Enrollment and Educator Data ( School Year) About the Data

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1 Massachusetts School and District Profiles George R Martin George R Martin ( ) Bartholomew Lush, Principal Mailing Address: 445 Cole Street Seekonk, MA Phone: (508) FAX: (508) Website: Organization Description: The mission of the George R. Martin Elementary School is to provide the finest possible education for students in an environment where they may achieve their potential through a partnership of home, child, and school. 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 ( School Year) About the Data Total Count 447 1, ,429 Race/Ethnicity (%) African American or Black Asian Hispanic or Latino Multi-race, Non-Hispanic Native American Native Hawaiian or Pacific Islander White Gender (%) Male Female Selected Populations (%) English Language Learner Economically Disadvantaged Students w/disabilities First Language Not English Enrollment ( ) Total # of Teachers ,384.1 Percentage of Teachers Licensed in Teaching Assignment Total Number of Classes in Core Academic Areas ,472 Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified Student/Teacher Ratio 13.4 to to to 1 Percentage of Public Elementary and Secondary School Teachers Issued Waivers Educator Data ( ) K, 01, 02, 03, 04, 05 Grades Offered: MCAS Results by Subgroup by Grade and Subject NOTE: 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. NOTE: 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

2 Data Last Updated on September 26, GRADE LEVEL 5 - SCIENCE AND TECH/ENG Stud. Part. % at Incl. Stud. Part. % at Incl. Stud. Part. % at Incl. Incl RateEach Level in Incl RateEach Level in Incl RateEach Level in # % A P NI W (#) # % A P NI W (#) # % A P NI W (#) Students w/disabilities N/A N/A N/A N/A 13, N/A N/A ELL and Former ELL , N/A N/A Econ N/A N/A N/A N/A 22, N/A N/A Disadvantaged High needs N/A N/A N/A N/A 32, N/A N/A Afr. Amer./Black , N/A N/A Amer. Ind. or Alaska Nat N/A N/A Asian , N/A N/A Hispanic/Latino , N/A N/A Multi-race, Non-Hisp./Lat , N/A N/A Nat. Haw. or Pacif. Isl N/A N/A White N/A N/A N/A N/A 43, N/A N/A Male N/A N/A N/A N/A 35, N/A N/A Female N/A N/A N/A N/A 33, N/A N/A ELL , N/A N/A Ever ELL , N/A N/A N/A N/A N/A N/A 69, N/A N/A N/A N/A N/A N/A 70, N/A N/A

3 ALL GRADES - SCIENCE AND TECH/ENG Stud. Part. % at Incl. Stud. Part. % at Incl. Stud. Part. % at Incl. Incl RateEach Level in Incl RateEach Level in Incl RateEach Level in # % A P NI W (#) # % A P NI W (#) # % A P NI W (#) Students w/disabilities N/A N/A N/A N/A 38, N/A N/A ELL and Former ELL , N/A N/A Econ N/A N/A N/A N/A 61, N/A N/A Disadvantaged High needs N/A N/A N/A N/A 89, N/A N/A Afr. Amer./Black , N/A N/A Amer. Ind. or Alaska Nat N/A N/A Asian N/A N/A 13, N/A N/A Hispanic/Latino N/A N/A 35, N/A N/A Multi-race, Non-Hisp./Lat N/A N/A 6, N/A N/A Nat. Haw. or Pacif. Isl N/A N/A White N/A N/A N/A N/A 135, N/A N/A Male N/A N/A N/A N/A 106, N/A N/A Female N/A N/A N/A N/A 102, N/A N/A ELL , N/A N/A Ever ELL N/A N/A 33, N/A N/A N/A N/A N/A N/A 208, N/A N/A N/A N/A N/A N/A 210, N/A N/A 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 ( ) NOTE: 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. NOTE: Students who took the Alternate Assessment are included in Mean, but not in achievement level or growth results. Data Last Updated on September 24,

4 GRADE 3 ELA/L IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I Non-Disabled Non-Econ. disadvantaged ELL Ever ELL

5 GRADE 3 Math IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I Non-Disabled Non-Econ. disadvantaged ELL Ever ELL

6 GRADE 4 ELA/L IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I Non-Disabled Non-Econ. disadvantaged ELL Ever ELL

7 GRADE 4 Math IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I Non-Disabled Non-Econ. disadvantaged ELL Ever ELL

8 GRADE 5 ELA/L IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I Non-Disabled Non-Econ. disadvantaged ELL Former ELL Ever ELL

9 GRADE 5 Math IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I Non-Disabled Non-Econ. disadvantaged ELL Former ELL Ever ELL

