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Martin Luther King Jr. Charter School of Excellence (District)

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2018 Official Accountability Report - Martin Luther King Jr. Charter School of Excellence (District)

Organization Information
DISTRICT NAME
Martin Luther King Jr. Charter School of Excellence (District) (04920000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
K,01,02,03,04,05

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
93% - 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 achievement34----
Achievement total111260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-44-
Growth total7820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total8.69.6-7.27.6-
Percentage of possible points 90%-95%-
Criterion-referenced target percentage93%
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 achievement34-
Achievement total111267.5
GrowthEnglish language arts growth24-
Mathematics growth44-
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 total9.010.3-
Percentage of possible points 87%-
Criterion-referenced target percentage87%
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 492.2 498.9 6.7 493.7 1754Exceeded Target
Lowest Performing 473.7 481.7 8.0 479.2 274Exceeded Target
High needs 490.1 496.7 6.6 491.9 1414Exceeded Target
Econ. Disadvantaged 490.7 497.3 6.6 492.0 1314Exceeded Target
EL and Former EL 486.0 487.8 1.8 487.3 333Met Target
Students w/ disabilities 478.8 485.8 7.0 480.6 494Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 493.8 501.8 8.0 495.4 714Exceeded Target
Hispanic/Latino 490.6 496.5 5.9 492.1 934Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White---- 1--

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 498.6 505.0 6.4 500.1 1754Exceeded Target
Lowest Performing 476.0 488.0 12.0 479.0 274Exceeded Target
High needs 497.1 503.6 6.5 498.7 1414Exceeded Target
Econ. Disadvantaged 497.8 504.1 6.3 498.8 1314Exceeded Target
EL and Former EL 497.6 498.0 0.4 499.1 332Improved Below Target
Students w/ disabilities 487.9 492.4 4.5 489.7 494Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 498.3 505.6 7.3 500.6 714Exceeded Target
Hispanic/Latino 498.8 504.9 6.1 500.4 934Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White---- 1--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 76.7 78.4 1.7 79.4 583Met Target
Lowest Performing-------
High needs 73.9 76.1 2.2 77.3 473Met Target
Econ. Disadvantaged 74.5 77.3 2.8 78.3 433Met Target
EL and Former EL---- 14--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 74.1 81.3 7.2 77.6 244Exceeded Target
Hispanic/Latino 77.9 75.0 -2.9 80.7 310Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.6 50.0 1143Met Target
Lowest Performing 47.6 50.0 262Below Target
High needs 49.0 50.0 892Below Target
Econ. Disadvantaged 49.3 50.0 822Below Target
EL and Former EL 42.9 50.0 212Below Target
Students w/ disabilities 44.7 50.0 332Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 51.2 50.0 513Met Target
Hispanic/Latino 48.9 50.0 552Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White-----

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 67.8 50.0 1134Exceeded Target
Lowest Performing 69.3 50.0 264Exceeded Target
High needs 67.9 50.0 884Exceeded Target
Econ. Disadvantaged 67.6 50.0 814Exceeded Target
EL and Former EL 66.8 50.0 214Exceeded Target
Students w/ disabilities 62.8 50.0 324Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 65.8 50.0 514Exceeded Target
Hispanic/Latino 70.8 50.0 544Exceeded Target
Multi-race, Non-Hisp./Lat.-- 7--
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 54.5 69.6 15.1 70.2 464Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 54.5 69.6 15.1 70.2 464Exceeded 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 7.8 7.5 0.3 6.5 3062Improved Below Target
Lowest Performing 7.4 0.0 7.4 3.5 274Exceeded Target
High needs 9.0 8.5 0.5 6.7 2472Improved Below Target
Econ. Disadvantaged 10.4 8.4 2.0 7.3 2152Improved Below Target
EL and Former EL 4.2 7.6 -3.4 1.5 660Declined
Students w/ disabilities 7.4 9.5 -2.1 3.6 740Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 8.8 4.5 4.3 5.1 1124Exceeded Target
Hispanic/Latino 7.6 10.6 -3.0 3.9 1700Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

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 175 175100Yes 1 175 175100Yes 1 58 58100Yes 1
Lowest Performing---------------
High needs 141 141100Yes 1 141 141100Yes 1 47 47100Yes 1
Econ. Disadvantaged 131 131100Yes 1 131 131100Yes 1 43 43100Yes 1
EL and Former EL 33 33100Yes 1 33 33100Yes 1 14----
Students w/ disabilities 49 49100Yes 1 49 49100Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 1----
Afr. Amer./Black 71 71100Yes 1 71 71100Yes 1 24 24100Yes 1
Hispanic/Latino 93 93100Yes 1 93 93100Yes 1 31 31100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 1---- 1---- 0----

School Accountability Information
School Accountability classification
Martin Luther King Jr. Charter School of ExcellenceNot 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