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Charles C Cashman Elementary
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2022 Official Accountability Report - Charles C Cashman Elementary
Organization Information
DISTRICT NAME
Amesbury (00070000)		TITLE I STATUS
Title I School
SCHOOL
Charles C Cashman Elementary (00070010)		GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-
Accountability information
Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022
School accountability percentile
40

Student group percentile

Group2022 percentile
High needs 16
Low income 24
English learner (EL) and Former EL -
Students with disabilities 34
American Indian or Alaskan Native -
Asian -
African American/Black -
Hispanic or Latino -
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 27

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 502.6 493.3 128
High needs 492.1 483.2 70
Low income 494.4 484.1 50
EL and Former EL-- 7
Students w/ disabilities 485.7 479.6 43
Amer. Ind. or Alaska Nat.---
Asian-- 1
Afr. Amer./Black-- 2
Hispanic/Latino-- 17
Multi-race, Non-Hisp./Lat.-- 6
Nat. Haw. or Pacif. Isl.-- 1
White 503.8 494.1 101

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 494.4 492.2 128
High needs 482.5 480.2 70
Low income 483.3 482.6 50
EL and Former EL-- 7
Students w/ disabilities 476.2 472.2 43
Amer. Ind. or Alaska Nat.---
Asian-- 1
Afr. Amer./Black-- 2
Hispanic/Latino-- 17
Multi-race, Non-Hisp./Lat.-- 6
Nat. Haw. or Pacif. Isl.-- 1
White 495.8 493.4 101

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students---
High needs---
Low income---
EL and Former EL---
Students w/ disabilities---
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black---
Hispanic/Latino---
Multi-race, Non-Hisp./Lat.---
Nat. Haw. or Pacif. Isl.---
White---

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 60.6 44.7 67
High needs 50.8 35.4 40
Low income 53.9 38.7 31
EL and Former EL-- 5
Students w/ disabilities 41.9 29.8 24
Amer. Ind. or Alaska Nat.---
Asian-- 1
Afr. Amer./Black-- 1
Hispanic/Latino-- 8
Multi-race, Non-Hisp./Lat.-- 4
Nat. Haw. or Pacif. Isl.---
White 59.8 43.9 53

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 55.9 45.3 65
High needs 46.2 40.2 38
Low income 47.7 40.8 30
EL and Former EL-- 5
Students w/ disabilities 36.1 34.0 23
Amer. Ind. or Alaska Nat.---
Asian-- 1
Afr. Amer./Black-- 1
Hispanic/Latino-- 8
Multi-race, Non-Hisp./Lat.-- 3
Nat. Haw. or Pacif. Isl.---
White 56.2 45.2 52

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 16
High needs---
Low income---
EL and Former EL-- 16
Students w/ disabilities---
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black---
Hispanic/Latino---
Multi-race, Non-Hisp./Lat.---
Nat. Haw. or Pacif. Isl.---
White---

Chronic absenteeism - Non-high school
Group 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 9.0 2.9 273
High needs 15.9 5.3 151
Low income 22.0 5.6 108
EL and Former EL- 10.0 20
Students w/ disabilities 10.7 7.1 84
Amer. Ind. or Alaska Nat.-- 1
Asian-- 1
Afr. Amer./Black-- 5
Hispanic/Latino 18.8 7.1 42
Multi-race, Non-Hisp./Lat.-- 12
Nat. Haw. or Pacif. Isl.-- 1
White 7.3 1.9 211

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 131 12998 132 132100---

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 73 71 73 73-- 146 14499
Low income 53 51 53 53-- 106 10498
EL and Former EL 10- 10--- 20--
Students w/ disabilities 43 41 43 43-- 86 8498
Amer. Ind. or Alaska Nat.---------
Asian 1- 1--- 2--
Afr. Amer./Black 2- 2--- 4--
Hispanic/Latino 20 19 20 20-- 40 3998
Multi-race, Non-Hisp./Lat. 6- 6--- 12--
Nat. Haw. or Pacif. Isl. 1- 1--- 2--
White 101 101 101 101-- 202 202100


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

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