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KIPP Academy Boston Charter School (District)

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2018 Official Accountability Report - KIPP Academy Boston Charter School (District)

Organization Information
DISTRICT NAME
KIPP Academy Boston Charter School (District) (04630000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
K,01,02,03,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
80% - 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 growth44-44-
Mathematics growth44-34-
Growth total8820.07822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.49.6-7.07.6-
Percentage of possible points 67%-92%-
Criterion-referenced target percentage80%
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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.010.3-
Percentage of possible points 68%-
Criterion-referenced target percentage68%
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 488.7 495.9 7.2 490.7 3434Exceeded Target
Lowest Performing 473.0 480.4 7.4 478.3 484Exceeded Target
High needs 487.3 495.2 7.9 489.3 3114Exceeded Target
Econ. Disadvantaged 487.5 494.9 7.4 489.1 2464Exceeded Target
EL and Former EL 489.2 495.4 6.2 490.8 1724Exceeded Target
Students w/ disabilities 477.2 481.9 4.7 479.0 874Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 487.1 496.2 9.1 488.7 2384Exceeded Target
Hispanic/Latino 491.5 494.7 3.2 493.2 994Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White-------

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 488.1 492.9 4.8 489.9 3444Exceeded Target
Lowest Performing 465.1 472.3 7.2 468.4 494Exceeded Target
High needs 486.7 492.0 5.3 488.6 3124Exceeded Target
Econ. Disadvantaged 486.2 492.5 6.3 487.6 2464Exceeded Target
EL and Former EL 489.8 492.7 2.9 491.6 1724Exceeded Target
Students w/ disabilities 475.9 477.2 1.3 478.0 882Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 486.8 493.0 6.2 488.6 2394Exceeded Target
Hispanic/Latino 490.5 492.1 1.6 492.1 993Met Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White-------

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 57.3 51.3 -6.0 60.2 1310Declined
Lowest Performing-------
High needs 56.3 50.2 -6.1 59.4 1200Declined
Econ. Disadvantaged 55.2 49.2 -6.0 57.7 940Declined
EL and Former EL 59.9 47.9 -12.0 63.2 720Declined
Students w/ disabilities 45.0 42.8 -2.2 48.5 381No Change
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 56.0 52.3 -3.7 59.3 860Declined
Hispanic/Latino 60.4 49.4 -11.0 63.5 440Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.3 50.0 2434Exceeded Target
Lowest Performing 64.4 50.0 414Exceeded Target
High needs 62.4 50.0 2214Exceeded Target
Econ. Disadvantaged 63.4 50.0 1714Exceeded Target
EL and Former EL 63.1 50.0 1304Exceeded Target
Students w/ disabilities 58.6 50.0 623Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 65.0 50.0 1654Exceeded Target
Hispanic/Latino 57.3 50.0 733Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-----

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.9 50.0 2434Exceeded Target
Lowest Performing 58.6 50.0 413Met Target
High needs 59.9 50.0 2213Met Target
Econ. Disadvantaged 60.7 50.0 1714Exceeded Target
EL and Former EL 60.8 50.0 1304Exceeded Target
Students w/ disabilities 54.9 50.0 623Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 61.1 50.0 1654Exceeded Target
Hispanic/Latino 61.2 50.0 734Exceeded Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-----

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 43.1 39.5 -3.6 62.8 860Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 43.1 39.5 -3.6 62.8 860Declined
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 16.7 17.3 -0.6 14.8 5090Declined
Lowest Performing 25.5 34.7 -9.2 20.8 490Declined
High needs 16.5 18.6 -2.1 14.2 4410Declined
Econ. Disadvantaged 18.6 20.3 -1.7 16.2 3160Declined
EL and Former EL 12.0 13.7 -1.7 8.3 2480Declined
Students w/ disabilities 22.0 21.7 0.3 17.7 1152Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 15.5 15.1 0.4 11.6 3502Improved Below Target
Hispanic/Latino 19.5 22.3 -2.8 16.1 1480Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

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 345 34399Yes 1 345 344100Yes 1 132 13199Yes 1
Lowest Performing---------------
High needs 313 31199Yes 1 313 312100Yes 1 121 12099Yes 1
Econ. Disadvantaged 246 246100Yes 1 246 246100Yes 1 94 94100Yes 1
EL and Former EL 172 172100Yes 1 172 172100Yes 1 72 72100Yes 1
Students w/ disabilities 89 8798Yes 1 89 8899Yes 1 39 3897Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 240 23899Yes 1 240 239100Yes 1 87 8699Yes 1
Hispanic/Latino 99 99100Yes 1 99 99100Yes 1 44 44100Yes 1
Multi-race, Non-Hisp./Lat. 4---- 4---- 1----
Nat. Haw. or Pacif. Isl.---------------
White---------------

School Accountability Information
School Accountability classification
KIPP Academy Boston 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