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Bridge Boston Charter School (District)

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2018 Official Accountability Report - Bridge Boston Charter School (District)

Organization Information
DISTRICT NAME
Bridge Boston Charter School (District) (04170000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
31% - 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 achievement44-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total41260.02867.5
GrowthEnglish language arts growth34-14-
Mathematics growth14-04-
Growth total4820.01822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total3.49.6-2.07.6-
Percentage of possible points 35%-26%-
Criterion-referenced target percentage31%
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 achievement04-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
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 490.8 495.8 5.0 492.8 1554Exceeded Target
Lowest Performing 470.5 474.2 3.7 475.8 262Improved Below Target
High needs 488.1 491.3 3.2 490.1 1214Exceeded Target
Econ. Disadvantaged 487.6 490.5 2.9 489.2 994Exceeded Target
EL and Former EL 487.9 492.8 4.9 489.5 584Exceeded Target
Students w/ disabilities 477.7 479.0 1.3 479.5 513Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 492.7 496.7 4.0 494.3 924Exceeded Target
Hispanic/Latino 486.9 491.6 4.7 488.6 524Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
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 491.9 488.0 -3.9 493.7 1550Declined
Lowest Performing 468.6 463.7 -4.9 471.9 260Declined
High needs 489.8 484.9 -4.9 491.7 1210Declined
Econ. Disadvantaged 489.3 483.7 -5.6 490.7 990Declined
EL and Former EL 493.1 489.5 -3.6 494.9 580Declined
Students w/ disabilities 480.1 471.2 -8.9 482.2 510Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 491.3 486.7 -4.6 493.1 920Declined
Hispanic/Latino 491.5 487.6 -3.9 493.1 520Declined
Multi-race, Non-Hisp./Lat.---- 9--
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 57.4 50.0 -7.4 60.3 400Declined
Lowest Performing-------
High needs 54.3 50.7 -3.6 57.4 370Declined
Econ. Disadvantaged---- 30--
EL and Former EL---- 18--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 53.4 52.4 -1.0 56.7 211No Change
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.0 50.0 1093Met Target
Lowest Performing 36.7 50.0 261Below Target
High needs 46.4 50.0 872Below Target
Econ. Disadvantaged 48.4 50.0 682Below Target
EL and Former EL 50.5 50.0 443Met Target
Students w/ disabilities 37.2 50.0 371Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 51.0 50.0 653Met Target
Hispanic/Latino 45.7 50.0 362Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-----

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 35.9 50.0 1091Below Target
Lowest Performing 25.6 50.0 260Below Target
High needs 32.8 50.0 871Below Target
Econ. Disadvantaged 32.5 50.0 681Below Target
EL and Former EL 37.8 50.0 441Below Target
Students w/ disabilities 25.0 50.0 370Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 33.4 50.0 651Below Target
Hispanic/Latino 40.1 50.0 362Below Target
Multi-race, Non-Hisp./Lat.-- 6--
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 62.3 57.4 -4.9 78.2 540Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.3 57.4 -4.9 78.2 540Declined
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 10.1 8.8 1.3 8.2 2392Improved Below Target
Lowest Performing 19.2 7.7 11.5 14.5 264Exceeded Target
High needs 11.5 10.4 1.1 9.2 1932Improved Below Target
Econ. Disadvantaged 15.9 12.1 3.8 13.5 1414Exceeded Target
EL and Former EL 8.5 8.8 -0.3 4.8 1021No Change
Students w/ disabilities 15.1 14.1 1.0 10.8 642Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 9.3 5.8 3.5 5.4 1543Met Target
Hispanic/Latino 12.1 13.7 -1.6 8.7 730Declined
Multi-race, Non-Hisp./Lat.---- 9--
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 156 15599Yes 1 156 15599Yes 1 40 40100Yes 1
Lowest Performing---------------
High needs 122 12199Yes 1 122 12199Yes 1 37 37100Yes 1
Econ. Disadvantaged 100 9999Yes 1 100 9999Yes 1 30 30100Yes 1
EL and Former EL 58 58100Yes 1 58 58100Yes 1 18----
Students w/ disabilities 52 5198Yes 1 52 5198Yes 1 19----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 93 9299Yes 1 93 9299Yes 1 21 21100Yes 1
Hispanic/Latino 52 52100Yes 1 52 52100Yes 1 14----
Multi-race, Non-Hisp./Lat. 9---- 9---- 5----
Nat. Haw. or Pacif. Isl.---------------
White---------------

School Accountability Information
School Accountability classification
Bridge Boston Charter SchoolNot requiring 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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