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Concord-Carlisle

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2018 Official Accountability Report - Concord-Carlisle

Organization Information
DISTRICT NAME
Concord-Carlisle (06400000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
09,10,11,12

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
71% - Partially meeting targets-
This district's determination of need for special education technical assistance or intervention
Needs assistance (NA)

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement34-04-
Science achievement44-34-
Achievement total111247.571267.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
High school completionFour-year cohort graduation rate34----
Extended engagement rate44----
Annual dropout rate34----
High school completion total101220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion24----
Additional indicators total6810.00410.0
Weighted total9.010.7-5.910.3-
Percentage of possible points 84%-57%-
Criterion-referenced target percentage71%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement04-
Science achievement34-
Achievement total71247.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
High school completionFour-year cohort graduation rate14-
Extended engagement rate34-
Annual dropout rate04-
High school completion total41220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism14-
Advanced coursework completion24-
Additional indicators total3810.0
Weighted total6.010.7-
Percentage of possible points 56%-
Criterion-referenced target percentage56%
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 - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 99.3 99.8 0.5 100.0 3104Exceeded Target
Lowest Performing 98.8 100.0 1.2 100.0 734Exceeded Target
High needs 97.2 99.1 1.9 98.8 864Exceeded Target
Econ. Disadvantaged---- 20--
EL and Former EL---- 10--
Students w/disabilities 96.5 99.0 2.5 98.4 744Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 97.9 100.0 2.1 99.5 234Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 99.5 99.8 0.3 100.0 2434Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 99.0 96.7 -2.3 100.0 3023Met Target
Lowest Performing 98.1 91.2 -6.9 100.0 710Declined
High needs 95.9 89.4 -6.5 98.1 800Declined
Econ. Disadvantaged---- 18--
EL and Former EL---- 9--
Students w/disabilities 95.0 88.0 -7.0 98.0 690Declined
Amer. Ind. or Alaska Nat.-------
Asian 98.6 100.0 1.4 100.0 234Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 99.2 97.7 -1.5 100.0 2354Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 98.5 98.0 -0.5 99.9 2944Exceeded Target
Lowest Performing 96.6 94.5 -2.1 98.7 733Met Target
High needs 94.1 93.0 -1.1 96.4 793Met Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 9--
Students w/disabilities 93.5 91.8 -1.7 95.8 673Met Target
Amer. Ind. or Alaska Nat.-------
Asian 99.2 100.0 0.8 100.0 234Exceeded Target
Afr. Amer./Black---- 14--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 98.8 98.7 -0.1 100.0 2284Exceeded Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.7 50.0 2593Met Target
Lowest Performing 55.6 50.0 573Met Target
High needs 60.2 50.0 674Exceeded Target
Econ. Disadvantaged-- 17--
EL and Former EL-- 8--
Students w/disabilities 63.3 50.0 574Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian 48.6 50.0 212Below Target
Afr. Amer./Black-- 11--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 50.8 50.0 2013Met Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.4 50.0 2522Below Target
Lowest Performing 42.3 50.0 572Below Target
High needs 53.1 50.0 633Met Target
Econ. Disadvantaged-- 15--
EL and Former EL-- 8--
Students w/disabilities 55.3 50.0 543Met Target
Amer. Ind. or Alaska Nat.-----
Asian 55.8 50.0 213Met Target
Afr. Amer./Black-- 11--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 48.7 50.0 1942Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 97.5 96.6 -0.9 98.7 3223Met Target
Lowest Performing-------
High needs 90.3 90.1 -0.2 93.5 911No Change
Econ. Disadvantaged---- 27--
EL and Former EL---- 6--
Students w/disabilities 88.1 87.5 -0.6 92.7 720Declined
Amer. Ind. or Alaska Nat.-------
Asian 95.5 90.6 -4.9 97.8 320Declined
Afr. Amer./Black---- 16--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 97.7 96.9 -0.8 99.1 2623Met Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 99.0 99.4 0.4 100.0 3164Exceeded Target
Lowest Performing-------
High needs 97.5 97.2 -0.3 100.0 723Met Target
Econ. Disadvantaged---- 26--
EL and Former EL-------
Students w/disabilities 96.8 96.6 -0.2 100.0 593Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 100.0 100.0 0.0 100.0 224Exceeded Target
Afr. Amer./Black---- 16--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 98.8 99.6 0.8 99.9 2614Exceeded Target

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 0.0 0.6 -0.6 1.0 1,2753Met Target
Lowest Performing-------
High needs 0.0 1.1 -1.1 1.0 2680Declined
Econ. Disadvantaged---- 69--
EL and Former EL---- 5--
Students w/disabilities 0.0 1.4 -1.4 1.0 2100Declined
Amer. Ind. or Alaska Nat.-------
Asian 0.0 0.0 0.0 1.0 1214Exceeded Target
Afr. Amer./Black---- 55--
Hispanic/Latino---- 51--
Multi-race, Non-Hisp./Lat.---- 47--
Nat. Haw. or Pacif. Isl.-------
White 0.0 0.8 -0.8 1.0 1,0013Met Target

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 10.8 9.2 1.6 9.8 1,3104Exceeded Target
Lowest Performing 9.8 16.4 -6.6 4.5 730Declined
High needs 17.5 17.7 -0.2 14.8 3111No Change
Econ. Disadvantaged---- 75--
EL and Former EL---- 33--
Students w/disabilities 18.7 19.1 -0.4 14.8 2461No Change
Amer. Ind. or Alaska Nat.-------
Asian 8.9 6.0 2.9 6.8 1174Exceeded Target
Afr. Amer./Black---- 53--
Hispanic/Latino---- 58--
Multi-race, Non-Hisp./Lat.---- 52--
Nat. Haw. or Pacif. Isl.-------
White 11.7 9.7 2.0 10.4 1,0304Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 81.4 81.5 0.1 84.6 6712Improved Below Target
Lowest Performing-------
High needs 48.1 52.2 4.1 56.1 1382Improved Below Target
Econ. Disadvantaged---- 41--
EL and Former EL---- 14--
Students w/disabilities 41.5 46.4 4.9 49.0 1102Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 82.3 87.9 5.6 88.0 663Met Target
Afr. Amer./Black---- 23--
Hispanic/Latino---- 31--
Multi-race, Non-Hisp./Lat.---- 27--
Nat. Haw. or Pacif. Isl.-------
White 81.5 82.4 0.9 84.5 5242Improved Below Target

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 1 312 30297Yes 1 312 30899Yes 1
Lowest Performing---------------
High needs 88 8698Yes 1 88 8093No 2 88 8698Yes 1
Econ. Disadvantaged 20 20100Yes 1 20 1893No 2 20 20100Yes 1
EL and Former EL 10---- 10---- 10----
Students w/disabilities 76 7497Yes 1 76 6992No 2 76 7497Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 23 23100Yes 1 23 23100Yes 1 23 23100Yes 1
Afr. Amer./Black 15---- 15---- 15----
Hispanic/Latino 15---- 15---- 15----
Multi-race, Non-Hisp./Lat. 14---- 14---- 14----
Nat. Haw. or Pacif. Isl.---------------
White 245 24399Yes 1 245 23596Yes 1 245 24299Yes 1

School Accountability Information
School Accountability classification
Concord Carlisle HighNot 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