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Lura A. White Elementary School
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2019 Official Accountability Report - Lura A. White Elementary School
Organization Information
DISTRICT NAME
Ayer Shirley School District (06160000)		TITLE I STATUS
Title I School
SCHOOL
Lura A. White Elementary School (06160001)		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
54% - Substantial progress toward targets43

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage48%58%
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 achievement44-24-
Science achievement44----
Achievement total81267.54867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-24-
Growth total3822.54822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.510.3-4.07.6-
Percentage of possible points 63%-53%-
Criterion-referenced target percentage58%

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 achievement24-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total21267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total2.610.3-5.47.6-
Percentage of possible points 25%-71%-
Criterion-referenced target percentage48%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage33%65%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		52%
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 growth14-
Mathematics growth34-
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 achievement34-
Mathematics achievement14-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total3.410.3-
Percentage of possible points 33%-
2018 Annual criterion-referenced target percentage33%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
50

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 500.6 499.9 -0.7 501.6 1660Declined
Lowest Performing 482.8 483.3 0.5 487.9 262Improved Below Target
High needs 494.0 492.2 -1.8 495.4 680Declined
Econ. Disadvantaged 497.4 495.4 -2.0 498.4 430Declined
EL and Former EL---- 2--
Students w/ disabilities 486.2 487.6 1.4 488.0 423Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 5--
Hispanic/Latino 501.6 501.0 -0.6 502.7 200Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 500.4 499.6 -0.8 501.7 1360Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 496.4 500.5 4.1 498.0 1654Exceeded Target
Lowest Performing 475.0 477.5 2.5 478.7 262Improved Below Target
High needs 488.6 492.1 3.5 490.1 684Exceeded Target
Econ. Disadvantaged 489.5 495.2 5.7 490.6 434Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities 482.3 486.9 4.6 484.1 424Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 5--
Hispanic/Latino 492.3 498.8 6.5 493.7 204Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 496.7 500.6 3.9 498.2 1354Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 74.6 81.5 6.9 77.3 504Exceeded Target
Lowest Performing-------
High needs 63.5 72.8 9.3 67.0 234Exceeded Target
Econ. Disadvantaged---- 12--
EL and Former EL-------
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 73.6 80.3 6.7 76.5 384Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.3 1081Low Growth
Lowest Performing 41.2 262Typical Growth - Low
High needs 36.5 421Low Growth
Econ. Disadvantaged 37.6 241Low Growth
EL and Former EL- 1--
Students w/ disabilities 36.3 241Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 4--
Hispanic/Latino- 13--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 39.7 881Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.9 1072Typical Growth - Low
Lowest Performing 45.6 262Typical Growth - Low
High needs 51.0 413Typical Growth - High
Econ. Disadvantaged 54.0 243Typical Growth - High
EL and Former EL- 1--
Students w/ disabilities 45.1 232Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 4--
Hispanic/Latino- 13--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 47.8 872Typical 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 3.9 1.0 -2.9 2.4 2994Exceeded Target
Lowest Performing 3.8 0.0 -3.8 0.0 264Exceeded Target
High needs 7.2 2.3 -4.9 4.8 1304Exceeded Target
Econ. Disadvantaged 8.7 4.5 -4.2 5.5 664Exceeded Target
EL and Former EL---- 9--
Students w/ disabilities 6.6 0.0 -6.6 3.0 714Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 7--
Hispanic/Latino 6.3 10.3 4.0 2.1 290Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.---- 1--
White 3.2 0.0 -3.2 1.4 2444Exceeded 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 173 173100Yes 1 173 173100Yes 1 52 52100Yes 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 70 70 70 23 23 163 163100Yes1
Econ. Disadvantaged 45 45 45 45 12 12 102 102100Yes1
EL and Former EL 2 2 2 2-- 4----
Students w/ disabilities 43 43 43 43 14 14 100 100100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 6 6 6 6 3 3 15----
Hispanic/Latino 20 20 20 20 8 8 48 48100Yes1
Multi-race, Non-Hisp./Lat. 4 4 4 4 2 2 10----
Nat. Haw. or Pacif. Isl.-----------
White 141 141 141 141 39 39 321 321100Yes1


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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