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Rindge Avenue Upper School

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2018 Official Accountability Report - Rindge Avenue Upper School

Organization Information
DISTRICT NAME
Cambridge (00490000)
TITLE I STATUS
Non-Title I School
SCHOOL
Rindge Avenue Upper School (00490315)
GRADES SERVED
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 achievement44-04-
Mathematics achievement04-04-
Science achievement44----
Achievement total81267.50867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total6.810.3-0.97.6-
Percentage of possible points 66%-12%-
Criterion-referenced target percentage39%
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 achievement04-
Science achievement44-
Achievement total81267.5
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 total6.910.3-
Percentage of possible points 67%-
Criterion-referenced target percentage67%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 47

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 508.0 510.2 2.2 509.5 2514Exceeded Target
Lowest Performing 482.3 480.0 -2.3 487.0 400Declined
High needs 492.8 496.0 3.2 494.4 1094Exceeded Target
Econ. Disadvantaged 493.6 495.3 1.7 495.0 753Met Target
EL and Former EL---- 8--
Students w/ disabilities 484.6 489.2 4.6 486.3 664Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 513.0 518.5 5.5 515.1 264Exceeded Target
Afr. Amer./Black 492.0 495.8 3.8 493.6 724Exceeded Target
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.---- 1--
White 520.1 521.3 1.2 521.7 1144Exceeded Target

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 506.3 505.2 -1.1 507.7 2490Declined
Lowest Performing 484.0 482.2 -1.8 487.6 410Declined
High needs 492.4 491.2 -1.2 494.1 1070Declined
Econ. Disadvantaged 494.0 492.2 -1.8 495.1 730Declined
EL and Former EL---- 8--
Students w/ disabilities 485.9 484.6 -1.3 488.0 670Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 519.7 515.3 -4.4 522.2 264Exceeded Target
Afr. Amer./Black 491.5 491.4 -0.1 493.0 711No Change
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.---- 1--
White 516.5 514.5 -2.0 518.0 1134Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 67.8 71.5 3.7 70.2 854Exceeded Target
Lowest Performing-------
High needs 48.2 54.4 6.2 51.0 344Exceeded Target
Econ. Disadvantaged 48.3 50.0 1.7 51.2 243Met Target
EL and Former EL---- 1--
Students w/ disabilities 43.8 50.0 6.2 46.9 214Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black 47.2 50.0 2.8 50.0 243Met Target
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 83.9 83.1 -0.8 86.3 371No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.0 50.0 2433Met Target
Lowest Performing 44.8 50.0 402Below Target
High needs 51.9 50.0 1083Met Target
Econ. Disadvantaged 47.4 50.0 742Below Target
EL and Former EL-- 7--
Students w/ disabilities 55.0 50.0 663Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 66.7 50.0 244Exceeded Target
Afr. Amer./Black 47.3 50.0 712Below Target
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 19--
Nat. Haw. or Pacif. Isl.-- 1--
White 63.7 50.0 1094Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.2 50.0 2412Below Target
Lowest Performing 48.2 50.0 412Below Target
High needs 42.8 50.0 1062Below Target
Econ. Disadvantaged 42.9 50.0 722Below Target
EL and Former EL-- 7--
Students w/ disabilities 42.7 50.0 672Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 52.3 50.0 243Met Target
Afr. Amer./Black 43.6 50.0 702Below Target
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 19--
Nat. Haw. or Pacif. Isl.-- 1--
White 54.6 50.0 1083Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 8.9 7.6 1.3 7.8 2763Met Target
Lowest Performing 2.3 9.8 -7.5 0.0 410Declined
High needs 12.6 9.0 3.6 10.2 1224Exceeded Target
Econ. Disadvantaged 12.5 7.7 4.8 9.0 654Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 9.5 11.0 -1.5 6.2 730Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 6.7 11.1 -4.4 3.5 270Declined
Afr. Amer./Black 10.3 12.0 -1.7 6.5 830Declined
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.3 4.9 1.4 5.0 1223Met 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 268 26599Yes 1 267 26399Yes 1 92 9098Yes 1
Lowest Performing---------------
High needs 118 11698Yes 1 117 11497Yes 1 38 3797Yes 1
Econ. Disadvantaged 80 7898Yes 1 79 7696Yes 1 26 2596Yes 1
EL and Former EL 10---- 10---- 1----
Students w/ disabilities 71 7099Yes 1 71 71100Yes 1 24 2396Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 27 27100Yes 1 27 27100Yes 1 13----
Afr. Amer./Black 80 7999Yes 1 80 7898Yes 1 28 28100Yes 1
Hispanic/Latino 21 2095Yes 1 21 2095Yes 1 6----
Multi-race, Non-Hisp./Lat. 20 20100Yes 1 20 20100Yes 1 7----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 118 11799Yes 1 117 11699Yes 1 37 37100Yes 1


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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