The School Facts without the Spin

The following is an excerpt from the  Stoughton School District Review Report  1/2013  http://www.doe.mass.edu/apa/review/district/reports/nolevel/2013-0285.pdf

 1. The district is Level 3 because the West Elementary School is Level 3.

A. The West Elementary School is among the lowest performing 20 percent of elementary schools.

B. The district’s seven schools place between the 16th percentile and the 55th percentile based on each school’s four-year (2009-2012) achievement and improvement trends relative to other schools serving the same or similar grades: 

West Elementary (16th percentile of elementary schools); Joseph H. Gibbons (40th percentile of elementary schools); South Elementary (50th percentile of elementary schools); Helen Hansen Elementary (53rd percentile of elementary schools); Joseph R. Dawe Jr. Elementary (54th percentile of elementary schools); O'Donnell Middle (55th percentile of middle schools); and Stoughton High (43rd percentile of high schools).

1. The district is not sufficiently narrowing proficiency gaps. 
2. A.The district as a whole is not considered to be making sufficient progress toward narrowing proficiency gaps.

This is because the 2012 cumulative PPI for all students and for high needs students is less than 75 for the district. The district’s cumulative PPI is 65 for all students and 54 for high needs students.

 The district’s cumulative PPI for reportable subgroups are: 56 (low income students); 67 (ELL and former ELL students); 47 (students with disabilities); 80 (Asian students); 59 (African American/Black students); 72 (Hispanic/Latino students); and 71 (White students).

The district’s English language arts (ELA) performance is low relative to other districts and its growth is moderate.

1. The district met its annual proficiency gap narrowing targets for all students, ELL and Former ELL students, Asian students, and White students; the district did not meet its annual improvement targets for high-needs students, low-income students, students with disabilities, African-American/Black students, or Hispanic/Latino students.                      The PPI combines multiple measures of performance data (achievement, improvement, and graduation and dropout rates) over multiple years into a single number. All districts, schools, and student subgroups receive an annual PPI based on improvement from one year to the next and a cumulative PPI between 0 and 100 based on four years of data.