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Col Moses Parker School
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2022 Official Accountability Report - Col Moses Parker School
Organization Information
DISTRICT NAME
Chelmsford (00560000)		TITLE I STATUS
Title I School
SCHOOL
Col Moses Parker School (00560305)		GRADES SERVED
05,06,07,08
REGION
Coastal		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
81

Student group percentile

Group2022 percentile
High needs 73
Low income 76
English learner (EL) and Former EL 82
Students with disabilities 75
American Indian or Alaskan Native -
Asian 51
African American/Black 98
Hispanic or Latino 89
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 71

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 510.3 502.1 697
High needs 496.9 489.4 251
Low income 500.3 489.3 156
EL and Former EL 501.0 487.4 57
Students w/ disabilities 490.0 481.4 128
Amer. Ind. or Alaska Nat.-- 2
Asian 518.8 507.7 98
Afr. Amer./Black- 501.0 27
Hispanic/Latino 503.6 493.4 59
Multi-race, Non-Hisp./Lat.- 503.2 31
Nat. Haw. or Pacif. Isl.---
White 509.6 501.9 480

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 509.5 501.2 697
High needs 496.4 488.4 250
Low income 495.8 488.2 156
EL and Former EL 503.7 491.7 57
Students w/ disabilities 489.8 480.7 127
Amer. Ind. or Alaska Nat.-- 2
Asian 523.1 515.2 99
Afr. Amer./Black- 496.3 27
Hispanic/Latino 500.0 487.8 58
Multi-race, Non-Hisp./Lat.- 502.9 32
Nat. Haw. or Pacif. Isl.---
White 508.2 499.9 479

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 506.4 502.4 345
High needs 494.8 489.6 131
Low income 496.5 490.9 76
EL and Former EL 497.6 490.7 29
Students w/ disabilities 488.1 481.6 68
Amer. Ind. or Alaska Nat.-- 2
Asian 510.3 507.7 53
Afr. Amer./Black-- 14
Hispanic/Latino- 493.0 22
Multi-race, Non-Hisp./Lat.-- 14
Nat. Haw. or Pacif. Isl.---
White 506.8 502.4 240

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 57.3 55.4 654
High needs 54.4 51.1 226
Low income 55.4 49.0 146
EL and Former EL 53.3 48.8 52
Students w/ disabilities 52.5 48.2 106
Amer. Ind. or Alaska Nat.-- 2
Asian 61.7 61.2 92
Afr. Amer./Black 54.9 27
Hispanic/Latino 61.1 54.2 57
Multi-race, Non-Hisp./Lat. 55.1 30
Nat. Haw. or Pacif. Isl.---
White 56.1 54.3 446

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 56.8 56.5 653
High needs 54.4 50.2 227
Low income 51.3 51.0 147
EL and Former EL 63.7 57.5 53
Students w/ disabilities 53.8 42.1 107
Amer. Ind. or Alaska Nat.-- 2
Asian 63.6 64.7 93
Afr. Amer./Black 64.2 27
Hispanic/Latino 60.6 48.8 56
Multi-race, Non-Hisp./Lat. 58.3 30
Nat. Haw. or Pacif. Isl.---
White 55.3 55.1 445

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 15
High needs---
Low income---
EL and Former EL-- 15
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 3.6 3.7 738
High needs 6.6 6.8 281
Low income 10.3 9.5 179
EL and Former EL 3.1 7.8 77
Students w/ disabilities 7.5 5.3 132
Amer. Ind. or Alaska Nat.-- 2
Asian 1.9 2.8 107
Afr. Amer./Black- 0.0 28
Hispanic/Latino 2.0 10.5 76
Multi-race, Non-Hisp./Lat.- 6.3 32
Nat. Haw. or Pacif. Isl.---
White 4.0 2.8 493

*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 714 711100 719 71199 356 35299

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 264 263 265 262 138 137 667 66299
Low income 166 165 166 165 80 80 412 410100
EL and Former EL 67 67 67 67 35 35 169 169100
Students w/ disabilities 129 128 130 127 69 68 328 32398
Amer. Ind. or Alaska Nat. 2- 2- 2- 6--
Asian 105 104 105 105 56 56 266 265100
Afr. Amer./Black 27 27 27 27 14- 68 68100
Hispanic/Latino 65 65 66 64 26 25 157 15498
Multi-race, Non-Hisp./Lat. 32 31 32 32 14- 78 7799
Nat. Haw. or Pacif. Isl.---------
White 483 482 487 481 244 241 1,214 1,20499


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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