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City on a Hill Charter Public School Dudley Square (District)

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2018 Official Accountability Report - City on a Hill Charter Public School Dudley Square (District)

Organization Information
DISTRICT NAME
City on a Hill Charter Public School Dudley Square (District) (35040000)
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
29% - 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
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-14-
Mathematics achievement04-04-
Science achievement04-04-
Achievement total41240.011290.0
GrowthEnglish language arts growth24----
Mathematics growth44----
Growth total6820.0---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate04----
High school completion total0420.0---
Progress toward attaining English language proficiencyEnglish language proficiency total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion44----
Additional indicators total8810.04410.0
Weighted total3.88.4-1.311.2-
Percentage of possible points 45%-12%-
Criterion-referenced target percentage29%
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 achievement04-
Achievement total41247.5
GrowthEnglish language arts growth24-
Mathematics growth44-
Growth total6822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate04-
High school completion total0420.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism34-
Advanced coursework completion34-
Additional indicators total6810.0
Weighted total3.99.1-
Percentage of possible points 43%-
Criterion-referenced target percentage43%
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 98.6 97.8 -0.8 100.0 684Exceeded Target
Lowest Performing 96.3 95.2 -1.1 98.4 211No Change
High needs 98.2 97.5 -0.7 100.0 614Exceeded Target
Econ. Disadvantaged 98.3 97.0 -1.3 99.9 421No Change
EL and Former EL---- 26--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 98.2 97.3 -0.9 100.0 551No Change
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 93.6 88.4 -5.2 95.5 670Declined
Lowest Performing 82.5 64.3 -18.2 86.7 210Declined
High needs 93.3 87.5 -5.8 95.5 600Declined
Econ. Disadvantaged 95.9 86.6 -9.3 98.3 410Declined
EL and Former EL---- 25--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 92.3 89.1 -3.2 95.0 550Declined
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 88.1 76.2 -11.9 89.9 640Declined
Lowest Performing 71.3 53.6 -17.7 75.4 210Declined
High needs 88.0 75.4 -12.6 90.6 580Declined
Econ. Disadvantaged 90.4 71.2 -19.2 92.7 390Declined
EL and Former EL---- 26--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 87.0 77.5 -9.5 89.6 510Declined
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.4 50.0 412Below Target
Lowest Performing-- 11--
High needs 47.9 50.0 372Below Target
Econ. Disadvantaged 48.3 50.0 282Below Target
EL and Former EL-- 15--
Students w/ disabilities-- 10--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 44.3 50.0 312Below Target
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-----

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 65.2 50.0 424Exceeded Target
Lowest Performing-- 13--
High needs 63.9 50.0 374Exceeded Target
Econ. Disadvantaged 62.9 50.0 274Exceeded Target
EL and Former EL-- 15--
Students w/ disabilities-- 11--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 64.8 50.0 334Exceeded Target
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-----

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students---- 51--
Lowest Performing-------
High needs---- 45--
Econ. Disadvantaged---- 44--
EL and Former EL---- 4--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 39--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 1--

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students---- 1--
Lowest Performing-------
High needs---- 1--
Econ. Disadvantaged-------
EL and Former EL-------
Students w/ disabilities-------
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 1.2 1.8 -0.6 1.1 2810Declined
Lowest Performing-------
High needs 0.6 2.5 -1.9 1.0 2030Declined
Econ. Disadvantaged 0.8 2.0 -1.2 1.0 1490Declined
EL and Former EL---- 31--
Students w/ disabilities---- 68--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 1.7 0.0 1.7 1.5 2004Exceeded Target
Hispanic/Latino---- 64--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 9--

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 30.4 36.4 6.0 54.5 442Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 44--
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 25.6 22.5 3.1 23.7 2764Exceeded Target
Lowest Performing 35.0 19.0 16.0 29.5 214Exceeded Target
High needs 26.7 24.3 2.4 24.1 2223Met Target
Econ. Disadvantaged 29.8 31.8 -2.0 26.1 1510Declined
EL and Former EL---- 87--
Students w/ disabilities---- 63--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 24.0 22.3 1.7 20.6 1932Improved Below Target
Hispanic/Latino---- 69--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 1--

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 63.5 71.7 8.2 69.6 1134Exceeded Target
Lowest Performing-------
High needs 57.1 64.5 7.4 65.1 763Met Target
Econ. Disadvantaged 61.4 66.1 4.7 71.7 592Improved Below Target
EL and Former EL---- 25--
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black 63.9 65.8 1.9 71.9 762Improved Below Target
Hispanic/Latino---- 29--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 1--

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 68 68100Yes 1 68 6799Yes 1 68 6799Yes 1
Lowest Performing---------------
High needs 61 61100Yes 1 61 6098Yes 1 61 6098Yes 1
Econ. Disadvantaged 42 42100Yes 1 42 4198Yes 1 42 4198Yes 1
EL and Former EL 26 26100Yes 1 26 2596Yes 1 26 26100Yes 1
Students w/ disabilities 18---- 18---- 18----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 55 55100Yes 1 55 55100Yes 1 55 5498Yes 1
Hispanic/Latino 13---- 13---- 13----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White---------------

School Accountability Information
School Accountability classification
City on a Hill Charter Public School Dudley SquareNot 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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