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Joseph R Dawe Jr Elementary
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2019 Official Accountability Report - Joseph R Dawe Jr Elementary
Organization Information
DISTRICT NAME
Stoughton (02850000)		TITLE I STATUS
Non-Title I School
SCHOOL
Joseph R Dawe Jr Elementary (02850014)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets39

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage61%49%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		54%
Substantial 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 achievement04-24-
Mathematics achievement04-34-
Science achievement44----
Achievement total41267.55867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.210.3-4.37.6-
Percentage of possible points 41%-57%-
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 achievement44-24-
Mathematics achievement24-44-
Science achievement14----
Achievement total71267.56867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4822.53822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total6.010.3-4.87.6-
Percentage of possible points 58%-63%-
Criterion-referenced target percentage61%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage58%37%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		45%
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 achievement04-
Mathematics achievement04-
Science achievement44-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
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 achievement44-
Mathematics achievement24-
Science achievement14-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.010.3-
Percentage of possible points 58%-
2018 Annual criterion-referenced target percentage58%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
56

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 504.0 502.7 -1.3 505.0 1700Declined
Lowest Performing 483.2 486.1 2.9 488.3 212Improved Below Target
High needs 498.1 497.2 -0.9 499.5 830Declined
Econ. Disadvantaged 497.7 498.0 0.3 498.7 552Improved Below Target
EL and Former EL 511.1 501.6 -9.5 512.1 220Declined
Students w/ disabilities 485.6 487.4 1.8 487.4 323Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 496.3 499.5 3.2 497.8 544Exceeded Target
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 506.8 503.4 -3.4 508.1 690Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 497.4 494.0 -3.4 499.0 1700Declined
Lowest Performing 475.7 479.8 4.1 479.4 213Met Target
High needs 491.8 488.9 -2.9 493.3 830Declined
Econ. Disadvantaged 490.0 487.2 -2.8 491.1 550Declined
EL and Former EL 504.6 496.4 -8.2 506.5 220Declined
Students w/ disabilities 480.2 482.8 2.6 482.0 324Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black 488.5 488.8 0.3 490.8 542Improved Below Target
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.2 496.6 -2.6 500.7 690Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 68.6 78.0 9.4 71.3 594Exceeded Target
Lowest Performing-------
High needs 62.1 69.4 7.3 65.6 274Exceeded Target
Econ. Disadvantaged---- 15--
EL and Former EL---- 11--
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White 73.0 79.6 6.6 75.9 274Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 51.2 993Typical Growth - High
Lowest Performing 46.1 212Typical Growth - Low
High needs 46.5 422Typical Growth - Low
Econ. Disadvantaged 51.0 263Typical Growth - High
EL and Former EL- 15--
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian- 12--
Afr. Amer./Black 57.4 293Typical Growth - High
Hispanic/Latino- 11--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.- 1--
White 42.3 422Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 40.4 992Typical Growth - Low
Lowest Performing 46.2 212Typical Growth - Low
High needs 45.7 422Typical Growth - Low
Econ. Disadvantaged 49.2 262Typical Growth - Low
EL and Former EL- 15--
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian- 12--
Afr. Amer./Black 44.2 292Typical Growth - Low
Hispanic/Latino- 11--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.- 1--
White 38.8 421Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
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-------

Chronic absenteeism - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 5.4 3.0 -2.4 3.9 3024Exceeded Target
Lowest Performing 0.0 9.5 9.5 0.0 210Declined
High needs 7.6 6.0 -1.6 5.2 1502Improved Below Target
Econ. Disadvantaged 7.8 8.4 0.6 4.6 830Declined
EL and Former EL 5.6 2.3 -3.3 2.1 434Exceeded Target
Students w/ disabilities 10.2 8.0 -2.2 6.6 502Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 27--
Afr. Amer./Black 3.6 0.0 -3.6 0.0 884Exceeded Target
Hispanic/Latino---- 39--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 5.3 4.6 -0.7 3.5 1302Improved 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 177 177100Yes 1 177 177100Yes 1 60 60100Yes 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 90 90 90 90 28 28 208 208100Yes1
Econ. Disadvantaged 60 60 60 60 15 15 135 135100Yes1
EL and Former EL 24 24 24 24 11 11 59 59100Yes1
Students w/ disabilities 36 36 36 36 9 9 81 81100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 17 17 17 17 6 6 40----
Afr. Amer./Black 57 57 57 57 18 18 132 132100Yes1
Hispanic/Latino 23 23 23 23 6 6 52 52100Yes1
Multi-race, Non-Hisp./Lat. 7 7 7 7 2 2 16----
Nat. Haw. or Pacif. Isl. 1 1 1 1 1 1 3----
White 72 72 72 72 27 27 171 171100Yes1


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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