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Massachusetts School and District Profiles

Community Day Charter Public School - R. Kingman Webster (District)

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2019 Official Accountability Report - Community Day Charter Public School - R. Kingman Webster (District)

Organization Information
DISTRICT NAME
Community Day Charter Public School - R. Kingman Webster (District) (04310000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06,07

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
82% - Meeting or exceeding targets-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage96%72%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
82%
Meeting or exceeding targets

2019 Points awarded

2019 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 achievement44-44-
Mathematics achievement44-24-
Science achievement04----
Achievement total81260.06867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-34-
Growth total7820.07822.5
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 total3410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total6.89.6-5.67.6-
Percentage of possible points 71%-74%-
Criterion-referenced target percentage72%

2018 Points awarded

2018 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 achievement44-44-
Mathematics achievement44-44-
Science achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
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 total0410.0---
Additional indicatorsChronic absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total9.19.6-7.37.6-
Percentage of possible points 95%-96%-
Criterion-referenced target percentage96%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage89%81%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
84%
Meeting or exceeding targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement34-
Science achievement34-
Achievement total101267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.310.3-
Percentage of possible points 81%-
2019 Annual criterion-referenced target percentage81%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement34-
Achievement total111267.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total9.210.3-
Percentage of possible points 89%-
2018 Annual criterion-referenced target percentage89%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 513.7 514.6 0.9 514.7 1874Exceeded Target
Lowest Performing 487.9 494.5 6.6 492.0 374Exceeded Target
High needs 509.8 512.9 3.1 510.8 1404Exceeded Target
Econ. Disadvantaged 510.3 512.8 2.5 511.3 1084Exceeded Target
EL and Former EL 510.9 513.2 2.3 511.9 944Exceeded Target
Students w/ disabilities---- 21--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 2--
Hispanic/Latino 512.4 513.8 1.4 513.5 1753Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 7--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 512.9 512.9 0.0 513.9 1874Exceeded Target
Lowest Performing 490.0 492.1 2.1 493.2 372Improved Below Target
High needs 511.1 511.6 0.5 512.4 1403Met Target
Econ. Disadvantaged 512.6 512.6 0.0 514.1 1084Exceeded Target
EL and Former EL 511.6 511.3 -0.3 513.1 943Met Target
Students w/ disabilities---- 21--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 2--
Hispanic/Latino 512.2 512.3 0.1 514.1 1754Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 7--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 88.2 81.3 -6.9 90.4 360Declined
Lowest Performing-------
High needs 85.7 79.5 -6.2 89.0 283Met Target
Econ. Disadvantaged---- 21--
EL and Former EL 87.5 81.5 -6.0 90.6 233Met Target
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino 88.2 77.6 -10.6 92.9 293Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 4--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 61.1 1444Exceeded Typical Growth
Lowest Performing 63.0 374Exceeded Typical Growth
High needs 63.2 1094Exceeded Typical Growth
Econ. Disadvantaged 64.4 814Exceeded Typical Growth
EL and Former EL 64.2 784Exceeded Typical Growth
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 2--
Hispanic/Latino 61.0 1334Exceeded Typical Growth
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 7--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 55.9 1443Typical Growth - High
Lowest Performing 53.3 373Typical Growth - High
High needs 54.3 1093Typical Growth - High
Econ. Disadvantaged 56.2 813Typical Growth - High
EL and Former EL 54.6 783Typical Growth - High
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 2--
Hispanic/Latino 55.8 1333Typical Growth - High
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 7--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 54.9 58.6 3.7 58.9 583Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 54.9 58.6 3.7 58.9 583Met 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 4.2 5.4 1.2 3.1 2783Met Target
Lowest Performing 8.1 16.2 8.1 4.8 370Declined
High needs 4.8 6.4 1.6 2.7 2190Declined
Econ. Disadvantaged 6.7 7.9 1.2 2.4 1400Declined
EL and Former EL 3.3 7.4 4.1 0.3 1480Declined
Students w/ disabilities---- 32--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 3--
Hispanic/Latino 4.1 5.4 1.3 0.0 2613Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 11--

Assessment participation - All students
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 187 187100Yes 1 187 187100Yes 1 36 36100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 140 140 140 140 28 28 308 308100Yes1
Econ. Disadvantaged 108 108 108 108 21 21 237 237100Yes1
EL and Former EL 94 94 94 94 23 23 211 211100Yes1
Students w/ disabilities 21 21 21 21 4 4 46 46100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 3 3 3 3 1 1 7----
Afr. Amer./Black 2 2 2 2 2 2 6----
Hispanic/Latino 175 175 175 175 29 29 379 379100Yes1
Multi-race, Non-Hisp./Lat.-----------
Nat. Haw. or Pacif. Isl.-----------
White 7 7 7 7 4 4 18----

School Accountability Information
School Accountability classification
Community Day Charter Public School - R. Kingman WebsterNot 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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials
Glossary of 2019 Accountability Terms

School and District Profiles