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Community Day Charter Public School - Prospect (District)

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

Organization Information
DISTRICT NAME
Community Day Charter Public School - Prospect (District) (04400000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
68% - 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 achievement34-34-
Science achievement04----
Achievement total71260.07867.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.49.6-6.17.6-
Percentage of possible points 56%-80%-
Criterion-referenced target percentage68%
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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.110.3-
Percentage of possible points 79%-
Criterion-referenced target percentage79%
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 506.7 509.8 3.1 508.4 2124Exceeded Target
Lowest Performing 482.6 487.4 4.8 486.5 434Exceeded Target
High needs 502.9 506.9 4.0 504.5 1634Exceeded Target
Econ. Disadvantaged 503.3 505.5 2.2 504.9 1104Exceeded Target
EL and Former EL 501.2 506.7 5.5 502.6 1204Exceeded Target
Students w/ disabilities 487.3 484.8 -2.5 488.6 330Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino 506.0 509.2 3.2 507.4 2014Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 8--

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 507.1 506.5 -0.6 508.3 2133Met Target
Lowest Performing 488.0 491.0 3.0 490.8 433Met Target
High needs 504.3 504.5 0.2 505.7 1643Met Target
Econ. Disadvantaged 503.1 503.3 0.2 504.1 1113Met Target
EL and Former EL 502.4 503.8 1.4 504.0 1203Met Target
Students w/ disabilities 493.0 487.2 -5.8 494.8 330Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino 506.5 505.9 -0.6 508.4 2023Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 8--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 83.4 80.1 -3.3 85.6 640Declined
Lowest Performing-------
High needs 78.7 76.2 -2.5 81.9 433Met Target
Econ. Disadvantaged 81.8 72.3 -9.5 84.7 280Declined
EL and Former EL 76.6 71.4 -5.2 83.3 280Declined
Students w/ disabilities---- 6--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino 82.6 78.9 -3.7 91.8 573Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 5--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.5 50.0 1643Met Target
Lowest Performing 50.0 50.0 433Met Target
High needs 55.8 50.0 1223Met Target
Econ. Disadvantaged 51.8 50.0 773Met Target
EL and Former EL 56.5 50.0 893Met Target
Students w/ disabilities 40.2 50.0 242Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 1--
Hispanic/Latino 57.1 50.0 1533Met Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 8--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.4 50.0 1653Met Target
Lowest Performing 55.8 50.0 433Met Target
High needs 55.4 50.0 1233Met Target
Econ. Disadvantaged 53.3 50.0 783Met Target
EL and Former EL 55.4 50.0 893Met Target
Students w/ disabilities 45.7 50.0 242Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 1--
Hispanic/Latino 53.9 50.0 1543Met Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 8--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 78.0 50.0 -28.0 78.2 900Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 78.0 50.0 -28.0 78.2 900Declined
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 3.8 6.1 -2.3 2.8 3110Declined
Lowest Performing 7.0 9.3 -2.3 3.8 430Declined
High needs 5.0 7.3 -2.3 3.0 2340Declined
Econ. Disadvantaged 5.2 9.3 -4.1 1.0 1400Declined
EL and Former EL 5.1 5.1 0.0 1.0 1961No Change
Students w/ disabilities 9.8 7.7 2.1 7.1 392Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino 4.0 5.4 -1.4 0.0 2970Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 10--

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 213 212100Yes 1 213 213100Yes 1 64 64100Yes 1
Lowest Performing---------------
High needs 164 16399Yes 1 164 164100Yes 1 43 43100Yes 1
Econ. Disadvantaged 111 11099Yes 1 111 111100Yes 1 28 28100Yes 1
EL and Former EL 120 120100Yes 1 120 120100Yes 1 28 28100Yes 1
Students w/ disabilities 33 33100Yes 1 33 33100Yes 1 6----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 1---- 1---- 1----
Hispanic/Latino 202 201100Yes 1 202 202100Yes 1 57 57100Yes 1
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 8---- 8---- 5----

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