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Boston Renaissance Charter Public (District)

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2018 Official Accountability Report - Boston Renaissance Charter Public (District)

Organization Information
DISTRICT NAME
Boston Renaissance Charter Public (District) (04810000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
59% - 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 achievement44-24-
Mathematics achievement24-34-
Science achievement24----
Achievement total81260.05867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4820.03822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.09.6-4.17.6-
Percentage of possible points 63%-54%-
Criterion-referenced target percentage59%
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 achievement24-
Science achievement34-
Achievement total91267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 490.8 493.4 2.6 492.8 3974Exceeded Target
Lowest Performing 470.5 473.5 3.0 475.8 702Improved Below Target
High needs 487.7 490.8 3.1 489.7 2674Exceeded Target
Econ. Disadvantaged 489.7 492.3 2.6 491.3 2114Exceeded Target
EL and Former EL 489.3 492.3 3.0 490.9 634Exceeded Target
Students w/disabilities 472.0 475.6 3.6 473.8 764Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 490.2 493.8 3.6 491.8 2644Exceeded Target
Hispanic/Latino 491.7 492.4 0.7 493.4 1152Improved Below Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

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 491.7 492.1 0.4 493.5 3962Improved Below Target
Lowest Performing 469.0 472.0 3.0 472.3 703Met Target
High needs 488.2 489.5 1.3 490.1 2662Improved Below Target
Econ. Disadvantaged 489.6 491.1 1.5 491.0 2093Met Target
EL and Former EL 491.2 491.5 0.3 493.0 632Improved Below Target
Students w/disabilities 473.6 474.6 1.0 475.7 772Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 491.2 492.4 1.2 493.0 2632Improved Below Target
Hispanic/Latino 492.3 490.3 -2.0 493.9 1150Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.0 69.4 0.4 71.9 942Improved Below Target
Lowest Performing-------
High needs 61.1 64.8 3.7 64.2 643Met Target
Econ. Disadvantaged 63.1 65.9 2.8 65.6 553Met Target
EL and Former EL---- 11--
Students w/disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 69.6 69.9 0.3 72.9 643Met Target
Hispanic/Latino 65.9 67.9 2.0 69.0 283Met Target
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 41.1 50.0 2812Below Target
Lowest Performing 37.9 50.0 691Below Target
High needs 40.5 50.0 1882Below Target
Econ. Disadvantaged 41.7 50.0 1512Below Target
EL and Former EL 39.3 50.0 421Below Target
Students w/disabilities 38.7 50.0 551Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 40.6 50.0 1812Below Target
Hispanic/Latino 40.9 50.0 872Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.8 50.0 2802Below Target
Lowest Performing 45.1 50.0 692Below Target
High needs 46.7 50.0 1872Below Target
Econ. Disadvantaged 46.5 50.0 1492Below Target
EL and Former EL 45.6 50.0 422Below Target
Students w/disabilities 46.9 50.0 562Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 47.2 50.0 1802Below Target
Hispanic/Latino 44.9 50.0 872Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 39.5 69.6 30.1 70.2 564Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 39.5 69.6 30.1 70.2 564Exceeded Target
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 12.3 18.4 -6.1 10.4 6920Declined
Lowest Performing 16.7 18.6 -1.9 12.0 700Declined
High needs 14.4 22.1 -7.7 12.1 4570Declined
Econ. Disadvantaged 16.6 24.4 -7.8 14.2 3320Declined
EL and Former EL 9.4 13.3 -3.9 5.7 1430Declined
Students w/disabilities 18.3 28.9 -10.6 14.0 1140Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 11.7 15.6 -3.9 7.8 4350Declined
Hispanic/Latino 13.4 24.1 -10.7 10.0 2240Declined
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White---- 6--

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 399 39799Yes 1 399 39699Yes 1 94 94100Yes 1
Lowest Performing---------------
High needs 268 267100Yes 1 268 26699Yes 1 64 64100Yes 1
Econ. Disadvantaged 211 211100Yes 1 211 20999Yes 1 55 55100Yes 1
EL and Former EL 63 63100Yes 1 63 63100Yes 1 11----
Students w/disabilities 77 7699Yes 1 77 77100Yes 1 19----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 266 26499Yes 1 266 26399Yes 1 64 64100Yes 1
Hispanic/Latino 115 115100Yes 1 115 115100Yes 1 28 28100Yes 1
Multi-race, Non-Hisp./Lat. 13---- 13---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 3---- 3---- 0----

School Accountability Information
School Accountability classification
Boston Renaissance Charter Public 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