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C.T. Douglas Elementary School
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2019 Official Accountability Report - C.T. Douglas Elementary School
Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)		TITLE I STATUS
Non-Title I School
SCHOOL
C.T. Douglas Elementary School (06000020)		GRADES SERVED
K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets80

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage75%40%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		54%
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 achievement04-34-
Science achievement04----
Achievement total01267.55867.5
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 absenteeism14-44-
Advanced coursework completion------
Additional indicators total1410.04410.0
Weighted total1.510.3-4.97.6-
Percentage of possible points 15%-65%-
Criterion-referenced target percentage40%

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 achievement34-34-
Science achievement04----
Achievement total71267.57867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-34-
Growth total8822.56822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total6.810.3-6.47.6-
Percentage of possible points 66%-84%-
Criterion-referenced target percentage75%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage85%11%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		40%
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 achievement04-
Achievement total01267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2019 Annual criterion-referenced target percentage11%

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 achievement34-
Achievement total111267.5
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 total8.810.3-
Percentage of possible points 85%-
2018 Annual criterion-referenced target percentage85%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
72

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 512.9 508.3 -4.6 513.9 2730Declined
Lowest Performing 489.2 490.4 1.2 493.3 482Improved Below Target
High needs 504.7 496.6 -8.1 505.7 950Declined
Econ. Disadvantaged---- 24--
EL and Former EL 515.9 511.5 -4.4 516.9 343Met Target
Students w/ disabilities 496.6 485.5 -11.1 497.6 530Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 519.7 517.7 -2.0 520.7 644Exceeded Target
Afr. Amer./Black---- 3--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 2--
White 511.8 505.8 -6.0 512.8 1810Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 507.4 503.8 -3.6 508.4 2730Declined
Lowest Performing 479.5 482.6 3.1 482.7 483Met Target
High needs 497.2 492.8 -4.4 498.5 950Declined
Econ. Disadvantaged---- 24--
EL and Former EL 514.0 513.1 -0.9 515.5 344Exceeded Target
Students w/ disabilities 485.4 479.1 -6.3 487.2 530Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 520.4 524.3 3.9 522.5 644Exceeded Target
Afr. Amer./Black---- 3--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 2--
White 504.1 497.0 -7.1 505.1 1810Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 85.3 80.1 -5.2 87.5 680Declined
Lowest Performing-------
High needs 77.7 62.0 -15.7 81.0 250Declined
Econ. Disadvantaged---- 8--
EL and Former EL---- 8--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 19--
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 83.9 76.7 -7.2 85.8 430Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.2 2013Typical Growth - High
Lowest Performing 51.3 483Typical Growth - High
High needs 43.7 692Typical Growth - Low
Econ. Disadvantaged- 15--
EL and Former EL 60.5 224Exceeded Typical Growth
Students w/ disabilities 35.3 431Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian 58.2 493Typical Growth - High
Afr. Amer./Black- 1--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 12--
Nat. Haw. or Pacif. Isl.- 2--
White 50.2 1313Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 54.5 2003Typical Growth - High
Lowest Performing 47.6 482Typical Growth - Low
High needs 50.0 693Typical Growth - High
Econ. Disadvantaged- 15--
EL and Former EL 72.4 224Exceeded Typical Growth
Students w/ disabilities 40.3 432Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian 67.9 494Exceeded Typical Growth
Afr. Amer./Black- 1--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 12--
Nat. Haw. or Pacif. Isl.- 2--
White 48.5 1302Typical Growth - Low

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 3.8 0.3 2.4 3711No Change
Lowest Performing 6.3 0.0 -6.3 3.0 484Exceeded Target
High needs 5.1 6.7 1.6 3.0 1200Declined
Econ. Disadvantaged---- 23--
EL and Former EL 3.6 8.0 4.4 0.6 500Declined
Students w/ disabilities 5.4 3.2 -2.2 2.9 623Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 4.5 5.1 0.6 2.4 790Declined
Afr. Amer./Black---- 5--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 27--
Nat. Haw. or Pacif. Isl.---- 2--
White 3.0 3.3 0.3 1.8 2423Met 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 282 282100Yes 1 282 282100Yes 1 71 71100Yes 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 103 103 103 103 28 28 234 234100Yes1
Econ. Disadvantaged 28 28 28 28 10 10 66 66100Yes1
EL and Former EL 42 42 42 42 11 11 95 95100Yes1
Students w/ disabilities 53 53 53 53 16 16 122 122100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1 1 1 3----
Asian 66 66 66 66 19 19 151 151100Yes1
Afr. Amer./Black 4 4 4 4-- 8----
Hispanic/Latino 10 10 10 10 6 6 26----
Multi-race, Non-Hisp./Lat. 18 18 18 18 2 2 38----
Nat. Haw. or Pacif. Isl. 2 2 2 2-- 4----
White 181 181 181 181 43 43 405 405100Yes1


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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