10 GRADES 3-8 ELA/L IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I Non-Disabled Non-Econ. disadvantaged ELL Former ELL Ever ELL ,

11 GRADES 3-8 MATH IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I Non-Disabled Non-Econ. disadvantaged ELL Former ELL Ever ELL

12 Accountability Data - George R Martin 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 62 students: Lowest performing Highest performing This school s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1-100) (Click group to view subgroup data) On = 75 or higher - Less progress More progress All students 73 Did Not Meet High needs 75 Met Econ. Disadvantaged - ELL and Former ELL - Students w/disabilities 41 Did Not Meet Amer. Ind. or Alaska Nat. - Asian - Afr. Amer./Black - Hispanic/Latino - Multi-race, Non-Hisp./Lat. - Nat. Haw. or Pacif. Isl. - White 71 Did Not Meet

13 George R Martin: Accountability Data Detail English Language Arts Proficiency Gap Narrowing Baseline 2015 Change 6 Year Goal Percentile in School Type N PPI Points All students Improved Below High needs Declined Econ. Disadvantaged No Change ELL and Former ELL Students w/disabilities Declined Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat. Nat. Haw. or Pacif. Isl White Improved Below Rating Mathematics Proficiency Gap Narrowing Baseline 2015 Change 6 Year Goal Percentile in School Type N PPI Points All students Improved Below High needs No Change Econ. Disadvantaged On ELL and Former ELL Students w/disabilities No Change Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat. Nat. Haw. or Pacif. Isl White Improved Below Rating Science Proficiency Gap Narrowing Baseline 2015 Change 6 Year Goal Percentile in School Type N PPI Points Rating All students Improved Below

14 High needs Improved Below Econ. Disadvantaged ELL and Former ELL 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 Improved Below English Language Arts Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced N PPI Points 2015 % 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 Nat Asian Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat Nat. Haw. or Pacif. Isl White N PPI Points Mathematics Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced N PPI Points 2015 % Warning/Failing Extra credit for decreasing % Warning/Failing (10% or more) % Warning/Failing N PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL 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

15 Science Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced N PPI Points 2015 % Warning/Failing Extra credit for decreasing % Warning/Failing (10% or more) % Warning/Failing N PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL 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 English Language Arts Growth Change 6 Year Goal Met Safe Harbor? N PPI Points Rating All students Yes On High needs No Below Econ. Disadvantaged No On ELL and Former ELL Students w/disabilities No 32 0 Below Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat. Nat. Haw. or Pacif. Isl White Yes On Mathematics Growth Change 6 Year Goal Met Safe Harbor? N PPI Points Rating All students Yes On High needs No Below Econ. Disadvantaged Yes On ELL and Former ELL Students w/disabilities Yes On Amer. Ind. or Alaska Nat Asian Afr. Amer./Black

16 Hispanic/Latino Multi-race, Non-Hisp./Lat Nat. Haw. or Pacif. Isl White Yes Above Extra credit for English language proficiency growth A A N Included PPI Points All students High needs ELL and Former ELL Assessment Participation English Language Arts Mathematics Science Enrolled Assessed % Met (95%) Enrolled Assessed % Met (95%) Enrolled Assessed % Met (95%) All students Yes Yes Yes High needs Yes Yes Yes Econ. Disadvantaged Yes Yes ELL and Former ELL Students w/disabilities Yes Yes Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat Nat. Haw. or Pacif. Isl White Yes Yes Yes NOTE: 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.

17 2015 Massachusetts and Nationwide NAEP Results by Average Scaled Scores and Percentages of Students at Each Achievement Level About the Data NAEP, or the National Assessment of Educational Progress, is often called the "Nation'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 NAEP in reading and mathematics every two years. When reviewing these results, it is important to keep in mind that the NAEP 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 NAEP 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 - READING Massachusetts National Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed Stud. w/ Disab LEP African American/Black Asian/Pacific Islander Hispanic/Latino White Econ. Disadvantaged GRADE LEVEL 4 - MATHEMATICS Massachusetts National Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed Stud. w/ Disab LEP African American/Black Asian/Pacific Islander Hispanic/Latino White Econ. Disadvantaged GRADE LEVEL 8 - READING Massachusetts National Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed Stud. w/ Disab # LEP 225 # # African American/Black Asian/Pacific Islander Hispanic/Latino 249 # White Econ. Disadvantaged GRADE LEVEL 8 - MATHEMATICS Massachusetts National Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed 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 NAEP program has always endeavored to assess all students selected for testing. In all NAEP 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