Enrollment and Educator Data ( School Year) About the Data
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1 Massachusetts School and District Profiles Centerville Elementary Centerville Elementary ( ) Matthew D Scheufele, Principal Mailing Address: 658 Bay Ln Centerville, MA Phone: (508) FAX: (508) Website: This report card contains information required by the federal Elementary and Secondary Education Act (ESEA) for our school and district including: student enrollment and teacher qualifications, student achievement, accountability, and the progress our school is making toward narrowing proficiency gaps for different groups of students. Enrollment and Educator Data (-16 School Year) About the Data School District State Total Count 329 4, ,429 Race/Ethnicity (%) African American or Black Asian Hispanic or Latino Multi-race, on-hispanic ative American ative Hawaiian or Pacific Islander White Gender (%) Male Female Selected Populations (%) English Language Learner Economically Disadvantaged Students w/disabilities First Language ot English Enrollment (-16) School District State Total # of Teachers ,384.1 Percentage of Teachers Licensed in Teaching Assignment Total umber of Classes in Core Academic Areas 80 1, ,472 Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified Percentage of Core Academic Classes Taught by Teachers Who are ot Highly Qualified Student/Teacher Ratio 13.9 to to to 1 Percentage of Public Elementary and Secondary School Teachers Issued Waivers Educator Data (-16) K, 01, 02, 03 Grades Offered: MCAS Results by Subgroup by Grade and Subject OTE: First-year ELL students are not included in achievement level or results. However, first-year ELL students who took the ACCESS for ELLs test are counted as ELA participants; in addition, first-year ELL students who are present for Mathematics/Science and Technology/Engineering are counted as Mathematics/Science and Technology/Engineering participants. Please see the principal's administration manual (PAM) for details. OTE: Spring results in grades 3-8 ELA and Mathematics are not reported because all students in this organization participated in the PARCC test. More about the data Data Last Updated on September 26, Data Under Review or Fewer than 10 students were tested.
2 PARCC Results by Subgroup by Grade and Subject Achievement Levels: Trans. = Transitional Student Growth Percentile L5 = Level 5: Exceeded Expectations (varies by grade - 850) generated using current PARCC and prior MCAS scores L4 = Level 4: Met Expectations (750 - varies by grade) Trans. = Transitional Composite Performance Index L3 = Level 3: Approached Expectations ( ) generated using linked PARCC and MCAS scores L2 = Level 2: Partially met Expectations ( ) L1 = Level 1: Did not meet Expectations ( ) OTE: Since only a portion of students in grades 3-8 participated in PARCC in ELA/L and Mathematics, a representative sample of students from across Massachusetts was used to estimate student achievement at the state level in those subjects. OTE: Students who took the Alternate Assessment are included in Mean, but not in achievement level or growth results. Data Last Updated on September 24,
3 GRADE 3 ELA/L School District State IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in Student Group # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) Subgroups High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Asian Hispanic/Latino Multi-race, on-hisp./lat White Male Female on-disabled on-econ. disadvantaged ELL Ever ELL All Students
4 GRADE 3 Math School District State IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in Student Group # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) Subgroups High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Asian Hispanic/Latino Multi-race, on-hisp./lat White Male Female on-disabled on-econ. disadvantaged ELL Ever ELL All Students
5 GRADES 3-8 ELA/L School District State IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in Student Group # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) Subgroups High needs , Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Asian Hispanic/Latino Multi-race, on-hisp./lat White , , Male , Female , on-disabled , , on-econ. disadvantaged , , ELL Ever ELL All Students , , , ,
6 GRADES 3-8 MATH School District State IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in Student Group # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) Subgroups High needs , Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Asian Hispanic/Latino Multi-race, on-hisp./lat White , , Male , Female , on-disabled , , on-econ. disadvantaged , , ELL Ever ELL All Students , , , ,
7 Accountability Data - Centerville Elementary Accountability Information Accountability and Assistance Level Level 1 Level held harmless This school's overall performance relative to other schools in same school type (School percentiles: 1-99) All - students: This school s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1-100) Student Group (Click group to view subgroup data) On Target = 75 or higher - Less progress More progress All students 61 Did ot Meet Target High needs - Econ. Disadvantaged - ELL and Former ELL - Students w/disabilities - Amer. Ind. or Alaska at. - Asian - Afr. Amer./Black - Hispanic/Latino - Multi-race, on-hisp./lat. - at. Haw. or Pacif. Isl. - White 57 Did ot Meet Target
