Massachusetts School and District Profiles

Community Day Charter Public School - Gateway (District)

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Community Day Charter Public School - Gateway (District)

Organization Information
DISTRICT NAME
Community Day Charter Public School - Gateway (District) (04260000)
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
74% - 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 achievement44-44-
Mathematics achievement44-04-
Science achievement44----
Achievement total121260.04867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-24-
Growth total7820.05822.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total9.09.6-4.17.6-
Percentage of possible points 94%-54%-
Criterion-referenced target percentage74%
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 achievement44-
Achievement total121267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total10.110.3-
Percentage of possible points 98%-
Criterion-referenced target percentage98%
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 506.8 516.6 9.8 508.5 1564Exceeded Target
Lowest Performing 485.0 492.7 7.7 488.9 284Exceeded Target
High needs 506.1 515.6 9.5 507.7 1364Exceeded Target
Econ. Disadvantaged 504.9 514.6 9.7 506.5 784Exceeded Target
EL and Former EL 505.3 515.0 9.7 506.7 1234Exceeded Target
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino 506.4 516.5 10.1 507.8 1504Exceeded 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 508.3 511.0 2.7 509.5 1564Exceeded Target
Lowest Performing 487.7 485.9 -1.8 490.5 280Declined
High needs 507.6 510.4 2.8 509.0 1364Exceeded Target
Econ. Disadvantaged 506.9 509.5 2.6 507.9 784Exceeded Target
EL and Former EL 506.7 509.7 3.0 508.3 1234Exceeded Target
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino 507.8 510.8 3.0 509.7 1504Exceeded Target
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 78.9 88.8 9.9 81.1 404Exceeded Target
Lowest Performing-------
High needs 75.0 89.6 14.6 78.2 364Exceeded Target
Econ. Disadvantaged---- 23--
EL and Former EL 73.2 88.3 15.1 79.9 324Exceeded Target
Students w/ disabilities---- 6--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino 78.5 88.8 10.3 87.7 404Exceeded Target
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 62.4 50.0 1144Exceeded Target
Lowest Performing 56.1 50.0 283Met Target
High needs 61.1 50.0 994Exceeded Target
Econ. Disadvantaged 61.2 50.0 584Exceeded Target
EL and Former EL 61.4 50.0 904Exceeded Target
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 1--
Hispanic/Latino 62.4 50.0 1104Exceeded Target
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 59.1 50.0 1143Met Target
Lowest Performing 45.0 50.0 282Below Target
High needs 59.4 50.0 993Met Target
Econ. Disadvantaged 59.4 50.0 583Met Target
EL and Former EL 58.1 50.0 903Met Target
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 1--
Hispanic/Latino 59.0 50.0 1103Met Target
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 84.1 47.4 -36.7 78.2 570Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 84.1 47.4 -36.7 78.2 570Declined
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 2.5 2.5 0.0 1.5 2414Exceeded Target
Lowest Performing 0.0 3.6 -3.6 0.0 283Met Target
High needs 3.0 3.0 0.0 1.0 1994Exceeded Target
Econ. Disadvantaged 4.5 4.5 0.0 0.3 1101No Change
EL and Former EL 0.7 3.6 -2.9 0.0 1673Met Target
Students w/ disabilities---- 26--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino 2.6 2.6 0.0 0.0 2334Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 4--

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 156100Yes 1 156 156100Yes 1 40 40100Yes 1
Lowest Performing---------------
High needs 136 136100Yes 1 136 136100Yes 1 36 36100Yes 1
Econ. Disadvantaged 78 78100Yes 1 78 78100Yes 1 23 23100Yes 1
EL and Former EL 123 123100Yes 1 123 123100Yes 1 32 32100Yes 1
Students w/ disabilities 17---- 17---- 6----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 2---- 2---- 0----
Hispanic/Latino 150 150100Yes 1 150 150100Yes 1 40 40100Yes 1
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 2---- 2---- 0----

School Accountability Information
School Accountability classification
Community Day Charter Public School - GatewayNot 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

School and District Profiles