Massachusetts School and District Profiles

Frank M Sokolowski Elementary

Districts
Schools

2024

2024 Official Accountability Report - Frank M Sokolowski Elementary

Organization Information

DISTRICT NAME
Chelsea (00570000)

TITLE I STATUS
Title I School

SCHOOL
Frank M Sokolowski Elementary (00570040)

GRADES SERVED
01,02,03,04

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
55% - Substantial progress toward targets	15

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	69%	46%
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		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	-	3	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	4	8	60.0	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	0	4	-
	Growth total	4	8	20.0	2	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.9	7.2	-	2.9	7.6	-
Percentage of possible points		54%		-	38%		-
2024 Annual criterion-referenced target percentage		46%

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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	4	8	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	0	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		3.4	7.2	-	6.9	7.6	-
Percentage of possible points		47%		-	91%		-
2023 Annual criterion-referenced target percentage		69%

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	54%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	53%
	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	2	4	-
	Science achievement	-	-	-
	Achievement total	4	8	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		4.0	7.6	-
Percentage of possible points		53%		-
2024 Annual criterion-referenced target percentage		53%

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	4	4	-
	Science achievement	-	-	-
	Achievement total	4	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.1	7.6	-
Percentage of possible points		54%		-
2023 Annual criterion-referenced target percentage		54%

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	479.5	479.6	0.1	482.6	247	2	Recovery Path: Improved Below Target
Lowest Performing	457.9	463.3	5.4	463.0	29	3	Path Forward: Met Target
High Needs	478.8	479.1	0.3	481.8	236	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	478.0	476.8	-1.2	481.9	161	0	Recovery Path: Declined
Low Income	479.0	479.0	0.0	481.9	227	1	Recovery Path: No Change
Students with Disabilities	463.8	472.5	8.7	466.4	43	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	478.8	478.4	-0.4	481.7	216	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.8	486.6	-3.2	493.3	20	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	482.8	483.6	0.8	486.1	248	2	Recovery Path: Improved Below Target
Lowest Performing	462.1	460.1	-2.0	467.4	29	0	Recovery Path: Declined
High Needs	482.1	483.0	0.9	485.4	237	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	481.8	482.3	0.5	485.3	162	2	Recovery Path: Improved Below Target
Low Income	481.9	483.0	1.1	485.3	228	2	Recovery Path: Improved Below Target
Students with Disabilities	464.5	464.7	0.2	468.4	43	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	482.5	482.7	0.2	485.8	217	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.9	491.0	3.1	491.6	20	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	49.2	114	2	Typical Growth - Low
Lowest Performing	47.1	29	2	Typical Growth - Low
High Needs	49.3	108	2	Typical Growth - Low
English Learners and Former English Learners	51.1	72	3	Typical Growth - High
Low Income	49.6	102	2	Typical Growth - Low
Students with Disabilities	47.8	24	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	5	-	-
Hispanic or Latino	49.3	99	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	10	-	-

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	46.1	117	2	Typical Growth - Low
Lowest Performing	28.7	29	0	Very Low Growth
High Needs	45.3	111	2	Typical Growth - Low
English Learners and Former English Learners	47.1	75	2	Typical Growth - Low
Low Income	46.4	105	2	Typical Growth - Low
Students with Disabilities	20.3	24	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	5	-	-
Hispanic or Latino	46.3	102	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	10	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	64.4	53.7	-10.7	69.8	257	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	64.4	53.7	-10.7	69.8	257	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	38.7	27.3	-11.4	36.5	546	4	Exceeded Target
Lowest Performing	34.5	24.1	-10.4	29.6	29	4	Exceeded Target
High Needs	38.6	28.4	-10.2	36.1	522	4	Exceeded Target
English Learners and Former English Learners	34.2	26.8	-7.4	30.9	388	4	Exceeded Target
Low Income	39.1	28.4	-10.7	36.4	500	4	Exceeded Target
Students with Disabilities	50.8	37.5	-13.3	46.5	72	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	38.0	26.8	-11.2	34.2	478	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	45.5	37.2	-8.3	42.6	43	4	Exceeded 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	285	284	100	Yes	1	285	285	100	Yes	1	0	-	-	-	-

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	274	273	274	274	0	-	548	547	100	Yes	1
English Learners and Former English Learners	199	198	199	199	0	-	398	397	100	Yes	1
Low Income	264	263	264	264	0	-	528	527	100	Yes	1
Students with Disabilities	44	44	44	44	0	-	88	88	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	-	2	-	-	-	-
Asian	1	1	1	1	0	-	2	-	-	-	-
Black or African American	11	11	11	11	0	-	22	-	-	-	-
Hispanic or Latino	247	246	247	247	0	-	494	493	100	Yes	1
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	25	25	25	25	0	-	50	50	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