Massachusetts School and District Profiles

Francis J Kane
Districts Schools
Select an Org
View Previous Year
2022
View Next Year
print page

2022 Official Accountability Report - Francis J Kane
Organization Information
DISTRICT NAME
Marlborough (01700000)		TITLE I STATUS
Title I School
SCHOOL
Francis J Kane (01700008)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-
Accountability information
Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022
School accountability percentile
38

Student group percentile

Group2022 percentile
High needs 39
Low income 38
English learner (EL) and Former EL 54
Students with disabilities 38
American Indian or Alaskan Native -
Asian -
African American/Black -
Hispanic or Latino 55
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 40

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 495.7 494.3 220
High needs 488.9 487.2 145
Low income 487.5 487.3 115
EL and Former EL 487.2 482.5 70
Students w/ disabilities 475.6 475.1 37
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black-- 9
Hispanic/Latino 489.9 485.7 96
Multi-race, Non-Hisp./Lat.-- 14
Nat. Haw. or Pacif. Isl.---
White 500.3 501.2 101

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 491.6 493.1 221
High needs 485.7 485.9 145
Low income 486.3 485.7 115
EL and Former EL 485.6 484.2 70
Students w/ disabilities 472.4 471.6 37
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black-- 9
Hispanic/Latino 486.8 483.8 96
Multi-race, Non-Hisp./Lat.-- 14
Nat. Haw. or Pacif. Isl.---
White 496.5 500.2 102

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students- 489.2 83
High needs- 483.1 57
Low income- 484.2 46
EL and Former EL- 477.8 25
Students w/ disabilities-- 12
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black-- 4
Hispanic/Latino- 483.4 37
Multi-race, Non-Hisp./Lat.-- 6
Nat. Haw. or Pacif. Isl.---
White- 493.8 36

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 43.5 47.2 145
High needs 41.1 49.4 94
Low income 38.1 47.1 75
EL and Former EL 40.3 49.5 42
Students w/ disabilities 28.0 47.0 23
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black-- 8
Hispanic/Latino 41.2 48.2 60
Multi-race, Non-Hisp./Lat.-- 10
Nat. Haw. or Pacif. Isl.---
White 43.7 45.5 67

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 56.9 57.4 147
High needs 55.5 55.6 95
Low income 56.1 54.8 76
EL and Former EL 60.9 58.2 43
Students w/ disabilities 44.8 51.9 23
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black-- 8
Hispanic/Latino 58.5 56.2 61
Multi-race, Non-Hisp./Lat.-- 10
Nat. Haw. or Pacif. Isl.---
White 57.8 57.8 68

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 68.8 52.2 67
High needs---
Low income---
EL and Former EL 68.8 52.2 67
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 7.6 2.3 427
High needs 9.4 3.3 299
Low income 11.8 2.9 239
EL and Former EL 8.3 4.3 162
Students w/ disabilities 7.1 0.0 65
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black-- 19
Hispanic/Latino 10.7 4.5 199
Multi-race, Non-Hisp./Lat.- 4.5 22
Nat. Haw. or Pacif. Isl.---
White 4.7 0.0 187

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 248 247100 248 248100 95 95100

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 172 172 172 172 69 69 413 413100
Low income 136 136 136 136 57 57 329 329100
EL and Former EL 95 95 95 95 36 36 226 226100
Students w/ disabilities 37 37 37 37 12- 86 86100
Amer. Ind. or Alaska Nat.---------
Asian---------
Afr. Amer./Black 12- 12- 5- 29--
Hispanic/Latino 118 118 118 118 46 46 282 282100
Multi-race, Non-Hisp./Lat. 14- 14- 6- 34--
Nat. Haw. or Pacif. Isl.---------
White 104 103 104 104 38 38 246 245100


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

School and District Profiles