Massachusetts School and District Profiles

Russell Elementary School

Districts
Schools

2024

2024 Official Accountability Report - Russell Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Russell Elementary School (00350366)

GRADES SERVED
PK,K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Progress toward improvement targets	Accountability percentile
31% - Moderate progress toward targets	8

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	15%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	31%
	Moderate progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		1.0	9.6	-	5.4	7.6	-
Percentage of possible points		10%		-	71%		-
2024 Annual criterion-referenced target percentage		41%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	0	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	1	4	-	0	4	-
	Growth total	3	8	20.0	1	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		2.2	9.6	-	0.6	7.6	-
Percentage of possible points		23%		-	8%		-
2023 Annual criterion-referenced target percentage		15%

Student group percentile

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

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	23%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	16%
	Limited or no progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2024 Annual criterion-referenced target percentage		11%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.4	10.3	-
Percentage of possible points		23%		-
2023 Annual criterion-referenced target percentage		23%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	487.4	483.5	-3.9	490.0	122	0	Recovery Path: Declined
Lowest Performing	459.7	463.0	3.3	464.8	20	2	Path Forward: Improved Below Target
High Needs	486.1	482.2	-3.9	489.0	113	0	Recovery Path: Declined
English Learners and Former English Learners	484.5	481.0	-3.5	487.6	90	0	Recovery Path: Declined
Low Income	485.1	481.9	-3.2	487.6	104	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	482.5	485.4	2.9	485.4	32	3	Recovery Path: Met Target
Hispanic or Latino	484.2	481.0	-3.2	487.2	80	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	482.5	475.5	-7.0	485.8	122	0	Recovery Path: Declined
Lowest Performing	452.3	464.7	12.4	456.3	20	4	Recovery Path: Exceeded Target
High Needs	480.6	474.4	-6.2	484.2	113	0	Recovery Path: Declined
English Learners and Former English Learners	479.5	474.3	-5.2	482.8	90	0	Recovery Path: Declined
Low Income	478.7	473.5	-5.2	482.6	104	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	476.2	473.4	-2.8	479.8	32	0	Recovery Path: Declined
Hispanic or Latino	478.1	473.8	-4.3	482.2	80	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	483.7	479.2	-4.5	487.5	43	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	9	-	-
High Needs	480.9	477.4	-3.5	485.0	39	0	Recovery Path: Declined
English Learners and Former English Learners	477.7	478.6	0.9	483.5	29	2	Recovery Path: Improved Below Target
Low Income	480.6	477.7	-2.9	485.2	35	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	478.2	478.4	0.2	481.9	26	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	46.3	79	2	Typical Growth - Low
Lowest Performing	44.2	20	2	Typical Growth - Low
High Needs	46.8	72	2	Typical Growth - Low
English Learners and Former English Learners	47.2	53	2	Typical Growth - Low
Low Income	48.1	66	2	Typical Growth - Low
Students with Disabilities	-	13	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	41.7	23	2	Typical Growth - Low
Hispanic or Latino	49.4	49	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	3	-	-

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	38.9	80	1	Low Growth
Lowest Performing	47.2	20	2	Typical Growth - Low
High Needs	39.8	73	1	Low Growth
English Learners and Former English Learners	43.9	54	2	Typical Growth - Low
Low Income	39.6	67	1	Low Growth
Students with Disabilities	-	13	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	31.3	24	1	Low Growth
Hispanic or Latino	43.1	49	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	3	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	42.7	32.5	-10.2	48.1	114	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	42.7	32.5	-10.2	48.1	114	0	Declined
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	29.7	21.1	-8.6	28.2	232	4	Exceeded Target
Lowest Performing	35.0	10.0	-25.0	30.4	20	4	Exceeded Target
High Needs	30.4	21.5	-8.9	28.0	214	4	Exceeded Target
English Learners and Former English Learners	24.9	19.6	-5.3	21.4	163	4	Exceeded Target
Low Income	31.6	23.1	-8.5	28.4	195	4	Exceeded Target
Students with Disabilities	-	-	-	-	29	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	35.5	25.4	-10.1	31.9	67	4	Exceeded Target
Hispanic or Latino	29.5	20.8	-8.7	25.3	144	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	-	-	-	-	12	-	-

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	134	132	99	Yes	1	134	132	99	Yes	1	46	46	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	125	123	125	123	42	42	292	288	99	Yes	1
English Learners and Former English Learners	98	97	98	97	31	31	227	225	99	Yes	1
Low Income	116	114	116	114	38	38	270	266	99	Yes	1
Students with Disabilities	22	22	22	21	6	6	50	49	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	1	1	9	-	-	-	-
Black or African American	37	36	37	36	17	17	91	89	98	Yes	1
Hispanic or Latino	86	85	86	85	27	27	199	197	99	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	1	1	3	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	6	6	6	6	0	-	12	-	-	-	-

About this report

About the Data

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

Glossary of Accountability Terms