Massachusetts School and District Profiles

Field Elementary School

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Field Elementary School

Organization Information
DISTRICT NAME
Weston (03300000)
TITLE I STATUS
Non-Title I School
SCHOOL
Field Elementary School (03300012)
GRADES SERVED
04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Overall results

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 achievement44-34-
Mathematics achievement44-34-
Science achievement44----
Achievement total121267.56867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total9.510.3-5.37.6-
Percentage of possible points 92%-70%-
Criterion-referenced target percentage81%
Meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement04-
Science achievement44-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total6.010.3-
Percentage of possible points 58%-
Criterion-referenced target percentage58%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 87

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 514.3 518.8 4.5 516.0 3234Exceeded Target
Lowest Performing 497.5 499.9 2.4 501.4 453Met Target
High needs 500.4 502.4 2.0 502.0 833Met Target
Econ. Disadvantaged---- 24--
EL and Former EL 508.5 514.6 6.1 509.9 274Exceeded Target
Students w/ disabilities 495.7 496.1 0.4 497.0 543Met Target
Amer. Ind. or Alaska Nat.-------
Asian 522.8 524.8 2.0 524.7 504Exceeded Target
Afr. Amer./Black 502.5 502.2 -0.3 503.7 253Met Target
Hispanic/Latino---- 25--
Multi-race, Non-Hisp./Lat. 523.0 527.9 4.9 524.6 214Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 513.6 518.8 5.2 515.2 2024Exceeded Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 515.8 512.8 -3.0 517.0 3234Exceeded Target
Lowest Performing 492.3 494.1 1.8 495.1 453Met Target
High needs 501.0 499.0 -2.0 502.4 830Declined
Econ. Disadvantaged---- 24--
EL and Former EL 511.1 510.0 -1.1 512.7 273Met Target
Students w/ disabilities 494.1 492.8 -1.3 495.9 540Declined
Amer. Ind. or Alaska Nat.-------
Asian 528.3 521.6 -6.7 530.7 504Exceeded Target
Afr. Amer./Black 496.7 493.7 -3.0 498.7 250Declined
Hispanic/Latino---- 25--
Multi-race, Non-Hisp./Lat. 523.8 520.7 -3.1 525.3 214Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 515.8 512.9 -2.9 517.1 2024Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 92.1 92.6 0.5 94.3 1874Exceeded Target
Lowest Performing-------
High needs 76.6 85.9 9.3 79.8 464Exceeded Target
Econ. Disadvantaged---- 14--
EL and Former EL---- 16--
Students w/ disabilities 75.0 80.0 5.0 77.9 304Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 28--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 92.4 93.1 0.7 94.5 1164Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.3 50.0 3033Met Target
Lowest Performing 47.2 50.0 432Below Target
High needs 43.3 50.0 712Below Target
Econ. Disadvantaged-- 21--
EL and Former EL 54.8 50.0 213Met Target
Students w/ disabilities 39.2 50.0 481Below Target
Amer. Ind. or Alaska Nat.-----
Asian 58.7 50.0 423Met Target
Afr. Amer./Black 46.3 50.0 242Below Target
Hispanic/Latino-- 24--
Multi-race, Non-Hisp./Lat. 60.0 50.0 204Exceeded Target
Nat. Haw. or Pacif. Isl.-----
White 57.3 50.0 1933Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.6 50.0 3043Met Target
Lowest Performing 54.8 50.0 453Met Target
High needs 52.0 50.0 723Met Target
Econ. Disadvantaged-- 21--
EL and Former EL 50.4 50.0 223Met Target
Students w/ disabilities 53.5 50.0 483Met Target
Amer. Ind. or Alaska Nat.-----
Asian 60.6 50.0 434Exceeded Target
Afr. Amer./Black 48.6 50.0 242Below Target
Hispanic/Latino-- 25--
Multi-race, Non-Hisp./Lat. 61.1 50.0 204Exceeded Target
Nat. Haw. or Pacif. Isl.-----
White 57.6 50.0 1923Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 4.6 5.2 -0.6 3.6 3300Declined
Lowest Performing 4.4 4.4 0.0 1.2 451No Change
High needs 7.1 7.3 -0.2 5.1 821No Change
Econ. Disadvantaged---- 20--
EL and Former EL 2.9 0.0 2.9 0.0 294Exceeded Target
Students w/ disabilities 3.7 11.1 -7.4 1.0 540Declined
Amer. Ind. or Alaska Nat.-------
Asian 2.2 3.8 -1.6 0.0 523Met Target
Afr. Amer./Black 11.1 11.5 -0.4 7.7 261No Change
Hispanic/Latino---- 25--
Multi-race, Non-Hisp./Lat. 4.0 4.8 -0.8 3.0 210Declined
Nat. Haw. or Pacif. Isl.-------
White 4.3 4.9 -0.6 3.2 2060Declined

Assessment participation
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 329 329100Yes 1 329 329100Yes 1 190 18999Yes 1
Lowest Performing---------------
High needs 85 85100Yes 1 85 85100Yes 1 47 47100Yes 1
Econ. Disadvantaged 25 25100Yes 1 25 25100Yes 1 14----
EL and Former EL 28 28100Yes 1 28 28100Yes 1 17----
Students w/ disabilities 54 54100Yes 1 54 54100Yes 1 30 30100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 52 52100Yes 1 52 52100Yes 1 29 29100Yes 1
Afr. Amer./Black 26 26100Yes 1 26 26100Yes 1 17----
Hispanic/Latino 25 25100Yes 1 25 25100Yes 1 12----
Multi-race, Non-Hisp./Lat. 21 21100Yes 1 21 21100Yes 1 14----
Nat. Haw. or Pacif. Isl.---------------
White 205 205100Yes 1 205 205100Yes 1 118 11799Yes 1


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 without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about 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 criterion-referenced target percentage of 75% or higher.

The 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)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

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 data for all accountability indicators. School percentiles are not calculated for districts.

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district's determination is based on four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities.


Resources
Interpretive Materials Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

School and District Profiles