Massachusetts School and District Profiles

Thomas R Plympton Elementary School

Districts
Schools

2024

2024 Official Accountability Report - Thomas R Plympton Elementary School

Organization Information

DISTRICT NAME
Waltham (03080000)

TITLE I STATUS
Title I School

SCHOOL
Thomas R Plympton Elementary School (03080050)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
39% - Moderate progress toward targets	21

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	70%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	39%
	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	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	2	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	2	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		1.1	9.6	-	2.0	7.6	-
Percentage of possible points		12%		-	26%		-
2024 Annual criterion-referenced target percentage		19%

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	2	4	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		6.6	9.6	-	5.4	7.6	-
Percentage of possible points		69%		-	71%		-
2023 Annual criterion-referenced target percentage		70%

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	70%	9%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	33%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		0.9	10.3	-
Percentage of possible points		9%		-
2024 Annual criterion-referenced target percentage		9%

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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	9	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		7.2	10.3	-
Percentage of possible points		70%		-
2023 Annual criterion-referenced target percentage		70%

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	491.8	485.7	-6.1	494.8	166	0	Recovery Path: Declined
Lowest Performing	468.8	465.6	-3.2	473.9	28	0	Path Forward: Declined
High Needs	483.8	477.5	-6.3	486.3	112	0	Recovery Path: Declined
English Learners and Former English Learners	482.1	476.5	-5.6	485.2	75	0	Recovery Path: Declined
Low Income	481.8	475.4	-6.4	484.9	84	0	Recovery Path: Declined
Students with Disabilities	478.3	471.8	-6.5	481.4	36	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	490.9	487.8	-3.1	492.8	29	0	Recovery Path: Declined
Hispanic or Latino	479.5	472.5	-7.0	483.3	64	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.0	497.2	-4.8	504.8	57	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	492.9	488.3	-4.6	495.4	167	0	Recovery Path: Declined
Lowest Performing	467.0	469.9	2.9	473.2	28	2	Recovery Path: Improved Below Target
High Needs	485.3	480.5	-4.8	488.2	113	0	Recovery Path: Declined
English Learners and Former English Learners	484.3	480.1	-4.2	488.0	75	0	Recovery Path: Declined
Low Income	483.4	478.0	-5.4	486.2	85	0	Recovery Path: Declined
Students with Disabilities	478.5	475.4	-3.1	482.6	37	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	489.6	486.0	-3.6	492.6	29	0	Recovery Path: Declined
Hispanic or Latino	480.4	476.1	-4.3	483.9	64	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.3	500.5	-2.8	505.6	58	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	488.7	483.0	-5.7	491.9	59	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	10	-	-
High Needs	479.8	473.6	-6.2	483.3	40	0	Recovery Path: Declined
English Learners and Former English Learners	478.0	474.4	-3.6	481.7	27	0	Recovery Path: Declined
Low Income	478.1	471.6	-6.5	482.1	30	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	476.2	467.2	-9.0	479.1	21	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	36.8	119	1	Low Growth
Lowest Performing	35.6	27	1	Low Growth
High Needs	36.7	80	1	Low Growth
English Learners and Former English Learners	40.0	53	2	Typical Growth - Low
Low Income	37.6	60	1	Low Growth
Students with Disabilities	32.3	28	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	39.7	23	1	Low Growth
Hispanic or Latino	35.2	44	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	33.3	40	1	Low Growth

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	35.9	120	1	Low Growth
Lowest Performing	41.3	27	2	Typical Growth - Low
High Needs	35.0	81	1	Low Growth
English Learners and Former English Learners	34.8	53	1	Low Growth
Low Income	34.0	61	1	Low Growth
Students with Disabilities	33.3	29	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	37.9	23	1	Low Growth
Hispanic or Latino	32.5	44	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.9	41	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	37.5	41.0	3.5	41.5	83	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	37.5	41.0	3.5	41.5	83	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	14.1	10.9	-3.2	11.9	312	4	Exceeded Target
Lowest Performing	20.7	25.0	4.3	15.8	28	0	Declined
High Needs	18.8	12.9	-5.9	16.3	210	4	Exceeded Target
English Learners and Former English Learners	16.9	15.6	-1.3	13.6	128	2	Improved Below Target
Low Income	21.2	15.0	-6.2	18.5	167	4	Exceeded Target
Students with Disabilities	25.9	15.9	-10.0	21.6	63	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	18.2	4.1	-14.1	14.6	49	4	Exceeded Target
Hispanic or Latino	22.3	16.9	-5.4	18.5	124	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.1	6.5	-0.6	4.2	108	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	186	184	99	Yes	1	187	185	99	Yes	1	67	67	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	130	129	130	129	48	48	308	306	99	Yes	1
English Learners and Former English Learners	86	86	86	85	32	32	204	203	100	Yes	1
Low Income	100	99	100	99	37	37	237	235	99	Yes	1
Students with Disabilities	41	40	41	41	16	16	98	97	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	8	8	8	8	3	3	19	-	-	-	-
Black or African American	34	34	34	34	14	14	82	82	100	Yes	1
Hispanic or Latino	72	72	73	72	25	25	170	169	99	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	4	4	22	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	63	61	63	62	21	21	147	144	98	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