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Conservatory Lab Charter (District)

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2018 Official Accountability Report - Conservatory Lab Charter (District)

Organization Information
DISTRICT NAME
Conservatory Lab Charter (District) (04390000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: EL and former EL
Progress toward improvement targetsAccountability percentile
77% - 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 achievement44-44-
Science achievement04----
Achievement total81260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total6.29.6-6.87.6-
Percentage of possible points 65%-89%-
Criterion-referenced target percentage77%
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 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 total6.910.3-
Percentage of possible points 67%-
Criterion-referenced target percentage67%
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 491.3 497.1 5.8 492.8 2444Exceeded Target
Lowest Performing 466.4 472.9 6.5 471.9 454Exceeded Target
High needs 486.3 491.7 5.4 488.1 1684Exceeded Target
Econ. Disadvantaged 486.2 491.6 5.4 487.5 1234Exceeded Target
EL and Former EL 490.2 492.1 1.9 491.5 824Exceeded Target
Students w/ disabilities 476.3 479.4 3.1 478.1 424Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 488.6 492.4 3.8 490.2 1274Exceeded Target
Hispanic/Latino 489.9 496.2 6.3 491.4 854Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

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 487.5 490.8 3.3 489.0 2444Exceeded Target
Lowest Performing 463.2 471.1 7.9 466.2 454Exceeded Target
High needs 482.1 485.7 3.6 483.7 1684Exceeded Target
Econ. Disadvantaged 480.8 485.4 4.6 481.8 1234Exceeded Target
EL and Former EL 486.5 487.3 0.8 488.0 822Improved Below Target
Students w/ disabilities 474.8 473.1 -1.7 476.6 420Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 485.3 487.5 2.2 487.6 1273Met Target
Hispanic/Latino 485.1 489.1 4.0 486.7 854Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 63.2 58.1 -5.1 65.9 740Declined
Lowest Performing-------
High needs 59.2 52.4 -6.8 62.6 520Declined
Econ. Disadvantaged 57.9 52.1 -5.8 61.7 350Declined
EL and Former EL 61.4 53.8 -7.6 64.3 260Declined
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 66.7 57.5 -9.2 70.2 400Declined
Hispanic/Latino 56.8 51.9 -4.9 59.6 270Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.3 50.0 1863Met Target
Lowest Performing 53.9 50.0 453Met Target
High needs 59.0 50.0 1293Met Target
Econ. Disadvantaged 59.1 50.0 953Met Target
EL and Former EL 60.0 50.0 614Exceeded Target
Students w/ disabilities 50.0 50.0 353Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black 56.3 50.0 1033Met Target
Hispanic/Latino 62.2 50.0 624Exceeded Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 13--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.8 50.0 1863Met Target
Lowest Performing 55.9 50.0 453Met Target
High needs 57.9 50.0 1293Met Target
Econ. Disadvantaged 58.7 50.0 953Met Target
EL and Former EL 61.8 50.0 614Exceeded Target
Students w/ disabilities 47.5 50.0 352Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black 56.1 50.0 1033Met Target
Hispanic/Latino 61.2 50.0 624Exceeded Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 13--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 66.7 38.9 -27.8 78.2 540Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 66.7 38.9 -27.8 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 12.1 11.8 0.3 10.8 3642Improved Below Target
Lowest Performing 13.3 15.6 -2.3 9.4 450Declined
High needs 15.4 15.5 -0.1 13.1 2451No Change
Econ. Disadvantaged 16.1 17.8 -1.7 13.0 1570Declined
EL and Former EL 9.4 10.4 -1.0 6.7 1340Declined
Students w/ disabilities 26.5 11.3 15.2 22.7 534Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black 12.2 10.7 1.5 8.5 1772Improved Below Target
Hispanic/Latino 14.4 13.0 1.4 10.7 1382Improved Below Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White---- 27--

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 245 23596Yes 1 245 245100Yes 1 74 74100Yes 1
Lowest Performing---------------
High needs 169 15996Yes 2 169 169100Yes 1 52 52100Yes 1
Econ. Disadvantaged 124 11996Yes 1 124 124100Yes 1 35 35100Yes 1
EL and Former EL 83 7391No 2 83 83100Yes 1 26 26100Yes 1
Students w/ disabilities 42 42100Yes 1 42 42100Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 4---- 4---- 2----
Afr. Amer./Black 128 12698Yes 1 128 128100Yes 1 40 40100Yes 1
Hispanic/Latino 85 7996Yes 2 85 85100Yes 1 27 27100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 19---- 19---- 3----

School Accountability Information
School Accountability classification
Conservatory Lab 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

School and District Profiles