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Dudley Street Neighborhood Charter School (District)

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2018 Official Accountability Report - Dudley Street Neighborhood Charter School (District)

Organization Information
DISTRICT NAME
Dudley Street Neighborhood Charter School (District) (04070000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
67% - Partially meeting targets-
This district's determination of need for special education technical assistance or intervention
Meets requirements (MR)

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 achievement44-44-
Science achievement04----
Achievement total81260.07867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-34-
Growth total4820.04822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total5.69.6-5.77.6-
Percentage of possible points 58%-75%-
Criterion-referenced target percentage67%
Partially 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 achievement44-
Mathematics achievement44-
Science achievement04-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments -

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 486.1 491.8 5.7 488.1 1144Exceeded Target
Lowest Performing 467.8 473.0 5.2 473.1 213Met Target
High needs 483.2 488.9 5.7 485.2 864Exceeded Target
Econ. Disadvantaged 482.9 489.5 6.6 484.5 754Exceeded Target
EL and Former EL 487.5 487.1 -0.4 489.1 341No Change
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 487.3 491.6 4.3 488.9 714Exceeded Target
Hispanic/Latino 483.8 491.7 7.9 485.5 424Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White-------

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 477.3 486.6 9.3 479.1 1144Exceeded Target
Lowest Performing 456.2 467.9 11.7 459.5 214Exceeded Target
High needs 476.0 483.8 7.8 477.9 864Exceeded Target
Econ. Disadvantaged 475.2 483.8 8.6 476.6 754Exceeded Target
EL and Former EL 480.1 484.9 4.8 481.9 344Exceeded Target
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 477.2 486.0 8.8 479.0 714Exceeded Target
Hispanic/Latino 477.3 488.0 10.7 478.9 424Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White-------

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 54.4 48.4 -6.0 57.3 310Declined
Lowest Performing-------
High needs 53.4 44.8 -8.6 56.5 240Declined
Econ. Disadvantaged 46.7 44.3 -2.4 49.2 221No Change
EL and Former EL---- 8--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 18--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.6 50.0 682Below Target
Lowest Performing 36.4 50.0 211Below Target
High needs 41.4 50.0 542Below Target
Econ. Disadvantaged 39.8 50.0 491Below Target
EL and Former EL 39.9 50.0 201Below Target
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 43.9 50.0 402Below Target
Hispanic/Latino 35.9 50.0 281Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-----

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.5 50.0 692Below Target
Lowest Performing 51.5 50.0 213Met Target
High needs 48.2 50.0 552Below Target
Econ. Disadvantaged 48.5 50.0 502Below Target
EL and Former EL 54.7 50.0 213Met Target
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 47.5 50.0 402Below Target
Hispanic/Latino 49.9 50.0 292Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-----

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 47.1 44.9 -2.2 70.2 490Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 47.1 44.9 -2.2 70.2 490Declined
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 2.9 9.9 -7.0 1.0 2120Declined
Lowest Performing 9.5 9.5 0.0 4.8 211No Change
High needs 3.2 7.5 -4.3 0.9 1610Declined
Econ. Disadvantaged 4.6 9.3 -4.7 2.2 1180Declined
EL and Former EL 2.7 4.0 -1.3 0.0 753Met Target
Students w/ disabilities---- 31--
Amer. Ind. or Alaska Nat.---- 0--
Asian-------
Afr. Amer./Black 2.4 11.4 -9.0 0.0 1320Declined
Hispanic/Latino 3.8 5.2 -1.4 0.4 770Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White-------

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 114 11399Yes 1 114 114100Yes 1 31 31100Yes 1
Lowest Performing---------------
High needs 86 8599Yes 1 86 86100Yes 1 24 24100Yes 1
Econ. Disadvantaged 75 7499Yes 1 75 75100Yes 1 22 22100Yes 1
EL and Former EL 34 3397Yes 1 34 34100Yes 1 8----
Students w/ disabilities 18---- 18---- 4----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 71 7099Yes 1 71 71100Yes 1 18----
Hispanic/Latino 42 42100Yes 1 42 42100Yes 1 13----
Multi-race, Non-Hisp./Lat. 1---- 1---- 0----
Nat. Haw. or Pacif. Isl.---------------
White---------------

School Accountability Information
School Accountability classification
Dudley Street Neighborhood Charter SchoolRequiring assistance or intervention

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
Glossary of 2018 Accountability Terms

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