8 Centerville Elementary: Accountability Data Detail English Language Arts Proficiency Gap arrowing Baseline Change Target 6 Year Goal Percentile in School Type PPI Points Rating All students Declined High needs Declined Econ. Disadvantaged Declined ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Declined Mathematics Proficiency Gap arrowing Baseline Change Target 6 Year Goal Percentile in School Type PPI Points Rating All students Declined High needs Declined Econ. Disadvantaged Declined ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Declined Science Proficiency Gap arrowing Baseline Change Target 6 Year Goal Percentile in School Type PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Rating
9 Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White English Language Arts Extra Credit Extra credit for increasing % Advanced (10% or more) % Advanced % Advanced PPI Points % Warning/Failing Extra credit for decreasing % Warning/Failing (10% or more) % Warning/Failing All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White PPI Points Mathematics Extra Credit Extra credit for increasing % Advanced (10% or more) % Advanced % Advanced PPI Points % Warning/Failing Extra credit for decreasing % Warning/Failing (10% or more) % Warning/Failing All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White PPI Points
10 Science Extra Credit Extra credit for increasing % Advanced (10% or more) % Advanced % Advanced PPI Points % Warning/Failing Extra credit for decreasing % Warning/Failing (10% or more) % Warning/Failing All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White PPI Points English Language Arts Growth Change 6 Year Goal Met Safe Harbor? PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Rating Mathematics Growth Change 6 Year Goal Met Safe Harbor? PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White Rating
11 Extra credit for English language proficiency growth A Target A Included PPI Points All students High needs ELL and Former ELL Assessment Participation English Language Arts Mathematics Science Enrolled Assessed % Met Target (95%) Enrolled Assessed % Met Target (95%) Enrolled Assessed % Met Target (95%) All students Yes Yes High needs Yes Yes Econ. Disadvantaged Yes Yes ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White Yes Yes OTE: In, assessment participation was calculated two ways: First, the participation rate for each subgroup in each subject area test was calculated. If the actual participation rate was lower than 95 percent for any group in any subject, that rate was compared to the average of the most recent two years of assessment participation data for that group and subject. The higher of the two resulting rates was factored into the assignment of the school or district's accountability and assistance level.
12 Massachusetts and ationwide AEP Results by Student Group Average Scaled Scores and Percentages of Students at Each Achievement Level About the Data AEP, or the ational Assessment of Educational Progress, is often called the "ation's Report Card." It is the only measure of student achievement in the United States that allows you to compare the performance of students in Massachusetts with the performance of students across the nation or in other states. Students take the AEP in reading and mathematics every two years. When reviewing these results, it is important to keep in mind that the AEP results are based on a small sample of students across Massachusetts, not the population of Massachusetts students. For more information, please visit The following symbols are used to denote the AEP achievement levels: A for Advanced, P+ for Proficient and above, B+ for Basic and above, BB for Below Basic. The symbol "#" means that the estimated number of students rounds to zero. GRADE LEVEL 4 - READIG Student Group Massachusetts ational Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed All Students Stud. w/ Disab LEP African American/Black Asian/Pacific Islander Hispanic/Latino White Econ. Disadvantaged GRADE LEVEL 4 - MATHEMATICS Student Group Massachusetts ational Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed All Students Stud. w/ Disab LEP African American/Black Asian/Pacific Islander Hispanic/Latino White Econ. Disadvantaged GRADE LEVEL 8 - READIG Student Group Massachusetts ational Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed All Students Stud. w/ Disab # LEP 225 # # African American/Black Asian/Pacific Islander Hispanic/Latino 249 # White Econ. Disadvantaged GRADE LEVEL 8 - MATHEMATICS Student Group Massachusetts ational Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed All Students Stud. w/ Disab LEP African American/Black Asian/Pacific Islander Hispanic/Latino White Econ. Disadvantaged Participation Rates for Students with Disabilities and for English Language Learner Students The AEP program has always endeavored to assess all students selected for testing. In all AEP schools, accommodations are provided as necessary for students with disabilities and/or English language learners. School staff who are familiar with these students are asked a series of questions to help them decide whether each student should participate in the assessment and whether the student needs accommodations. Grade/Subject # in Sample % of Sample - Students% of Sample - English with Disabilities Language Learners Grade 4 Reading 3, Grade 4 Mathematics 3, Grade 8 Reading 3, Grade 8 Mathematics 3, % of Students Excluded from Original Sample
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