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Crocker Farm Elementary
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2019 Official Accountability Report - Crocker Farm Elementary
Organization Information
DISTRICT NAME
Amherst (00080000)		TITLE I STATUS
Title I School
SCHOOL
Crocker Farm Elementary (00080009)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low subgroup performance: Economically disadvantaged
Progress toward improvement targetsAccountability percentile
44% - Moderate progress toward targets21

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage37%49%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		44%
Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator All students
(Non-high school grades)		 Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement24-44-
Science achievement44----
Achievement total61260.04867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-34-
Growth total5820.04822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.89.6-3.67.6-
Percentage of possible points 50%-47%-
Criterion-referenced target percentage49%

2018 Points awarded

2018 Progress toward improvement targets
Indicator All students
(Non-high school grades)		 Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3820.03822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total0.69.6-5.17.6-
Percentage of possible points 6%-67%-
Criterion-referenced target percentage37%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage9%30%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		22%
Limited or no progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement24-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth14-
Mathematics growth34-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.37.6-
Percentage of possible points 30%-
2019 Annual criterion-referenced target percentage30%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.77.6-
Percentage of possible points 9%-
2018 Annual criterion-referenced target percentage9%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
6

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 496.6 494.3 -2.3 498.5 1850Declined
Lowest Performing 471.4 470.7 -0.7 476.5 310Declined
High needs 482.4 480.2 -2.2 484.3 890Declined
Econ. Disadvantaged 480.4 479.7 -0.7 481.5 630Declined
EL and Former EL 476.6 474.5 -2.1 478.3 450Declined
Students w/ disabilities 478.2 474.7 -3.5 480.3 390Declined
Amer. Ind. or Alaska Nat.-------
Asian 495.2 494.5 -0.7 496.5 220Declined
Afr. Amer./Black---- 20--
Hispanic/Latino 478.7 478.4 -0.3 480.1 531No Change
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 510.1 507.8 -2.3 511.6 810Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 492.5 492.9 0.4 494.1 1842Improved Below Target
Lowest Performing 462.1 469.4 7.3 465.8 314Exceeded Target
High needs 478.8 479.0 0.2 480.8 882Improved Below Target
Econ. Disadvantaged 476.5 478.1 1.6 478.3 623Met Target
EL and Former EL 474.0 477.5 3.5 475.9 454Exceeded Target
Students w/ disabilities 474.2 474.5 0.3 476.5 392Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 492.5 497.3 4.8 494.3 224Exceeded Target
Afr. Amer./Black---- 19--
Hispanic/Latino 473.7 477.4 3.7 475.1 534Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 504.1 504.2 0.1 505.9 812Improved Below Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 62.1 69.0 6.9 65.2 544Exceeded Target
Lowest Performing-------
High needs---- 27--
Econ. Disadvantaged---- 19--
EL and Former EL---- 16--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 23--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.0 1312Typical Growth - Low
Lowest Performing 39.1 301Low Growth
High needs 39.7 601Low Growth
Econ. Disadvantaged 38.3 451Low Growth
EL and Former EL 34.9 291Low Growth
Students w/ disabilities 46.4 252Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 16--
Afr. Amer./Black- 13--
Hispanic/Latino 43.3 392Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White 51.6 553Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 59.8 1323Typical Growth - High
Lowest Performing 52.6 303Typical Growth - High
High needs 58.6 603Typical Growth - High
Econ. Disadvantaged 57.1 443Typical Growth - High
EL and Former EL 59.4 283Typical Growth - High
Students w/ disabilities 58.8 253Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 16--
Afr. Amer./Black- 13--
Hispanic/Latino 55.0 383Typical Growth - High
Multi-race, Non-Hisp./Lat.- 9--
Nat. Haw. or Pacif. Isl.----
White 62.7 564Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 41.2 43.2 2.0 46.6 442Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 41.2 43.2 2.0 46.6 442Improved Below Target
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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 9.1 11.6 2.5 6.9 2920Declined
Lowest Performing 9.7 12.9 3.2 4.8 310Declined
High needs 13.0 19.4 6.4 10.5 1440Declined
Econ. Disadvantaged 16.3 24.7 8.4 13.6 890Declined
EL and Former EL 11.5 18.6 7.1 8.2 700Declined
Students w/ disabilities 9.1 15.8 6.7 4.8 570Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 5.5 8.3 2.8 2.3 360Declined
Afr. Amer./Black---- 26--
Hispanic/Latino 13.0 18.2 5.2 9.2 770Declined
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 8.3 7.9 -0.4 5.4 1272Improved Below Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 199 19698Yes 1 197 19398Yes 1 59 5695Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 99 98 97 95 30 29 226 22298Yes1
Econ. Disadvantaged 68 67 68 66 21 20 157 15397Yes1
EL and Former EL 53 53 51 51 18 17 122 12199Yes1
Students w/ disabilities 39 39 39 39 11 10 89 8899Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 24 24 24 24 6 6 54 54100Yes1
Afr. Amer./Black 20 20 20 19 3 3 43 4298Yes1
Hispanic/Latino 55 55 55 55 20 19 130 12999Yes1
Multi-race, Non-Hisp./Lat. 12 11 12 11 5 4 29----
Nat. Haw. or Pacif. Isl.-----------
White 88 86 86 84 25 24 199 19497Yes1


About this Report

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 Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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