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Paul P Gates Elementary School
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2019 Official Accountability Report - Paul P Gates Elementary School
Organization Information
DISTRICT NAME
Acton-Boxborough (06000000)		TITLE I STATUS
Title I School
SCHOOL
Paul P Gates Elementary School (06000025)		GRADES SERVED
K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition: High Achievement - High Growth - Exceeding Targets
Progress toward improvement targetsAccountability percentile
96% - Meeting or exceeding targets96

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage91%100%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		96%
Meeting or exceeding 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 achievement44-44-
Mathematics achievement44-44-
Science achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.59.6-7.67.6-
Percentage of possible points 99%-100%-
Criterion-referenced target percentage100%

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 achievement44-44-
Science achievement34----
Achievement total111260.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-44-
Growth total8820.07822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.59.6-7.07.6-
Percentage of possible points 89%-92%-
Criterion-referenced target percentage91%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage89%97%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		94%
Meeting or exceeding 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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total7.47.6-
Percentage of possible points 97%-
2019 Annual criterion-referenced target percentage97%

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 achievement---
Achievement total8867.5
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 total6.87.6-
Percentage of possible points 89%-
2018 Annual criterion-referenced target percentage89%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
98

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 518.0 522.5 4.5 519.0 2284Exceeded Target
Lowest Performing 491.2 501.2 10.0 495.3 394Exceeded Target
High needs 503.3 513.6 10.3 504.3 874Exceeded Target
Econ. Disadvantaged 499.6 506.0 6.4 500.6 214Exceeded Target
EL and Former EL 507.4 518.3 10.9 508.4 464Exceeded Target
Students w/ disabilities 494.5 505.3 10.8 495.5 434Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 525.5 528.0 2.5 526.5 1354Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 509.8 513.9 4.1 510.8 734Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 517.0 520.3 3.3 518.0 2284Exceeded Target
Lowest Performing 490.5 496.9 6.4 493.7 394Exceeded Target
High needs 505.7 509.5 3.8 507.0 874Exceeded Target
Econ. Disadvantaged 497.3 496.9 -0.4 498.8 211No Change
EL and Former EL 511.9 517.3 5.4 513.4 464Exceeded Target
Students w/ disabilities 495.1 497.8 2.7 496.9 434Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 526.7 528.7 2.0 528.8 1354Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 506.9 508.6 1.7 507.9 734Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 88.3 94.7 6.4 90.5 474Exceeded Target
Lowest Performing-------
High needs---- 19--
Econ. Disadvantaged---- 4--
EL and Former EL---- 10--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian 95.5 96.0 0.5 97.6 254Exceeded Target
Afr. Amer./Black---- 1--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 70.3 1594Exceeded Typical Growth
Lowest Performing 66.4 394Exceeded Typical Growth
High needs 73.1 574Exceeded Typical Growth
Econ. Disadvantaged- 15--
EL and Former EL 67.4 254Exceeded Typical Growth
Students w/ disabilities 76.5 324Exceeded Typical Growth
Amer. Ind. or Alaska Nat.----
Asian 70.2 874Exceeded Typical Growth
Afr. Amer./Black- 4--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 71.1 594Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 63.8 1594Exceeded Typical Growth
Lowest Performing 62.6 394Exceeded Typical Growth
High needs 58.7 573Typical Growth - High
Econ. Disadvantaged- 15--
EL and Former EL 63.8 254Exceeded Typical Growth
Students w/ disabilities 57.9 323Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian 67.3 874Exceeded Typical Growth
Afr. Amer./Black- 4--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 61.0 594Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 78.4 78.8 0.4 82.4 333Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 78.4 78.8 0.4 82.4 333Met 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 9.3 4.1 -5.2 8.2 3434Exceeded Target
Lowest Performing 7.7 2.6 -5.1 4.4 394Exceeded Target
High needs 12.0 5.3 -6.7 9.9 1334Exceeded Target
Econ. Disadvantaged 16.2 9.1 -7.1 11.9 334Exceeded Target
EL and Former EL 12.3 4.8 -7.5 9.3 844Exceeded Target
Students w/ disabilities 8.2 3.6 -4.6 5.7 564Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 9.4 3.0 -6.4 7.3 1974Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 7.4 5.5 -1.9 6.2 1094Exceeded 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 231 231100Yes 1 231 231100Yes 1 47 47100Yes 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 90 90 90 90 19 19 199 199100Yes1
Econ. Disadvantaged 22 22 22 22 4 4 48 48100Yes1
EL and Former EL 49 49 49 49 10 10 108 108100Yes1
Students w/ disabilities 43 43 43 43 11 11 97 97100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 138 138 138 138 25 25 301 301100Yes1
Afr. Amer./Black 7 7 7 7 1 1 15----
Hispanic/Latino 9 9 9 9 3 3 21----
Multi-race, Non-Hisp./Lat. 4 4 4 4 1 1 9----
Nat. Haw. or Pacif. Isl.-----------
White 73 73 73 73 17 17 163 163100Yes1


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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Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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