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Bessie Buker Elementary
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2019 Official Accountability Report - Bessie Buker Elementary
Organization Information
DISTRICT NAME
Hamilton-Wenham (06750000)		TITLE I STATUS
Title I School
SCHOOL
Bessie Buker Elementary (06750007)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage64%67%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		66%
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 achievement34-34-
Mathematics achievement24-44-
Science achievement04----
Achievement total51267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5822.56822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.910.3-6.57.6-
Percentage of possible points 48%-86%-
Criterion-referenced target percentage67%

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----
Mathematics achievement04----
Science achievement44----
Achievement total81267.5---
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 absenteeism14----
Advanced coursework completion------
Additional indicators total1410.0---
Weighted total6.610.3----
Percentage of possible points 64%---
Criterion-referenced target percentage64%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%91%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		88%
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 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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.97.6-
Percentage of possible points 91%-
2019 Annual criterion-referenced target percentage91%

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 achievement34-
Science achievement---
Achievement total7890.0
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 total6.37.6-
Percentage of possible points 83%-
2018 Annual criterion-referenced target percentage83%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
92

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 509.9 510.5 0.6 510.9 1223Met Target
Lowest Performing 497.5 499.5 2.0 501.6 213Met Target
High needs 499.9 505.2 5.3 501.1 294Exceeded Target
Econ. Disadvantaged---- 9--
EL and Former EL-------
Students w/ disabilities 497.3 498.6 1.3 498.8 233Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 509.8 510.0 0.2 510.8 1122Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 504.8 505.2 0.4 506.1 1222Improved Below Target
Lowest Performing 483.0 487.9 4.9 486.7 214Exceeded Target
High needs 495.1 497.3 2.2 496.4 294Exceeded Target
Econ. Disadvantaged---- 9--
EL and Former EL-------
Students w/ disabilities 491.0 491.3 0.3 493.1 232Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 504.7 505.0 0.3 506.2 1122Improved 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 85.1 82.3 -2.8 87.3 410Declined
Lowest Performing-------
High needs---- 10--
Econ. Disadvantaged---- 2--
EL and Former EL-------
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 84.6 83.3 -1.3 86.9 391No Change

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 56.3 823Typical Growth - High
Lowest Performing 55.1 213Typical Growth - High
High needs 53.9 203Typical Growth - High
Econ. Disadvantaged- 6--
EL and Former EL----
Students w/ disabilities- 17--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black----
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 55.8 753Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.1 822Typical Growth - Low
Lowest Performing 51.9 213Typical Growth - High
High needs 48.8 202Typical Growth - Low
Econ. Disadvantaged- 6--
EL and Former EL----
Students w/ disabilities- 17--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black----
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 48.5 752Typical 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 5.1 2.5 -2.6 3.8 2044Exceeded Target
Lowest Performing 0.0 0.0 0.0 0.0 214Exceeded Target
High needs 8.0 2.2 -5.8 5.4 454Exceeded Target
Econ. Disadvantaged---- 15--
EL and Former EL---- 3--
Students w/ disabilities 11.4 0.0 -11.4 8.1 334Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black-------
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 5.7 2.2 -3.5 4.3 1794Exceeded 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 123 12299Yes 1 123 12299Yes 1 42 4198Yes 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 29 29 29 29 10 10 68 68100Yes1
Econ. Disadvantaged 9 9 9 9 2 2 20----
EL and Former EL-----------
Students w/ disabilities 23 23 23 23 9 9 55 55100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black-----------
Hispanic/Latino 7 7 7 7 2 2 16----
Multi-race, Non-Hisp./Lat. 2 2 2 2-- 4----
Nat. Haw. or Pacif. Isl.-----------
White 113 112 113 112 40 39 266 26399Yes1


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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