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Veritas Preparatory Charter School (District)

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2018 Official Accountability Report - Veritas Preparatory Charter School (District)

Organization Information
DISTRICT NAME
Veritas Preparatory Charter School (District) (04980000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
37% - 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 achievement14-04-
Mathematics achievement04-34-
Science achievement14----
Achievement total21260.03867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total3.19.6-3.27.6-
Percentage of possible points 32%-42%-
Criterion-referenced target percentage37%
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 achievement24-
Mathematics achievement04-
Science achievement34-
Achievement total51267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.110.3-
Percentage of possible points 50%-
Criterion-referenced target percentage50%
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 499.9 499.9 0.0 501.4 3111No Change
Lowest Performing 477.0 473.3 -3.7 481.7 500Declined
High needs 497.3 497.8 0.5 498.9 2522Improved Below Target
Econ. Disadvantaged 497.7 498.8 1.1 499.1 2363Met Target
EL and Former EL 493.6 497.3 3.7 495.6 854Exceeded Target
Students w/ disabilities 481.6 477.1 -4.5 483.3 720Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 504.4 504.8 0.4 506.0 533Met Target
Hispanic/Latino 497.3 498.3 1.0 498.4 2383Met Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

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 501.2 499.4 -1.8 502.6 3100Declined
Lowest Performing 473.1 476.4 3.3 476.7 503Met Target
High needs 498.3 497.5 -0.8 500.0 2510Declined
Econ. Disadvantaged 499.2 498.0 -1.2 500.3 2350Declined
EL and Former EL 496.2 495.1 -1.1 498.4 850Declined
Students w/ disabilities 478.6 479.8 1.2 480.7 722Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 503.5 502.2 -1.3 505.0 533Met Target
Hispanic/Latino 499.2 498.3 -0.9 500.8 2370Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 76.4 75.3 -1.1 78.8 1501No Change
Lowest Performing-------
High needs 72.4 73.6 1.2 75.2 1263Met Target
Econ. Disadvantaged 74.8 74.4 -0.4 77.7 1191No Change
EL and Former EL 65.7 73.6 7.9 68.3 374Exceeded Target
Students w/ disabilities 47.5 50.7 3.2 50.6 383Met Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 73.9 81.0 7.1 76.7 254Exceeded Target
Hispanic/Latino 75.0 73.9 -1.1 78.9 1181No Change
Multi-race, Non-Hisp./Lat.---- 2--
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 2973Met Target
Lowest Performing 44.0 50.0 472Below Target
High needs 56.8 50.0 2403Met Target
Econ. Disadvantaged 57.4 50.0 2253Met Target
EL and Former EL 61.2 50.0 764Exceeded Target
Students w/ disabilities 44.1 50.0 682Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 59.5 50.0 523Met Target
Hispanic/Latino 56.6 50.0 2253Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 13--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.8 50.0 2973Met Target
Lowest Performing 53.5 50.0 473Met Target
High needs 59.3 50.0 2403Met Target
Econ. Disadvantaged 58.5 50.0 2253Met Target
EL and Former EL 56.8 50.0 763Met Target
Students w/ disabilities 53.7 50.0 683Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 56.0 50.0 523Met Target
Hispanic/Latino 58.5 50.0 2253Met Target
Multi-race, Non-Hisp./Lat.-- 5--
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 68.6 66.7 -1.9 62.8 273Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 68.6 66.7 -1.9 62.8 273Met 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 20.1 15.6 4.5 19.0 3264Exceeded Target
Lowest Performing 21.2 32.0 -10.8 17.6 500Declined
High needs 22.7 17.9 4.8 20.3 2634Exceeded Target
Econ. Disadvantaged 23.9 18.8 5.1 20.4 2244Exceeded Target
EL and Former EL 20.8 13.5 7.3 16.4 894Exceeded Target
Students w/ disabilities 21.5 29.3 -7.8 18.2 750Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 14.3 5.3 9.0 10.5 574Exceeded Target
Hispanic/Latino 22.7 17.7 5.0 19.1 2484Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 14--

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 312 31099Yes 1 311 310100Yes 1 150 150100Yes 1
Lowest Performing---------------
High needs 253 25199Yes 1 252 251100Yes 1 126 126100Yes 1
Econ. Disadvantaged 237 23599Yes 1 236 235100Yes 1 119 119100Yes 1
EL and Former EL 85 8499Yes 1 85 85100Yes 1 37 37100Yes 1
Students w/ disabilities 72 7199Yes 1 72 72100Yes 1 38 38100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 53 53100Yes 1 53 53100Yes 1 25 25100Yes 1
Hispanic/Latino 239 23799Yes 1 238 237100Yes 1 118 118100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 13---- 13---- 5----

School Accountability Information
School Accountability classification
Veritas Preparatory 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

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