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Bentley Academy Charter School (District)

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2018 Official Accountability Report - Bentley Academy Charter School (District)

Organization Information
DISTRICT NAME
Bentley Academy Charter School (District) (35110000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
K,01,02,03,04,05

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
64% - 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 achievement44----
Mathematics achievement04----
Science achievement44----
Achievement total81260.0---
GrowthEnglish language arts growth14----
Mathematics growth24----
Growth total3820.0---
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----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total6.19.6----
Percentage of possible points 64%---
Criterion-referenced target percentage64%
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 achievement34-
Mathematics achievement04-
Science achievement44-
Achievement total71267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total5.710.3-
Percentage of possible points 55%-
Criterion-referenced target percentage55%
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 492.4 495.8 3.4 493.9 1204Exceeded Target
Lowest Performing---- 20--
High needs 491.7 493.3 1.6 493.5 913Met Target
Econ. Disadvantaged 492.9 493.5 0.6 494.2 802Improved Below Target
EL and Former EL 488.2 491.0 2.8 489.5 204Exceeded Target
Students w/disabilities 481.0 484.6 3.6 482.8 264Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 20--
Hispanic/Latino 489.3 493.3 4.0 490.8 564Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 498.5 496.5 -2.0 500.2 360Declined

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 495.4 491.1 -4.3 496.9 1190Declined
Lowest Performing---- 19--
High needs 493.7 488.6 -5.1 495.3 900Declined
Econ. Disadvantaged 496.0 488.6 -7.4 497.0 790Declined
EL and Former EL 493.3 487.0 -6.3 494.8 200Declined
Students w/disabilities 483.8 478.4 -5.4 485.6 250Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 20--
Hispanic/Latino 492.0 485.5 -6.5 493.6 560Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 497.3 495.7 -1.6 499.0 350Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 48.0 80.0 32.0 50.7 354Exceeded Target
Lowest Performing-------
High needs 49.1 78.8 29.7 52.5 264Exceeded Target
Econ. Disadvantaged 52.4 78.4 26.0 56.2 224Exceeded Target
EL and Former EL---- 7--
Students w/disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 9--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.5 50.0 681Below Target
Lowest Performing-- 20--
High needs 38.4 50.0 531Below Target
Econ. Disadvantaged 39.2 50.0 451Below Target
EL and Former EL-- 10--
Students w/disabilities-- 16--
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 12--
Hispanic/Latino 42.8 50.0 322Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 19--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.8 50.0 672Below Target
Lowest Performing-- 19--
High needs 43.6 50.0 522Below Target
Econ. Disadvantaged 41.7 50.0 442Below Target
EL and Former EL-- 10--
Students w/disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 12--
Hispanic/Latino 48.5 50.0 322Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 18--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 45.5 54.1 8.6 78.2 373Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 45.5 54.1 8.6 78.2 373Met 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 9.7 7.5 2.2 8.4 2394Exceeded Target
Lowest Performing---- 20--
High needs 11.3 9.1 2.2 9.0 1863Met Target
Econ. Disadvantaged 12.1 11.3 0.8 9.0 1502Improved Below Target
EL and Former EL 7.7 14.8 -7.1 5.0 540Declined
Students w/disabilities 17.9 6.8 11.1 14.1 444Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 33--
Hispanic/Latino 11.3 10.4 0.9 7.6 1152Improved Below Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 11.8 7.9 3.9 10.1 764Exceeded 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 120 120100Yes 1 120 11999Yes 1 35 35100Yes 1
Lowest Performing---------------
High needs 91 91100Yes 1 91 9099Yes 1 26 26100Yes 1
Econ. Disadvantaged 80 80100Yes 1 80 7999Yes 1 22 22100Yes 1
EL and Former EL 20 20100Yes 1 20 20100Yes 1 7----
Students w/disabilities 26 26100Yes 1 26 2596Yes 1 8----
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 2----
Afr. Amer./Black 20 20100Yes 1 20 20100Yes 1 6----
Hispanic/Latino 56 56100Yes 1 56 56100Yes 1 17----
Multi-race, Non-Hisp./Lat. 3---- 3---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 36 36100Yes 1 36 3597Yes 1 9----

School Accountability Information
School Accountability classification
Bentley Academy 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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