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Paulo Freire Social Justice Charter School (District)

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2019 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 -High needs -All students
Progress toward improvement targetsAccountability percentile
33% - Moderate progress toward targets-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage28%37%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
33%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement34----
Achievement total41240.0---
GrowthEnglish language arts growth04----
Mathematics growth14----
Growth total1820.0---
High school completionFour-year cohort graduation rate24----
Extended engagement rate24----
Annual dropout rate04----
High school completion total41220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion44----
Additional indicators total8810.0---
Weighted total3.710.0----
Percentage of possible points 37%---
2019 Annual criterion-referenced target percentage37%

2018 Points awarded

2018 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%---
2018 Annual criterion-referenced target percentage28%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage22%37%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
31%
Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement34-
Achievement total41247.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
High school completionFour-year cohort graduation rate24-
Extended engagement rate24-
Annual dropout rate04-
High school completion total41220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion44-
Additional indicators total8810.0
Weighted total4.010.7-
Percentage of possible points 37%-
2019 Annual criterion-referenced target percentage37%

2018 Points awarded

2018 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%-
2018 Annual criterion-referenced target percentage22%

Detailed data for each indicator

English language arts achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 94.2 92.1 -2.1 96.0 571No Change
Lowest Performing-------
High needs 93.5 91.0 -2.5 96.0 501No Change
Econ. Disadvantaged 93.4 91.0 -2.4 95.5 501No Change
EL and Former EL---- 15--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino 93.8 91.3 -2.5 96.0 521No Change
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Mathematics achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 69.8 62.9 -6.9 72.4 560Declined
Lowest Performing-------
High needs 67.5 61.5 -6.0 69.9 500Declined
Econ. Disadvantaged 67.7 61.5 -6.2 70.2 500Declined
EL and Former EL---- 15--
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino 68.2 60.3 -7.9 71.2 510Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Science achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 72.3 74.2 1.9 74.8 303Met Target
Lowest Performing-------
High needs 69.6 71.2 1.6 72.1 263Met Target
Econ. Disadvantaged 69.4 71.2 1.8 72.1 263Met Target
EL and Former EL---- 9--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino 70.7 74.1 3.4 74.3 293Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - High school
Group 2019 Mean SGP N Points Reason
All Students 29.4 360Very Low Growth
Lowest Performing----
High needs 31.3 311Low Growth
Econ. Disadvantaged 31.3 311Low Growth
EL and Former EL- 8--
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino 30.7 321Low Growth
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White----

Mathematics growth - High school
Group 2019 Mean SGP N Points Reason
All Students 31.1 341Low Growth
Lowest Performing----
High needs 30.5 301Low Growth
Econ. Disadvantaged 30.5 301Low Growth
EL and Former EL- 7--
Students w/ disabilities- 7--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino 31.1 301Low Growth
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White----

Four-year cohort graduation rate - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target (%) N Points Reason
All Students 83.6 83.9 0.3 86.6 622Improved Below Target
Lowest Performing-------
High needs 81.0 81.6 0.6 84.8 492Improved Below Target
Econ. Disadvantaged 80.0 82.6 2.6 84.3 462Improved Below Target
EL and Former EL---- 4--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino 82.1 82.8 0.7 87.1 582Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 3--

Extended engagement rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 89.7 91.8 2.1 92.9 732Improved Below Target
Lowest Performing-------
High needs 88.0 90.5 2.5 92.5 632Improved Below Target
Econ. Disadvantaged 87.2 90.0 2.8 91.8 602Improved Below Target
EL and Former EL---- 3--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 90.2 91.0 0.8 96.0 672Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 2--

Annual dropout rate - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target (%) N Points Reason
All Students 0.9 3.0 2.1 1.0 2700Declined
Lowest Performing-------
High needs 1.2 3.3 2.1 1.1 2140Declined
Econ. Disadvantaged 0.9 3.6 2.7 1.0 1970Declined
EL and Former EL---- 35--
Students w/ disabilities---- 44--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 10--
Hispanic/Latino 1.0 2.5 1.5 1.0 2420Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 17--

Progress toward attaining English language proficiency - High school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 9.4 13.8 4.4 10.9 293Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 29--
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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 58.8 51.8 -7.0 55.8 3074Exceeded Target
Lowest Performing-------
High needs 62.5 53.6 -8.9 58.9 2784Exceeded Target
Econ. Disadvantaged 64.4 55.1 -9.3 60.4 2454Exceeded Target
EL and Former EL---- 99--
Students w/ disabilities---- 68--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 15--
Hispanic/Latino 58.4 53.2 -5.2 54.5 2784Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 13--

Advanced coursework completion - High school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 31.6 39.8 8.2 37.3 1184Exceeded Target
Lowest Performing-------
High needs 27.7 36.5 8.8 33.3 1044Exceeded Target
Econ. Disadvantaged 28.3 35.1 6.8 34.0 944Exceeded Target
EL and Former EL---- 34--
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino 32.2 35.5 3.3 39.7 1072Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 7--

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 62 5792No 1 62 5690No 1 62 5589No 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 53 50 53 50 53 48 159 14893No1
Econ. Disadvantaged 53 50 53 50 53 48 159 14893No1
EL and Former EL 16 15 16 15 16 13 48----
Students w/ disabilities 9 9 9 8 9 8 27----
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 6 5 6 5 6 5 18----
Hispanic/Latino 55 52 55 51 55 50 165 15393No1
Multi-race, Non-Hisp./Lat.-----------
Nat. Haw. or Pacif. Isl.-----------
White 1 0 1 0 1 0 3----

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 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

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