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KIPP Academy Boston Charter School

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2018 Official Accountability Report - KIPP Academy Boston Charter School

Organization Information
DISTRICT NAME
KIPP Academy Boston Charter School (District) (04630000)
TITLE I STATUS
Title I School
SCHOOL
KIPP Academy Boston Charter School (04630205)
GRADES SERVED
K,01,02,03,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

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 achievement44-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total81260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-34-
Growth total8820.07822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.49.6-7.07.6-
Percentage of possible points 67%-92%-
Criterion-referenced target percentage80%
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 achievement44-
Science achievement04-
Achievement total81267.5
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 total7.010.3-
Percentage of possible points 68%-
Criterion-referenced target percentage68%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 48

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 489.4 496.3 6.9 491.4 3324Exceeded Target
Lowest Performing 473.0 480.4 7.4 478.3 484Exceeded Target
High needs 488.1 495.6 7.5 490.1 3014Exceeded Target
Econ. Disadvantaged 488.0 495.5 7.5 489.6 2364Exceeded Target
EL and Former EL 490.3 495.8 5.5 491.9 1694Exceeded Target
Students w/ disabilities 478.1 482.3 4.2 479.9 824Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 487.7 496.7 9.0 489.3 2294Exceeded Target
Hispanic/Latino 492.5 494.9 2.4 494.2 974Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White-------

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 488.8 493.3 4.5 490.6 3324Exceeded Target
Lowest Performing 465.1 473.0 7.9 468.4 484Exceeded Target
High needs 487.4 492.6 5.2 489.3 3014Exceeded Target
Econ. Disadvantaged 486.7 493.0 6.3 488.1 2364Exceeded Target
EL and Former EL 490.3 492.8 2.5 492.1 1694Exceeded Target
Students w/ disabilities 476.8 478.2 1.4 478.9 822Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 487.5 493.6 6.1 489.3 2294Exceeded Target
Hispanic/Latino 491.1 492.3 1.2 492.7 973Met Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White-------

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 58.5 50.2 -8.3 61.4 1250Declined
Lowest Performing-------
High needs 57.7 49.3 -8.4 60.8 1150Declined
Econ. Disadvantaged 56.1 48.0 -8.1 58.6 890Declined
EL and Former EL 61.7 46.8 -14.9 65.0 700Declined
Students w/ disabilities 46.4 40.3 -6.1 49.9 360Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 57.1 51.5 -5.6 60.4 820Declined
Hispanic/Latino 62.5 47.6 -14.9 65.6 420Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.3 50.0 2434Exceeded Target
Lowest Performing 64.4 50.0 414Exceeded Target
High needs 62.4 50.0 2214Exceeded Target
Econ. Disadvantaged 63.4 50.0 1714Exceeded Target
EL and Former EL 63.1 50.0 1304Exceeded Target
Students w/ disabilities 58.6 50.0 623Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 65.0 50.0 1654Exceeded Target
Hispanic/Latino 57.3 50.0 733Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-----

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.9 50.0 2434Exceeded Target
Lowest Performing 58.6 50.0 413Met Target
High needs 59.9 50.0 2213Met Target
Econ. Disadvantaged 60.7 50.0 1714Exceeded Target
EL and Former EL 60.8 50.0 1304Exceeded Target
Students w/ disabilities 54.9 50.0 623Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 61.1 50.0 1654Exceeded Target
Hispanic/Latino 61.2 50.0 734Exceeded Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-----

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 43.1 39.5 -3.6 62.8 860Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 43.1 39.5 -3.6 62.8 860Declined
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 16.7 17.3 -0.6 14.8 5090Declined
Lowest Performing 24.0 33.3 -9.3 19.3 480Declined
High needs 16.5 18.6 -2.1 14.2 4410Declined
Econ. Disadvantaged 18.6 20.3 -1.7 16.2 3160Declined
EL and Former EL 12.0 13.7 -1.7 8.3 2480Declined
Students w/ disabilities 22.0 21.7 0.3 17.7 1152Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 15.5 15.1 0.4 11.6 3502Improved Below Target
Hispanic/Latino 19.5 22.3 -2.8 16.1 1480Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

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 342 341100Yes 1 342 341100Yes 1 131 131100Yes 1
Lowest Performing---------------
High needs 310 309100Yes 1 310 309100Yes 1 120 120100Yes 1
Econ. Disadvantaged 244 244100Yes 1 244 244100Yes 1 94 94100Yes 1
EL and Former EL 172 172100Yes 1 172 172100Yes 1 72 72100Yes 1
Students w/ disabilities 86 8599Yes 1 86 8599Yes 1 38 38100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 237 236100Yes 1 237 236100Yes 1 86 86100Yes 1
Hispanic/Latino 99 99100Yes 1 99 99100Yes 1 44 44100Yes 1
Multi-race, Non-Hisp./Lat. 4---- 4---- 1----
Nat. Haw. or Pacif. Isl.---------------
White---------------


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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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