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Chestnut Academy

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2018 Official Accountability Report - Chestnut Academy

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Chestnut Academy (02810365)
GRADES SERVED
06,07,08
REGION
Strategic Transformation
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of broad/comprehensive support
Underperforming school

Low subgroup performance: Afr. Amer./Black -Students w/disabilities -Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs
Progress toward improvement targetsAccountability percentile
20% - Partially meeting targets1

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 achievement04-04-
Mathematics achievement04-24-
Science achievement14----
Achievement total11260.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-14-
Growth total3820.02822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.59.6-1.87.6-
Percentage of possible points 16%-24%-
Criterion-referenced target percentage20%
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 achievement04-
Mathematics achievement04-
Science achievement24-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total2.010.3-
Percentage of possible points 19%-
Criterion-referenced target percentage19%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 2

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 478.6 473.8 -4.8 480.6 3710Declined
Lowest Performing 459.1 449.9 -9.2 464.4 320Declined
High needs 478.0 473.2 -4.8 480.0 3520Declined
Econ. Disadvantaged 477.9 473.0 -4.9 479.5 3390Declined
EL and Former EL 475.0 468.8 -6.2 476.6 1500Declined
Students w/ disabilities 469.7 460.4 -9.3 471.5 1000Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 479.1 477.0 -2.1 480.7 400Declined
Hispanic/Latino 478.1 473.2 -4.9 479.8 3120Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 12--

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 473.5 471.9 -1.6 475.3 3710Declined
Lowest Performing 455.4 456.5 1.1 458.7 332Improved Below Target
High needs 472.8 471.3 -1.5 474.7 3520Declined
Econ. Disadvantaged 472.7 471.4 -1.3 474.1 3390Declined
EL and Former EL 470.8 468.2 -2.6 472.6 1490Declined
Students w/ disabilities 464.6 462.3 -2.3 466.7 1000Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 475.4 472.8 -2.6 477.2 410Declined
Hispanic/Latino 473.2 471.5 -1.7 474.8 3110Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 12--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 29.7 28.6 -1.1 32.6 2041No Change
Lowest Performing-------
High needs 28.0 28.1 0.1 31.1 1962Improved Below Target
Econ. Disadvantaged 28.1 28.1 0.0 30.6 1911No Change
EL and Former EL 25.0 25.3 0.3 28.3 782Improved Below Target
Students w/ disabilities 26.1 20.6 -5.5 29.6 570Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 23--
Hispanic/Latino 28.8 27.6 -1.2 31.9 1701No Change
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 7--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.8 50.0 3422Below Target
Lowest Performing 30.8 50.0 321Below Target
High needs 40.8 50.0 3272Below Target
Econ. Disadvantaged 40.6 50.0 3152Below Target
EL and Former EL 38.5 50.0 1311Below Target
Students w/ disabilities 34.0 50.0 941Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 1--
Afr. Amer./Black 41.3 50.0 362Below Target
Hispanic/Latino 41.6 50.0 2872Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 12--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 34.7 50.0 3431Below Target
Lowest Performing 32.7 50.0 331Below Target
High needs 34.2 50.0 3281Below Target
Econ. Disadvantaged 34.2 50.0 3161Below Target
EL and Former EL 32.2 50.0 1311Below Target
Students w/ disabilities 34.0 50.0 951Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 1--
Afr. Amer./Black 36.1 50.0 381Below Target
Hispanic/Latino 34.7 50.0 2881Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White-- 10--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 10.1 17.2 7.1 45.3 933Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 10.1 17.2 7.1 45.3 933Met 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 14.3 19.8 -5.5 12.4 4440Declined
Lowest Performing 32.4 50.0 -17.6 27.7 340Declined
High needs 14.7 20.5 -5.8 12.4 4190Declined
Econ. Disadvantaged 15.4 21.3 -5.9 13.0 3750Declined
EL and Former EL 14.8 19.4 -4.6 11.1 1960Declined
Students w/ disabilities 20.5 33.9 -13.4 16.2 1180Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 6.7 8.9 -2.2 2.8 450Declined
Hispanic/Latino 15.1 20.9 -5.8 11.7 3740Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

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 430 42699Yes 1 429 42699Yes 1 228 22297Yes 1
Lowest Performing---------------
High needs 409 40599Yes 1 409 40699Yes 1 220 21497Yes 1
Econ. Disadvantaged 396 39299Yes 1 396 39399Yes 1 215 20997Yes 1
EL and Former EL 183 18299Yes 1 182 18199Yes 1 89 8697Yes 1
Students w/ disabilities 119 11798Yes 1 119 11798Yes 1 63 6197Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 1---- 1---- 1----
Afr. Amer./Black 45 4498Yes 1 45 45100Yes 1 27 2696Yes 1
Hispanic/Latino 360 35799Yes 1 359 35699Yes 1 187 18398Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 17---- 18---- 10----


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

School and District Profiles