Wachusett Regional School District

Annual Report Card
Paxton Center School

Last Updated: April 15, 2004

Paxton Center School (07750040)

Anthony M DeFrino, School Principal
Mailing Address: West Street
Paxton, MA 01612
Phone: (508) 798-8576
FAX: (508) 754-6569

Report Card:
This report includes information on the school's performance on the Massachusetts Comprehensive Assessment System (MCAS) by content area, grade level, and for particular student populations. Comparison data from the district, the state, and from 2003 are also provided. In addition, this report includes other information as required by the federal No Child Left Behind act.

Mission Statement:
Our mission is to develop each student’s knowledge, skills and talents to the fullest, so that as a participant in a community of learners, each child will use these qualities to make the world a better place for all.

Enrollment - 2004
  School District State
Race/Ethnicity
African American 1.1 % 1.2 % 8.8 %
Asian 0.6 % 1.5 % 4.7 %
Hispanic 1.7 % 1.1 % 11.5 %
Native American 1.7 % 0.2 % 0.3 %
White 95.0 % 95.9 % 74.6 %
Gender
Male 54 % 51.5 % 51.5 %
Female 46 % 48.5 % 48.5 %
Selected Population Enrollment
Limited English Proficiency 0.4 % 0.3 % 5.0 %
Low-income 2.4 % 3.4 % 27.1 %
Special Education 8.6 % 12.6 % 15.6 %
Migrant 0.0 % 0.0 % 0.2 %
TOTAL COUNT 537 6,998 980,842
Grades Offered: K, 01, 02, 03, 04, 05, 06, 07, 08
Percent of teachers licensed: 100%

Percent of teachers in core academic subject areas who are Highly Qualified: 100%
Additional Teacher Information:

It should be noted that at Paxton Center School 33% of the teachers hold a Bachelor's degree, 61% hold a Master's degree and 6% hold a second Master's degree.

School Report Card - Paxton Center School
Grade 03 - Reading

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  6  100  NA      
GENDER  
 Female  32  100  NA  69  31  
 Male  41  100  NA  68  32  
RACE/ETHNICITY  
 Hispanic  1  100  NA      
 White  72  100  NA  68  32  
 LOW INCOME  1  100  NA      
ALL STUDENTS  
 2003  73  100  NA  68  32  
 2002  53  100  NA  85  15  0
DISTRICT  
 2003  559  100  NA  72  26  3
 2002  572  100  NA  80  18  2
STATE  
 2003  74114  100  NA  62  30  7
 2002  74143  98  NA  67  27  6
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Paxton Center School
Grade 04 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  4  100        
GENDER  
 Female  27  100  7  74  19  
 Male  29  100  14  55  31  
RACE/ETHNICITY  
 White  56  100  11  64  25  
 LOW INCOME  1  100        
ALL STUDENTS  
 2003  56  100  11  64  25  
 2002  70  100  6  57  34  3
DISTRICT  
 2003  582  100  25  54  19  2
 2002  572  100  13  61  24  2
STATE  
 2003  75024  99  10  45  34  10
 2002  75008  97  8  46  37  10
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Paxton Center School
Grade 04 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  4  100        
GENDER  
 Female  27  100  22  48  30  
 Male  29  100  31  34  34  
RACE/ETHNICITY  
 White  56  100  27  41  32  
 LOW INCOME  1  100        
ALL STUDENTS  
 2003  56  100  27  41  32  
 2002  70  100  19  31  37  13
DISTRICT  
 2003  581  100  32  35  30  3
 2002  572  100  22  38  32  9
STATE  
 2003  75339  100  12  28  43  16
 2002  75682  98  12  27  42  19
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Paxton Center School
Grade 06 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  10  100      60  40
GENDER  
 Female  37  100  24  32  38  5
 Male  30  100  20  33  33  13
RACE/ETHNICITY  
 African American/Black  1  100        
 Hispanic  1  100        
 White  65  100  23  34  34  9
 LOW INCOME  4  100        
ALL STUDENTS  
 2003  67  100  22  33  36  9
 2002  75  100  29  45  17  8
DISTRICT  
 2003  611  100  26  36  25  13
 2002  645  100  25  39  22  14
STATE  
 2003  78040  100  16  26  32  26
 2002  78561  99  13  28  29  29
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Paxton Center School
Grade 07 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  4  100        
GENDER  
 Female  33  97  24  67  9  
 Male  35  100  17  66  17  
RACE/ETHNICITY  
 African American/Black  1  100        
 Hispanic  1  100        
 White  66  99  21  68  11  
ALL STUDENTS  
 2003  68  99  21  66  13  
 2002  66  100  17  70  14  0
DISTRICT  
 2003  616  100  14  68  17  2
 2002  602  100  14  71  13  1
STATE  
 2003  79345  99  8  57  28  7
 2002  76710  97  9  55  28  8
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Paxton Center School
Grade 08 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  4  100        
GENDER  
 Female  29  100  31  31  34  3
 Male  38  100  21  47  21  11
RACE/ETHNICITY  
 Hispanic  2  100        
 White  65  100  26  40  26  8
 LOW INCOME  2  100        
ALL STUDENTS  
 2003  67  100  25  40  27  7
 2002  51  100  12  33  43  12
DISTRICT  
 2003  605  100  23  40  24  13
 2002  552  100  23  34  30  14
STATE  
 2003  78589  99  12  25  30  33
 2002  74890  98  11  23  33  33
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Paxton Center School
Mid-Cycle AYP Report

