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New Heights Charter School of Brockton (District)

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2018 Official Accountability Report - New Heights Charter School of Brockton (District)

Organization Information
DISTRICT NAME
New Heights Charter School of Brockton (District) (35130000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
06,07,08,09

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
54% - 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 achievement34-24-
Mathematics achievement14-24-
Science achievement34----
Achievement total71260.04867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5820.04822.5
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 total4410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total5.99.6-3.67.6-
Percentage of possible points 61%-47%-
Criterion-referenced target percentage54%
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 achievement44-
Mathematics achievement24-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total8.310.3-
Percentage of possible points 81%-
Criterion-referenced target percentage81%
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 487.0 489.2 2.2 489.0 3203Met Target
Lowest Performing 465.4 468.7 3.3 470.7 412Improved Below Target
High needs 484.6 487.5 2.9 486.6 1884Exceeded Target
Econ. Disadvantaged 485.5 488.5 3.0 487.1 1494Exceeded Target
EL and Former EL 480.4 482.1 1.7 482.0 613Met Target
Students w/ disabilities 476.6 475.1 -1.5 478.4 290Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 486.4 489.0 2.6 488.0 2864Exceeded Target
Hispanic/Latino 491.4 489.0 -2.4 493.1 270Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

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 484.9 484.6 -0.3 486.7 3181No Change
Lowest Performing 464.2 466.7 2.5 467.5 432Improved Below Target
High needs 481.7 482.2 0.5 483.6 1872Improved Below Target
Econ. Disadvantaged 482.4 483.5 1.1 483.8 1493Met Target
EL and Former EL 480.4 481.4 1.0 482.2 612Improved Below Target
Students w/ disabilities 469.3 468.5 -0.8 471.4 300Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 484.6 483.9 -0.7 486.4 2840Declined
Hispanic/Latino 485.3 490.3 5.0 486.9 274Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 51.5 53.5 2.0 54.4 1073Met Target
Lowest Performing-------
High needs 44.3 53.1 8.8 47.4 574Exceeded Target
Econ. Disadvantaged 44.7 53.7 9.0 47.2 414Exceeded Target
EL and Former EL---- 13--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 48.5 53.6 5.1 51.8 984Exceeded Target
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 1--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.9 50.0 2773Met Target
Lowest Performing 49.2 50.0 392Below Target
High needs 51.9 50.0 1603Met Target
Econ. Disadvantaged 51.8 50.0 1253Met Target
EL and Former EL 51.1 50.0 523Met Target
Students w/ disabilities 52.0 50.0 243Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-----
Afr. Amer./Black 51.5 50.0 2453Met Target
Hispanic/Latino 45.2 50.0 262Below Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.8 50.0 2752Below Target
Lowest Performing 46.9 50.0 412Below Target
High needs 46.6 50.0 1592Below Target
Econ. Disadvantaged 49.9 50.0 1252Below Target
EL and Former EL 45.6 50.0 522Below Target
Students w/ disabilities 39.7 50.0 251Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-----
Afr. Amer./Black 45.7 50.0 2432Below Target
Hispanic/Latino 53.9 50.0 263Met Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 15.0 73.9 58.9 45.3 234Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 15.0 73.9 58.9 45.3 234Exceeded 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 7.6 5.5 2.1 5.7 3453Met Target
Lowest Performing 4.7 16.3 -11.6 0.0 430Declined
High needs 11.3 7.6 3.7 9.0 1984Exceeded Target
Econ. Disadvantaged 15.6 8.6 7.0 13.2 1404Exceeded Target
EL and Former EL 3.3 1.6 1.7 0.0 634Exceeded Target
Students w/ disabilities 15.4 11.4 4.0 11.1 353Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black 5.6 5.2 0.4 1.7 3062Improved Below Target
Hispanic/Latino 25.9 6.9 19.0 22.5 294Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 7--

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 322 32099Yes 1 321 31899Yes 1 108 10799Yes 1
Lowest Performing---------------
High needs 190 18899Yes 1 189 18799Yes 1 58 5798Yes 1
Econ. Disadvantaged 151 14999Yes 1 151 14999Yes 1 42 4198Yes 1
EL and Former EL 61 61100Yes 1 61 61100Yes 1 13----
Students w/ disabilities 31 2995Yes 2 30 30100Yes 1 11----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian---------------
Afr. Amer./Black 288 28699Yes 1 287 28499Yes 1 99 9899Yes 1
Hispanic/Latino 27 27100Yes 1 27 27100Yes 1 8----
Multi-race, Non-Hisp./Lat. 2---- 2---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 4---- 4---- 1----

School Accountability Information
School Accountability classification
New Heights Charter School of BrocktonNot 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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