-------
High needs---- 18--
Econ. Disadvantaged---- 10--
EL and Former EL---- 6--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 90.4 84.9 -5.5 92.7 580Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 51.1 1233Typical Growth - High
Lowest Performing 50.8 283Typical Growth - High
High needs 51.9 463Typical Growth - High
Econ. Disadvantaged 53.0 263Typical Growth - High
EL and Former EL- 8--
Students w/ disabilities- 19--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 1--
Hispanic/Latino- 17--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 50.3 1003Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 51.3 1223Typical Growth - High
Lowest Performing 48.1 282Typical Growth - Low
High needs 52.4 463Typical Growth - High
Econ. Disadvantaged 58.7 263Typical Growth - High
EL and Former EL- 8--
Students w/ disabilities- 19--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 1--
Hispanic/Latino- 17--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 53.9 993Typical 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 3.5 6.3 2.8 2.2 3190Declined
Lowest Performing 0.0 3.6 3.6 0.0 283Met Target
High needs 5.5 10.6 5.1 2.9 1230Declined
Econ. Disadvantaged 7.1 13.7 6.6 3.4 730Declined
EL and Former EL---- 31--
Students w/ disabilities 5.7 12.0 6.3 2.4 500Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 7--
Hispanic/Latino 9.1 22.0 12.9 5.4 410Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 2.6 4.0 1.4 1.2 2480Declined

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 190 18899Yes 1 190 18899Yes 1 68 68100Yes 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 70 69 70 70 20 20 160 15999Yes1
Econ. Disadvantaged 44 43 44 44 12 12 100 9999Yes1
EL and Former EL 12 11 12 12 6 6 30----
Students w/ disabilities 28 27 28 28 9 9 65 6498Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 4 4 4 4 1 1 9----
Afr. Amer./Black 2 2 2 2-- 4----
Hispanic/Latino 23 23 23 23 8 8 54 54100Yes1
Multi-race, Non-Hisp./Lat. 9 9 9 9-- 18----
Nat. Haw. or Pacif. Isl.-----------
White 152 150 152 150 59 59 363 35999Yes1


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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