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McCarthy-Towne School
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2019 Official Accountability Report - McCarthy-Towne School
Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)		TITLE I STATUS
Title I School
SCHOOL
McCarthy-Towne School (06000015)		GRADES SERVED
K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage61%73%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		68%
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 achievement44-44-
Science achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.69.6-5.87.6-
Percentage of possible points 69%-76%-
Criterion-referenced target percentage73%

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 achievement04----
Achievement total41260.07867.5
GrowthEnglish language arts growth44-34-
Mathematics growth24-34-
Growth total6820.06822.5
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 total1410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total4.09.6-6.17.6-
Percentage of possible points 42%-80%-
Criterion-referenced target percentage61%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage57%65%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		62%
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 achievement44-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
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 total6.710.3-
Percentage of possible points 65%-
2019 Annual criterion-referenced target percentage65%

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 achievement04-
Science achievement34-
Achievement total71267.5
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 total5.910.3-
Percentage of possible points 57%-
2018 Annual criterion-referenced target percentage57%

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 509.9 508.0 -1.9 510.9 3070Declined
Lowest Performing 486.8 489.1 2.3 490.9 492Improved Below Target
High needs 497.8 496.6 -1.2 499.0 1070Declined
Econ. Disadvantaged 498.5 497.1 -1.4 499.5 330Declined
EL and Former EL 499.9 498.1 -1.8 501.3 430Declined
Students w/ disabilities 492.1 490.7 -1.4 493.6 580Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 515.7 516.1 0.4 517.0 404Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino 501.7 497.1 -4.6 502.7 340Declined
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 511.3 508.9 -2.4 512.3 2010Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 500.9 502.9 2.0 502.2 3074Exceeded Target
Lowest Performing 474.9 482.5 7.6 478.6 494Exceeded Target
High needs 491.0 493.2 2.2 492.3 1074Exceeded Target
Econ. Disadvantaged 486.2 489.4 3.2 487.7 334Exceeded Target
EL and Former EL 494.5 497.8 3.3 496.0 434Exceeded Target
Students w/ disabilities 487.3 486.2 -1.1 489.4 580Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 514.6 519.6 5.0 516.7 404Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino 490.3 491.6 1.3 491.7 343Met Target
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 502.3 503.0 0.7 503.8 2012Improved Below Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 73.9 81.2 7.3 76.1 854Exceeded Target
Lowest Performing-------
High needs 65.2 70.2 5.0 68.0 264Exceeded Target
Econ. Disadvantaged---- 11--
EL and Former EL---- 9--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 73.4 83.5 10.1 75.7 564Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.7 2202Typical Growth - Low
Lowest Performing 50.6 493Typical Growth - High
High needs 47.5 762Typical Growth - Low
Econ. Disadvantaged 48.3 272Typical Growth - Low
EL and Former EL 49.6 292Typical Growth - Low
Students w/ disabilities 43.6 412Typical Growth - Low
Amer. Ind. or Alaska Nat.- 2--
Asian 53.0 213Typical Growth - High
Afr. Amer./Black- 8--
Hispanic/Latino 46.3 282Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 13--
Nat. Haw. or Pacif. Isl.----
White 49.8 1482Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.7 2213Typical Growth - High
Lowest Performing 56.7 493Typical Growth - High
High needs 48.1 752Typical Growth - Low
Econ. Disadvantaged 43.8 272Typical Growth - Low
EL and Former EL 54.2 293Typical Growth - High
Students w/ disabilities 44.9 402Typical Growth - Low
Amer. Ind. or Alaska Nat.- 2--
Asian 52.2 213Typical Growth - High
Afr. Amer./Black- 8--
Hispanic/Latino 50.8 283Typical Growth - High
Multi-race, Non-Hisp./Lat.- 13--
Nat. Haw. or Pacif. Isl.----
White 52.2 1493Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 65.2 77.8 12.6 70.6 274Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 65.2 77.8 12.6 70.6 274Exceeded 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 3.8 1.9 -1.9 2.5 4704Exceeded Target
Lowest Performing 8.2 2.0 -6.2 4.7 494Exceeded Target
High needs 8.7 1.9 -6.8 6.1 1614Exceeded Target
Econ. Disadvantaged 17.6 2.4 -15.2 13.9 424Exceeded Target
EL and Former EL 16.4 1.5 -14.9 13.4 654Exceeded Target
Students w/ disabilities 2.7 3.5 0.8 0.0 863Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 2.4 1.5 -0.9 0.0 674Exceeded Target
Afr. Amer./Black---- 16--
Hispanic/Latino 14.3 4.1 -10.2 10.6 494Exceeded Target
Multi-race, Non-Hisp./Lat.---- 30--
Nat. Haw. or Pacif. Isl.-------
White 2.0 2.0 0.0 0.6 3064Exceeded 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 321 320100Yes 1 321 320100Yes 1 88 88100Yes 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 118 118 118 118 28 28 264 264100Yes1
Econ. Disadvantaged 36 36 36 36 12 12 84 84100Yes1
EL and Former EL 52 52 52 52 11 11 115 115100Yes1
Students w/ disabilities 59 59 59 59 15 15 133 133100Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2-- 4----
Asian 46 46 46 46 9 9 101 101100Yes1
Afr. Amer./Black 13 13 13 13 3 3 29----
Hispanic/Latino 36 36 36 36 10 10 82 82100Yes1
Multi-race, Non-Hisp./Lat. 19 19 19 19 8 8 46----
Nat. Haw. or Pacif. Isl.-----------
White 205 204 205 204 58 58 468 466100Yes1


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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Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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