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Francis Wyman Elementary
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2022 Official Accountability Report - Francis Wyman Elementary
Organization Information
DISTRICT NAME
Burlington (00480000)		TITLE I STATUS
Title I School
SCHOOL
Francis Wyman Elementary (00480035)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Student group percentile

Group2022 percentile
High needs 53
Low income 36
English learner (EL) and Former EL -
Students with disabilities 53
American Indian or Alaskan Native -
Asian 31
African American/Black -
Hispanic or Latino -
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 56

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 504.1 501.1 248
High needs 495.1 489.6 91
Low income 492.9 487.1 51
EL and Former EL 498.3 493.6 23
Students w/ disabilities 485.0 480.6 43
Amer. Ind. or Alaska Nat.---
Asian 510.6 504.9 34
Afr. Amer./Black 497.3 489.6 30
Hispanic/Latino- 491.4 20
Multi-race, Non-Hisp./Lat.-- 12
Nat. Haw. or Pacif. Isl.---
White 503.5 502.5 152

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 505.5 504.3 247
High needs 494.9 489.5 90
Low income 493.0 486.8 51
EL and Former EL 498.9 497.3 23
Students w/ disabilities 482.8 478.5 42
Amer. Ind. or Alaska Nat.---
Asian 512.4 514.2 34
Afr. Amer./Black 496.5 489.2 30
Hispanic/Latino- 488.6 20
Multi-race, Non-Hisp./Lat.-- 12
Nat. Haw. or Pacif. Isl.---
White 504.3 506.0 151

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 501.0 502.4 97
High needs 493.6 488.5 35
Low income-- 18
EL and Former EL-- 11
Students w/ disabilities-- 13
Amer. Ind. or Alaska Nat.---
Asian-- 13
Afr. Amer./Black-- 10
Hispanic/Latino-- 11
Multi-race, Non-Hisp./Lat.-- 5
Nat. Haw. or Pacif. Isl.---
White 499.7 507.2 58

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 45.1 51.3 170
High needs 45.8 45.7 59
Low income 40.3 39.6 29
EL and Former EL-- 15
Students w/ disabilities 45.8 26
Amer. Ind. or Alaska Nat.---
Asian 49.3 52.2 25
Afr. Amer./Black-- 19
Hispanic/Latino-- 15
Multi-race, Non-Hisp./Lat.-- 5
Nat. Haw. or Pacif. Isl.---
White 42.9 52.1 106

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 44.4 50.9 169
High needs 42.8 42.5 58
Low income 43.1 45.8 29
EL and Former EL-- 15
Students w/ disabilities 40.8 33.7 25
Amer. Ind. or Alaska Nat.---
Asian 47.5 54.7 25
Afr. Amer./Black-- 19
Hispanic/Latino-- 15
Multi-race, Non-Hisp./Lat.-- 5
Nat. Haw. or Pacif. Isl.---
White 42.2 50.8 105

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 17
High needs---
Low income---
EL and Former EL-- 17
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 4.3 2.9 452
High needs 8.3 6.1 180
Low income 14.0 8.6 105
EL and Former EL 5.2 3.8 53
Students w/ disabilities 3.4 4.9 81
Amer. Ind. or Alaska Nat.---
Asian 2.3 7.1 70
Afr. Amer./Black 6.4 1.9 53
Hispanic/Latino 3.1 4.8 42
Multi-race, Non-Hisp./Lat.-- 17
Nat. Haw. or Pacif. Isl.---
White 4.3 1.9 270

*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 260 259100 261 25999 100 100100

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 102 102 103 102 38 38 243 242100
Low income 61 61 62 62 21 21 144 144100
EL and Former EL 31 31 31 31 13- 75 75100
Students w/ disabilities 45 45 45 44 14- 104 10399
Amer. Ind. or Alaska Nat.---------
Asian 35 35 35 35 14- 84 84100
Afr. Amer./Black 32 32 32 32 10- 74 74100
Hispanic/Latino 25 25 26 26 12- 63 63100
Multi-race, Non-Hisp./Lat. 12- 12- 5- 29--
Nat. Haw. or Pacif. Isl.---------
White 156 155 156 154 59 59 371 36899


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

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