Massachusetts School and District Profiles

Holyoke Community Charter (District)

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Holyoke Community Charter (District)

Organization Information
DISTRICT NAME
Holyoke Community Charter (District) (04530000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
87% - 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 achievement24-44-
Science achievement44----
Achievement total101260.08867.5
GrowthEnglish language arts growth34-44-
Mathematics growth34-34-
Growth total6820.07822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total7.49.6-7.47.6-
Percentage of possible points 77%-97%-
Criterion-referenced target percentage87%
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 achievement24-
Science achievement44-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total8.310.3-
Percentage of possible points 81%-
Criterion-referenced target percentage81%
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 488.0 493.9 5.9 490.0 4434Exceeded Target
Lowest Performing 468.1 479.3 11.2 473.4 804Exceeded Target
High needs 485.8 491.8 6.0 487.8 3584Exceeded Target
Econ. Disadvantaged 486.7 492.0 5.3 488.3 3284Exceeded Target
EL and Former EL 479.8 488.0 8.2 481.4 954Exceeded Target
Students w/ disabilities 473.6 481.6 8.0 475.4 1074Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino 488.0 493.6 5.6 489.7 4094Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

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 487.3 487.5 0.2 489.1 4432Improved Below Target
Lowest Performing 467.0 472.9 5.9 470.3 804Exceeded Target
High needs 485.3 485.5 0.2 487.2 3582Improved Below Target
Econ. Disadvantaged 485.8 485.7 -0.1 487.2 3281No Change
EL and Former EL 479.2 480.5 1.3 481.0 953Met Target
Students w/ disabilities 473.3 474.0 0.7 475.4 1072Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino 487.2 487.2 0.0 488.8 4091No Change
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 64.8 71.6 6.8 67.7 1254Exceeded Target
Lowest Performing-------
High needs 62.7 70.3 7.6 65.8 964Exceeded Target
Econ. Disadvantaged 64.0 69.7 5.7 66.5 894Exceeded Target
EL and Former EL---- 18--
Students w/ disabilities 48.2 61.7 13.5 51.7 304Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino 64.2 72.2 8.0 67.3 1174Exceeded Target
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 54.9 50.0 3313Met Target
Lowest Performing 60.6 50.0 704Exceeded Target
High needs 54.9 50.0 2613Met Target
Econ. Disadvantaged 54.6 50.0 2403Met Target
EL and Former EL 59.1 50.0 613Met Target
Students w/ disabilities 57.3 50.0 763Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 5--
Hispanic/Latino 54.2 50.0 3053Met Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 13--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.7 50.0 3313Met Target
Lowest Performing 51.0 50.0 703Met Target
High needs 51.6 50.0 2613Met Target
Econ. Disadvantaged 51.2 50.0 2403Met Target
EL and Former EL 53.3 50.0 613Met Target
Students w/ disabilities 49.8 50.0 762Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 5--
Hispanic/Latino 52.7 50.0 3053Met Target
Multi-race, Non-Hisp./Lat.-- 6--
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 70.5 51.1 -19.4 70.2 920Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 70.5 51.1 -19.4 70.2 920Declined
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 13.2 12.9 0.3 11.3 6422Improved Below Target
Lowest Performing 23.5 12.5 11.0 18.8 804Exceeded Target
High needs 15.2 14.2 1.0 12.9 5142Improved Below Target
Econ. Disadvantaged 16.3 15.1 1.2 13.9 4182Improved Below Target
EL and Former EL 13.3 13.0 0.3 9.6 1462Improved Below Target
Students w/ disabilities 21.7 20.7 1.0 17.4 1402Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 11--
Hispanic/Latino 13.1 13.1 0.0 9.7 5871No Change
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White---- 29--

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 445 445100Yes 1 445 445100Yes 1 126 126100Yes 1
Lowest Performing---------------
High needs 360 360100Yes 1 360 360100Yes 1 97 97100Yes 1
Econ. Disadvantaged 330 330100Yes 1 330 330100Yes 1 90 90100Yes 1
EL and Former EL 97 97100Yes 1 97 97100Yes 1 19----
Students w/ disabilities 108 108100Yes 1 108 108100Yes 1 31 31100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 8---- 8---- 2----
Hispanic/Latino 411 411100Yes 1 411 411100Yes 1 118 118100Yes 1
Multi-race, Non-Hisp./Lat. 7---- 7---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 17---- 17---- 3----

School Accountability Information
School Accountability classification
Holyoke Community Charter 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

School and District Profiles