Massachusetts School and District Profiles

James Fitzgerald Elementary School

Districts
Schools

2024

2024 Official Accountability Report - James Fitzgerald Elementary School

Organization Information

DISTRICT NAME
Waltham (03080000)

TITLE I STATUS
Non-Title I School

SCHOOL
James Fitzgerald Elementary School (03080060)

GRADES SERVED
K,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
73% - Substantial progress toward targets	55

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	50%	88%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	73%
	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	3	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	6	8	20.0	7	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		7.5	9.6	-	7.4	7.6	-
Percentage of possible points		78%		-	97%		-
2024 Annual criterion-referenced target percentage		88%

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	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	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	-	5.8	7.6	-
Percentage of possible points		23%		-	76%		-
2023 Annual criterion-referenced target percentage		50%

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%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	55%
	Substantial 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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	4	4	-
	Growth total	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		8.2	10.3	-
Percentage of possible points		80%		-
2024 Annual criterion-referenced target percentage		80%

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	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	-
	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	492.6	495.5	2.9	495.5	167	3	Recovery Path: Met Target
Lowest Performing	464.1	470.7	6.6	468.3	24	4	Recovery Path: Exceeded Target
High Needs	480.9	481.4	0.5	483.6	81	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	474.3	473.1	-1.2	477.6	36	0	Recovery Path: Declined
Low Income	482.8	484.2	1.4	485.1	53	2	Recovery Path: Improved Below Target
Students with Disabilities	472.3	473.3	1.0	475.1	37	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	480.5	481.5	1.0	483.9	56	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.8	502.1	3.3	501.8	89	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	496.2	499.8	3.6	499.0	167	4	Recovery Path: Exceeded Target
Lowest Performing	462.0	477.9	15.9	467.5	24	4	Recovery Path: Exceeded Target
High Needs	484.1	487.7	3.6	486.2	81	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	478.1	483.3	5.2	480.8	36	4	Recovery Path: Exceeded Target
Low Income	486.0	490.3	4.3	488.9	53	4	Recovery Path: Exceeded Target
Students with Disabilities	475.3	480.5	5.2	478.6	37	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	484.5	488.0	3.5	487.5	56	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.0	505.3	3.3	504.0	89	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	490.5	493.3	2.8	493.2	65	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	479.8	485.2	5.4	482.2	34	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	479.7	488.0	8.3	483.1	27	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	477.4	479.1	1.7	482.5	23	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.1	496.4	-3.7	503.1	29	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	49.7	109	2	Typical Growth - Low
Lowest Performing	50.2	24	3	Typical Growth - High
High Needs	47.1	57	2	Typical Growth - Low
English Learners and Former English Learners	51.7	26	3	Typical Growth - High
Low Income	49.4	39	2	Typical Growth - Low
Students with Disabilities	46.1	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	3	-	-
Hispanic or Latino	50.5	40	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.6	55	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	60.2	109	4	Exceeded Typical Growth
Lowest Performing	70.5	24	4	Exceeded Typical Growth
High Needs	63.0	57	4	Exceeded Typical Growth
English Learners and Former English Learners	68.0	26	4	Exceeded Typical Growth
Low Income	65.1	39	4	Exceeded Typical Growth
Students with Disabilities	63.3	26	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	3	-	-
Hispanic or Latino	64.2	40	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.2	55	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	38.2	40.7	2.5	42.2	59	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	38.2	40.7	2.5	42.2	59	3	Met Target
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	9.1	9.8	0.7	7.8	315	0	Declined
Lowest Performing	15.4	8.3	-7.1	11.9	24	4	Exceeded Target
High Needs	13.6	13.6	0.0	11.0	154	1	No Change
English Learners and Former English Learners	11.3	17.7	6.4	8.3	79	0	Declined
Low Income	15.7	15.3	-0.4	12.0	111	2	Improved Below Target
Students with Disabilities	7.5	7.1	-0.4	4.2	56	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	14.7	14.4	-0.3	11.0	104	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.7	6.2	0.5	4.3	162	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	175	174	99	Yes	1	175	174	99	Yes	1	65	65	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	89	88	89	88	34	34	212	210	99	Yes	1
English Learners and Former English Learners	41	41	41	41	15	15	97	97	100	Yes	1
Low Income	60	60	60	60	27	27	147	147	100	Yes	1
Students with Disabilities	41	40	41	40	12	12	94	92	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	9	9	9	9	6	6	24	-	-	-	-
Black or African American	6	6	6	6	2	2	14	-	-	-	-
Hispanic or Latino	60	60	60	60	23	23	143	143	100	Yes	1
Multi-Race, Not Hispanic or Latino	11	10	11	10	5	5	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	89	89	89	89	29	29	207	207	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