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Benjamin Banneker Charter Public (District)

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2018 Official Accountability Report - Benjamin Banneker Charter Public (District)

Organization Information
DISTRICT NAME
Benjamin Banneker Charter Public (District) (04200000)
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
Meeting targets
Progress toward improvement targetsAccountability percentile
89% - 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 achievement44-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total111267.58867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7822.56822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total9.110.3-6.87.6-
Percentage of possible points 88%-89%-
Criterion-referenced target percentage89%
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 achievement34-
Science achievement34-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total8.210.3-
Percentage of possible points 80%-
Criterion-referenced target percentage80%
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 509.3 512.1 2.8 511.0 1804Exceeded Target
Lowest Performing 479.8 487.1 7.3 483.7 334Exceeded Target
High needs 504.7 507.6 2.9 506.3 1184Exceeded Target
Econ. Disadvantaged 505.8 509.0 3.2 507.4 1004Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities 486.7 491.4 4.7 488.0 384Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 507.6 512.6 5.0 508.8 1554Exceeded Target
Hispanic/Latino 514.1 507.5 -6.6 515.5 223Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 2--

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 506.4 506.9 0.5 507.6 1813Met Target
Lowest Performing 477.2 481.0 3.8 480.0 334Exceeded Target
High needs 502.0 502.9 0.9 503.4 1193Met Target
Econ. Disadvantaged 503.0 503.8 0.8 504.0 1013Met Target
EL and Former EL---- 16--
Students w/ disabilities 479.6 489.6 10.0 481.4 384Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 505.5 507.3 1.8 507.5 1563Met Target
Hispanic/Latino 509.9 501.8 -8.1 511.8 220Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 2--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 86.6 87.7 1.1 88.8 534Exceeded Target
Lowest Performing-------
High needs 83.0 80.3 -2.7 86.2 333Met Target
Econ. Disadvantaged 85.6 82.1 -3.5 88.5 283Met Target
EL and Former EL---- 6--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 87.1 89.1 2.0 89.2 464Exceeded Target
Hispanic/Latino---- 6--
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 60.1 50.0 1314Exceeded Target
Lowest Performing 51.8 50.0 323Met Target
High needs 59.8 50.0 813Met Target
Econ. Disadvantaged 59.3 50.0 693Met Target
EL and Former EL-- 14--
Students w/ disabilities 56.8 50.0 263Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 60.1 50.0 1144Exceeded Target
Hispanic/Latino-- 14--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.7 50.0 1313Met Target
Lowest Performing 51.2 50.0 323Met Target
High needs 57.5 50.0 813Met Target
Econ. Disadvantaged 57.5 50.0 693Met Target
EL and Former EL-- 14--
Students w/ disabilities 56.3 50.0 263Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 56.2 50.0 1143Met Target
Hispanic/Latino-- 14--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 12.1 12.6 -0.5 11.1 2861No Change
Lowest Performing 12.1 18.2 -6.1 8.9 330Declined
High needs 16.1 16.2 -0.1 14.1 1851No Change
Econ. Disadvantaged 19.2 17.7 1.5 15.0 1412Improved Below Target
EL and Former EL---- 28--
Students w/ disabilities 16.7 11.1 5.6 14.0 544Exceeded Target
Amer. Ind. or Alaska Nat.---- 0--
Asian---- 3--
Afr. Amer./Black 10.4 10.7 -0.3 7.0 2421No Change
Hispanic/Latino 22.0 31.3 -9.3 18.0 320Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 6--

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 184 18299Yes 1 184 18399Yes 1 54 5398Yes 1
Lowest Performing---------------
High needs 122 12098Yes 1 122 12199Yes 1 34 3397Yes 1
Econ. Disadvantaged 103 10198Yes 1 103 10299Yes 1 29 2897Yes 1
EL and Former EL 18---- 18---- 6----
Students w/ disabilities 38 38100Yes 1 38 38100Yes 1 10----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 1----
Afr. Amer./Black 158 15799Yes 1 158 158100Yes 1 46 46100Yes 1
Hispanic/Latino 23 2296Yes 1 23 2296Yes 1 7----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 2---- 2---- 0----

School Accountability Information
School Accountability classification
Benjamin Banneker Charter Public 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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