Massachusetts School and District Profiles

City on a Hill Charter Public School Circuit Street (District)

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - City on a Hill Charter Public School Circuit Street (District)

Organization Information
DISTRICT NAME
City on a Hill Charter Public School Circuit Street (District) (04370000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
09,10,11,12

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
16% - Partially meeting targets-
This district's determination of need for special education technical assistance or intervention
Needs assistance (NA)

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement04-04-
Science achievement04-04-
Achievement total01240.001290.0
GrowthEnglish language arts growth14----
Mathematics growth14----
Growth total2820.0---
High school completionFour-year cohort graduation rate44----
Extended engagement rate04----
Annual dropout rate44----
High school completion total81220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion24----
Additional indicators total4810.04410.0
Weighted total2.710.0-0.411.2-
Percentage of possible points 27%-4%-
Criterion-referenced target percentage16%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01247.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate04-
Annual dropout rate44-
High school completion total81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion04-
Additional indicators total2810.0
Weighted total2.310.7-
Percentage of possible points 21%-
Criterion-referenced target percentage21%
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 - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 97.6 91.7 -5.9 99.1 660Declined
Lowest Performing 94.6 76.3 -18.3 96.7 200Declined
High needs 96.9 89.6 -7.3 99.0 530Declined
Econ. Disadvantaged 96.0 90.7 -5.3 97.6 430Declined
EL and Former EL---- 15--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 97.2 92.6 -4.6 99.6 440Declined
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 96.6 83.8 -12.8 98.5 650Declined
Lowest Performing 92.4 56.3 -36.1 96.6 200Declined
High needs 94.5 80.8 -13.7 96.7 520Declined
Econ. Disadvantaged 97.0 86.0 -11.0 99.4 430Declined
EL and Former EL---- 15--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 96.1 84.9 -11.2 98.8 430Declined
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 87.5 81.7 -5.8 89.3 630Declined
Lowest Performing 77.2 50.0 -27.2 81.3 200Declined
High needs 82.0 78.5 -3.5 84.6 500Declined
Econ. Disadvantaged 89.0 81.1 -7.9 91.3 410Declined
EL and Former EL---- 15--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 86.0 85.1 -0.9 88.6 421No Change
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 33.9 50.0 391Below Target
Lowest Performing-- 6--
High needs 37.5 50.0 311Below Target
Econ. Disadvantaged 37.7 50.0 281Below Target
EL and Former EL-- 8--
Students w/ disabilities-- 5--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 32.0 50.0 261Below Target
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 35.5 50.0 391Below Target
Lowest Performing-- 6--
High needs 34.3 50.0 311Below Target
Econ. Disadvantaged 36.2 50.0 281Below Target
EL and Former EL-- 8--
Students w/ disabilities-- 5--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 29.7 50.0 260Below Target
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 69.5 80.8 11.3 71.5 524Exceeded Target
Lowest Performing-------
High needs 70.7 82.6 11.9 74.5 464Exceeded Target
Econ. Disadvantaged 71.9 82.2 10.3 75.7 454Exceeded Target
EL and Former EL---- 4--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 0--
Afr. Amer./Black 65.9 80.0 14.1 71.6 304Exceeded Target
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 2--

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 94.0 89.8 -4.2 96.0 590Declined
Lowest Performing-------
High needs 94.0 91.4 -2.6 97.1 580Declined
Econ. Disadvantaged 94.0 91.2 -2.8 97.2 570Declined
EL and Former EL---- 5--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 96.4 87.8 -8.6 100.0 410Declined
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 1.4 1.1 0.3 1.3 2794Exceeded Target
Lowest Performing-------
High needs 2.2 0.0 2.2 2.0 1964Exceeded Target
Econ. Disadvantaged 2.2 0.0 2.2 2.0 1574Exceeded Target
EL and Former EL---- 29--
Students w/ disabilities---- 63--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 1.6 1.6 0.0 1.4 1821No Change
Hispanic/Latino---- 83--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 8--

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 13.3 27.0 13.7 54.5 373Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 37--
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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 22.3 21.1 1.2 20.4 2842Improved Below Target
Lowest Performing 13.0 5.0 8.0 7.5 204Exceeded Target
High needs 23.8 23.4 0.4 21.2 2182Improved Below Target
Econ. Disadvantaged 24.4 25.5 -1.1 20.7 1610Declined
EL and Former EL---- 72--
Students w/ disabilities---- 67--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 20.1 19.0 1.1 16.7 1952Improved Below Target
Hispanic/Latino---- 78--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 8--

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 72.3 73.9 1.6 78.4 882Improved Below Target
Lowest Performing-------
High needs 70.0 67.9 -2.1 78.0 530Declined
Econ. Disadvantaged 74.1 73.8 -0.3 84.4 421No Change
EL and Former EL---- 17--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 75.0 66.7 -8.3 83.0 600Declined
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 2--
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 66 66100Yes 1 65 65100Yes 1 66 66100Yes 1
Lowest Performing---------------
High needs 53 53100Yes 1 52 52100Yes 1 53 53100Yes 1
Econ. Disadvantaged 43 43100Yes 1 43 43100Yes 1 43 43100Yes 1
EL and Former EL 15---- 15---- 15----
Students w/ disabilities 18---- 17---- 18----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 44 44100Yes 1 43 43100Yes 1 44 44100Yes 1
Hispanic/Latino 18---- 18---- 18----
Multi-race, Non-Hisp./Lat. 1---- 1---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 3---- 3---- 3----

School Accountability Information
School Accountability classification
City on a Hill Charter Public School Circuit StreetNot 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