ENGLISH LANGUAGE ARTS
Student Group Participation Performance Improvement Attendance AYP
2003
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 198 197 99 Yes 195 93.1 Yes 0.0 Yes 95.9 -0.1 Yes Yes
Lim. English Prof. 0 0 - - 0 - - - - - - - -
Spec. Ed. 14 14 - - 14 - - - - - - - -
Free Lunch 2 2 - - 2 - - - - - - - -
Afr. Amer./Black 1 1 - - 1 - - - - - - - -
Asian or Pacif. Isl. 0 0 - - 0 - - - - - - - -
Hispanic 2 2 - - 2 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 195 194 99 Yes 192 93.4 Yes 0.1 Yes 95.8 -0.1 Yes Yes

 

MATHEMATICS
Student Group Participation Performance Improvement Attendance AYP
2003
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 190 190 100 Yes 187 84.9 Yes 3.2 Yes 95.9 -0.1 Yes Yes
Lim. English Prof. 0 0 - - 0 - - - - - - - -
Spec. Ed. 18 18 - - 18 - - - - - - - -
Free Lunch 7 7 - - 7 - - - - - - - -
Afr. Amer./Black 1 1 - - 1 - - - - - - - -
Asian or Pacif. Isl. 0 0 - - 0 - - - - - - - -
Hispanic 3 3 - - 3 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 186 186 100 Yes 183 85.1 Yes 2.8 Yes 95.8 -0.1 Yes Yes

NOTE: An asterisk (*) appears if the AYP determination changed on appeal.

Adequate Yearly Progress History
  English Language Arts Mathematics
Students 1999 2000 2001 2002 2003 1999 2000 2001 2002 2003
Aggregate Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
All subgroups N/A N/A N/A N/A Yes N/A N/A N/A N/A Yes

Data Definitions

Race/Ethnicity:

African-American - A person having origins in any of the black racial groups in Africa.
Asian - A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent or the Pacific Islands. This area includes, for example, China, India, Japan, Korea, the Philippine Islands and Samoa.
Hispanic - A person of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race.
Native American - A person having origins in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community attachment.
White - A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.

Limited English Proficient:

Defined as "a student whose first language is a language other than English who is unable to perform ordinary classroom work in English."

Low Income:

An indication of whether the student meets ANY ONE of the following definitions of low income:
1. The student is eligible for free or reduced price lunch; or
2. The student receives Transitional Aid to Families benefits; or
3. The student is eligible for food stamps

Migrant:

An indication of whether an individual or a parent/guardian accompanying an individual maintains primary employment in one or more agricultural or fishing activities on a seasonal or other temporary basis and establishes a temporary residence for the purposes of such employment.

Percent of teachers licensed:

The percentage of teachers with Provisional, Initial, or Professional licensure (all teaching staff, including long-term substitutes). This information is not required from charter schools.

Percent of core academic classes taught by highly-qualified teachers:

The percentage of staff, measured in "full-time equivalency", teaching in core academic areas, that meet the NCLB definition of highly-qualified. To meet the definition, teachers must hold a valid Massachusetts license AND demonstrate subject matter competency in the areas they teach. The core academic areas are defined as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.

Performance Level Definitions (MCAS):

(A) Advanced - Students demonstrate a superior understanding of challenging subject matter, and solve a wide variety of problems.
(P) Proficient - Students demonstrate a solid understanding of challenging subject matter, and solve a wide variety of problems.
(NI) Needs Improvement - Students demonstrate partial understanding of subject matter, and solve some simple problems.
(W/F) Warning/Failing - Students demonstrate minimal understanding of subject matter, and do not solve simple problems.

Special Education:

Students who have an individualized Education Plan (IEP).

Adequate Yearly Progress Performance:

A determination of whether a school/district has made "adequate yearly progress". Detailed information on the AYP determinations can be found on the MA Department of Education website at http://www.doe.mass.edu/sda/sprp/cycleIII/.