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Samuel Bowles
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2019 Official Accountability Report - Samuel Bowles
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
Samuel Bowles (02810020)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
41% - Moderate progress toward targets19

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage70%21%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		41%
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 achievement44-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total41260.00867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-14-
Growth total3820.02822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.49.6-0.57.6-
Percentage of possible points 35%-7%-
Criterion-referenced target percentage21%

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 achievement14-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total51260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-44-
Growth total6820.06822.5
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 total4.29.6-7.27.6-
Percentage of possible points 44%-95%-
Criterion-referenced target percentage70%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage52%37%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		43%
Moderate 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 achievement44-
Mathematics achievement04-
Science achievement14-
Achievement total51267.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
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 total3.810.3-
Percentage of possible points 37%-
2019 Annual criterion-referenced target percentage37%

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 achievement24-
Mathematics achievement44-
Science achievement04-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth44-
Growth total6822.5
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 total5.410.3-
Percentage of possible points 52%-
2018 Annual criterion-referenced target percentage52%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
38

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 492.9 495.4 2.5 493.9 1584Exceeded Target
Lowest Performing 475.8 473.9 -1.9 480.9 200Declined
High needs 491.4 493.4 2.0 492.8 1334Exceeded Target
Econ. Disadvantaged 492.1 494.2 2.1 493.1 1264Exceeded Target
EL and Former EL 489.3 488.9 -0.4 490.3 241No Change
Students w/ disabilities 473.3 476.6 3.3 475.1 274Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 489.5 492.8 3.3 491.0 244Exceeded Target
Hispanic/Latino 493.6 496.0 2.4 494.7 1144Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 493.5 485.7 -7.8 495.1 1600Declined
Lowest Performing 474.1 470.0 -4.1 477.8 210Declined
High needs 492.5 483.8 -8.7 494.0 1350Declined
Econ. Disadvantaged 492.8 484.9 -7.9 493.9 1280Declined
EL and Former EL 491.7 474.9 -16.8 493.6 250Declined
Students w/ disabilities 479.4 471.8 -7.6 481.2 290Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 494.0 485.7 -8.3 496.3 240Declined
Hispanic/Latino 492.4 485.4 -7.0 493.8 1160Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 70.8 66.7 -4.1 73.5 450Declined
Lowest Performing-------
High needs 67.6 65.1 -2.5 71.1 431No Change
Econ. Disadvantaged 66.7 64.3 -2.4 70.1 421No Change
EL and Former EL---- 9--
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 9--
Hispanic/Latino 71.0 75.0 4.0 73.9 303Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 6--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.9 982Typical Growth - Low
Lowest Performing 37.7 201Low Growth
High needs 48.5 842Typical Growth - Low
Econ. Disadvantaged 50.0 793Typical Growth - High
EL and Former EL- 16--
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 16--
Hispanic/Latino 48.7 732Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 8--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 30.2 991Low Growth
Lowest Performing 33.6 211Low Growth
High needs 29.7 850Very Low Growth
Econ. Disadvantaged 30.0 801Low Growth
EL and Former EL- 16--
Students w/ disabilities- 17--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 16--
Hispanic/Latino 30.7 741Low Growth
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 8--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 44.8 61.8 17.0 50.2 344Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 44.8 61.8 17.0 50.2 344Exceeded 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 13.4 20.4 7.0 11.9 2690Declined
Lowest Performing 19.0 23.8 4.8 14.4 210Declined
High needs 16.5 21.5 5.0 14.1 2370Declined
Econ. Disadvantaged 16.3 23.4 7.1 13.1 2050Declined
EL and Former EL 20.4 22.2 1.8 16.9 450Declined
Students w/ disabilities 20.8 36.7 15.9 17.2 490Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 10.6 4.4 -6.2 7.0 454Exceeded Target
Hispanic/Latino 14.4 25.4 11.0 10.2 1890Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 31--

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 170 16899Yes 1 171 17099Yes 1 48 48100Yes 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 145 143 146 145 46 46 337 33499Yes1
Econ. Disadvantaged 136 134 137 136 45 45 318 31599Yes1
EL and Former EL 30 29 30 30 11 11 71 7099Yes1
Students w/ disabilities 31 29 32 31 8 8 71 6896Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 25 25 26 25 10 10 61 6098Yes1
Hispanic/Latino 123 121 123 123 32 32 278 27699Yes1
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 19 19 19 19 6 6 44----


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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