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Paulo Freire Social Justice Charter School (District)

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2018 Official Accountability Report - Paulo Freire Social Justice Charter School (District)

Organization Information
DISTRICT NAME
Paulo Freire Social Justice Charter School (District) (35010000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
09,10,11,12

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs -All students
Progress toward improvement targetsAccountability percentile
28% - Partially meeting targets-
This district's determination of need for special education technical assistance or intervention
Needs intervention (NI)

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 achievement14----
Mathematics achievement04----
Science achievement14----
Achievement total21240.0---
GrowthEnglish language arts growth14----
Mathematics growth14----
Growth total2820.0---
High school completionFour-year cohort graduation rate44----
Extended engagement rate------
Annual dropout rate34----
High school completion total7820.0---
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion04----
Additional indicators total0810.0---
Weighted total2.69.2----
Percentage of possible points 28%---
Criterion-referenced target percentage28%
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 achievement14-
Mathematics achievement04-
Science achievement14-
Achievement total21247.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate---
Annual dropout rate04-
High school completion total4820.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion04-
Additional indicators total0810.0
Weighted total2.29.9-
Percentage of possible points 22%-
Criterion-referenced target percentage22%
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 94.9 94.2 -0.7 96.6 601No Change
Lowest Performing---- 19--
High needs 94.1 93.5 -0.6 96.3 501No Change
Econ. Disadvantaged 94.2 93.4 -0.8 96.0 491No Change
EL and Former EL---- 16--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino 93.8 93.8 0.0 95.8 561No Change
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 2--

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 73.6 69.8 -3.8 75.8 620Declined
Lowest Performing---- 21--
High needs 72.1 67.5 -4.6 74.5 500Declined
Econ. Disadvantaged 72.8 67.7 -5.1 75.3 480Declined
EL and Former EL---- 18--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 69.2 68.2 -1.0 72.4 551No Change
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 4--

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 72.8 72.3 -0.5 75.3 461No Change
Lowest Performing---- 20--
High needs 69.8 69.6 -0.2 72.1 371No Change
Econ. Disadvantaged 68.5 69.4 0.9 71.4 362Improved Below Target
EL and Former EL---- 12--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino 69.7 70.7 1.0 73.7 412Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.1 50.0 481Below Target
Lowest Performing-- 14--
High needs 40.1 50.0 392Below Target
Econ. Disadvantaged 39.6 50.0 381Below Target
EL and Former EL-- 13--
Students w/ disabilities-- 5--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 2--
Hispanic/Latino 38.8 50.0 441Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 30.3 50.0 481Below Target
Lowest Performing-- 14--
High needs 29.8 50.0 390Below Target
Econ. Disadvantaged 29.2 50.0 380Below Target
EL and Former EL-- 13--
Students w/ disabilities-- 5--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 2--
Hispanic/Latino 31.4 50.0 441Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 77.6 83.6 6.0 81.4 734Exceeded Target
Lowest Performing-------
High needs 74.0 81.0 7.0 78.1 634Exceeded Target
Econ. Disadvantaged 76.6 80.0 3.4 81.5 602Improved Below Target
EL and Former EL---- 3--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 80.4 82.1 1.7 85.5 672Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 2--

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students---- 58--
Lowest Performing-------
High needs---- 50--
Econ. Disadvantaged---- 47--
EL and Former EL---- 2--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 51--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 5--

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 0.6 0.9 -0.3 1.0 3283Met Target
Lowest Performing-------
High needs 0.9 1.2 -0.3 1.0 2560Declined
Econ. Disadvantaged 1.1 0.9 0.2 1.0 2283Met Target
EL and Former EL---- 34--
Students w/ disabilities---- 58--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 17--
Hispanic/Latino 0.7 1.0 -0.3 1.0 2873Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 23--

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 25.9 9.4 -16.5 38.7 320Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 32--
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 36.6 58.8 -22.2 34.2 3110Declined
Lowest Performing---- 21--
High needs 38.4 63.2 -24.8 35.2 2610Declined
Econ. Disadvantaged 41.1 64.4 -23.3 37.8 2250Declined
EL and Former EL---- 95--
Students w/ disabilities---- 44--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 12--
Hispanic/Latino 36.6 58.4 -21.8 32.7 2790Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 19--

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 54.9 32.3 -22.6 61.0 1330Declined
Lowest Performing-------
High needs 51.6 25.0 -26.6 57.9 1000Declined
Econ. Disadvantaged 52.6 24.7 -27.9 59.1 890Declined
EL and Former EL---- 31--
Students w/ disabilities---- 21--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino 53.3 33.3 -20.0 60.8 1170Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 11--

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 74 6387No 2 75 6588No 2 75 6689No 2
Lowest Performing---------------
High needs 63 5387No 2 63 5387No 2 63 5488No 2
Econ. Disadvantaged 61 5287No 2 61 5187No 2 61 5389No 2
EL and Former EL 26 1981No 2 26 2183No 2 26 2083No 2
Students w/ disabilities 7---- 7---- 7----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 2---- 3---- 3----
Hispanic/Latino 68 5989No 2 68 5888No 2 68 6089No 2
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 4---- 4---- 4----

School Accountability Information
School Accountability classification
Paulo Freire Social Justice Charter SchoolRequiring 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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