Massachusetts School and District Profiles

Mary K. Goode Elementary School

Districts
Schools

2024

2024 Official Accountability Report - Mary K. Goode Elementary School

Organization Information

DISTRICT NAME
Middleborough (01820000)

TITLE I STATUS
Title I School

SCHOOL
Mary K. Goode Elementary School (01820010)

GRADES SERVED
01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
54% - Substantial progress toward targets	46

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	47%	59%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	54%
	Substantial 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	2	4	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	6	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		4.9	10.3	-	5.4	7.6	-
Percentage of possible points		48%		-	71%		-
2024 Annual criterion-referenced target percentage		59%

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	1	4	-	0	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	67.5	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	22.5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		5.4	10.3	-	3.1	7.6	-
Percentage of possible points		52%		-	41%		-
2023 Annual criterion-referenced target percentage		47%

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	18%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	42%
	Moderate 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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.0	10.3	-
Percentage of possible points		58%		-
2024 Annual criterion-referenced target percentage		58%

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	1	4	-
	Achievement total	1	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		1.8	10.3	-
Percentage of possible points		18%		-
2023 Annual criterion-referenced target percentage		18%

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	492.5	492.9	0.4	495.3	366	2	Recovery Path: Improved Below Target
Lowest Performing	469.8	474.5	4.7	477.1	56	2	Recovery Path: Improved Below Target
High Needs	484.2	486.8	2.6	486.5	181	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	487.2	488.5	1.3	490.4	142	2	Recovery Path: Improved Below Target
Students with Disabilities	474.8	479.9	5.1	476.9	89	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	495.8	496.0	0.2	498.1	23	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.7	493.8	1.1	495.7	306	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	496.0	498.2	2.2	498.2	364	3	Recovery Path: Met Target
Lowest Performing	466.6	476.9	10.3	470.5	55	4	Recovery Path: Exceeded Target
High Needs	486.0	489.3	3.3	488.1	180	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	487.3	489.9	2.6	489.9	141	3	Recovery Path: Met Target
Students with Disabilities	479.6	482.5	2.9	481.8	89	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	502.0	504.9	2.9	504.5	23	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.6	498.4	1.8	498.8	305	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	498.2	495.9	-2.3	500.3	119	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	39	-	-
High Needs	488.9	484.9	-4.0	492.7	60	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	493.5	485.5	-8.0	495.9	44	0	Recovery Path: Declined
Students with Disabilities	480.4	476.8	-3.6	484.2	33	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.9	496.1	-2.8	502.6	102	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	47.4	230	2	Typical Growth - Low
Lowest Performing	51.0	56	3	Typical Growth - High
High Needs	45.8	106	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	46.0	80	2	Typical Growth - Low
Students with Disabilities	43.2	55	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	10	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.1	193	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	53.1	228	3	Typical Growth - High
Lowest Performing	57.7	55	3	Typical Growth - High
High Needs	49.3	105	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	47.9	79	2	Typical Growth - Low
Students with Disabilities	45.1	55	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	9	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.5	192	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	12.7	10.3	-2.4	11.2	620	4	Exceeded Target
Lowest Performing	6.9	8.8	1.9	2.3	57	0	Declined
High Needs	18.2	13.7	-4.5	15.8	313	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	28	-	-
Low Income	18.9	16.0	-2.9	15.7	250	3	Met Target
Students with Disabilities	10.7	10.9	0.2	7.1	147	1	No Change
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	-	-	-	-	35	-	-
Multi-Race, Not Hispanic or Latino	19.0	18.4	-0.6	17.5	38	2	Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.4	9.4	-2.0	9.6	509	3	Met Target

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	376	376	100	Yes	1	375	374	100	Yes	1	123	122	99	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	186	186	185	185	61	61	432	432	100	Yes	1
English Learners and Former English Learners	15	15	14	14	4	4	33	-	-	-	-
Low Income	146	146	146	146	45	45	337	337	100	Yes	1
Students with Disabilities	91	91	90	90	33	33	214	214	100	Yes	1
American Indian or Alaska Native	3	3	3	3	0	-	6	-	-	-	-
Asian	6	6	6	6	2	2	14	-	-	-	-
Black or African American	17	17	16	16	6	6	39	-	-	-	-
Hispanic or Latino	15	15	14	14	4	4	33	-	-	-	-
Multi-Race, Not Hispanic or Latino	23	23	23	23	5	5	51	51	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	308	308	309	308	104	103	721	719	100	Yes	1

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