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Rindge Avenue Upper School
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2022 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
-
Accountability information

Low participation rate: White -Students w/disabilities -Low income -Hispanic/Latino -Multi-race, Non-Hisp./Lat. -High needs -All students
School accountability percentile
69

Student group percentile

Group2022 percentile
High needs 47
Low income -
English learner (EL) and Former EL -
Students with disabilities 55
American Indian or Alaskan Native -
Asian 59
African American/Black 63
Hispanic or Latino -
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 91

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 509.0 508.5 233
High needs 492.1 494.6 111
Low income 490.7 494.6 85
EL and Former EL- 486.4 25
Students w/ disabilities 486.6 483.6 42
Amer. Ind. or Alaska Nat.---
Asian 523.6 513.8 28
Afr. Amer./Black 493.4 494.1 57
Hispanic/Latino 494.0 494.0 22
Multi-race, Non-Hisp./Lat. 505.3 505.8 20
Nat. Haw. or Pacif. Isl.---
White 520.9 518.5 106

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 503.0 501.7 227
High needs 487.5 488.3 108
Low income 487.5 486.8 84
EL and Former EL- 485.4 25
Students w/ disabilities 480.6 479.7 40
Amer. Ind. or Alaska Nat.---
Asian 520.8 508.3 28
Afr. Amer./Black 489.0 487.5 53
Hispanic/Latino 481.2 487.7 23
Multi-race, Non-Hisp./Lat.-- 19
Nat. Haw. or Pacif. Isl.---
White 513.6 510.2 104

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 500.4 501.4 82
High needs 484.0 489.6 39
Low income 481.7 486.9 33
EL and Former EL-- 5
Students w/ disabilities-- 16
Amer. Ind. or Alaska Nat.---
Asian-- 12
Afr. Amer./Black 482.5 486.9 21
Hispanic/Latino-- 7
Multi-race, Non-Hisp./Lat.-- 8
Nat. Haw. or Pacif. Isl.---
White 516.8 514.3 34

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 52.4 60.8 173
High needs 45.0 55.1 89
Low income 41.7 55.9 71
EL and Former EL 61.9 20
Students w/ disabilities 45.4 47.3 31
Amer. Ind. or Alaska Nat.---
Asian 74.3 22
Afr. Amer./Black 45.7 55.3 42
Hispanic/Latino 49.9 56.3 21
Multi-race, Non-Hisp./Lat.-- 16
Nat. Haw. or Pacif. Isl.---
White 55.6 63.7 72

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 46.8 51.9 172
High needs 41.5 42.8 91
Low income 39.9 40.3 72
EL and Former EL 47.5 20
Students w/ disabilities 41.6 42.9 34
Amer. Ind. or Alaska Nat.---
Asian 55.3 22
Afr. Amer./Black 39.9 37.6 40
Hispanic/Latino 33.6 51.8 21
Multi-race, Non-Hisp./Lat.-- 15
Nat. Haw. or Pacif. Isl.---
White 50.0 57.8 74

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 8
High needs---
Low income---
EL and Former EL-- 8
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 12.1 8.4 274
High needs 20.2 11.9 134
Low income 15.2 13.6 103
EL and Former EL 18.2 3.2 31
Students w/ disabilities 25.4 16.3 49
Amer. Ind. or Alaska Nat.---
Asian 8.0 0.0 32
Afr. Amer./Black 11.5 3.3 61
Hispanic/Latino 29.2 25.8 31
Multi-race, Non-Hisp./Lat. 4.3 4.2 24
Nat. Haw. or Pacif. Isl.---
White 11.5 9.5 126

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 259 24695 260 24193 93 8591

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 124 117 126 116 45 41 295 27493
Low income 96 90 98 91 38 34 232 21593
EL and Former EL 29 29 29 29 6- 64 6398
Students w/ disabilities 48 44 49 43 18- 115 10490
Amer. Ind. or Alaska Nat.---------
Asian 31 31 31 31 14- 76 7599
Afr. Amer./Black 60 60 60 56 21 21 141 13797
Hispanic/Latino 27 22 27 23 9- 63 5283
Multi-race, Non-Hisp./Lat. 23 20 24 20 11- 58 5086
Nat. Haw. or Pacif. Isl.---------
White 118 113 118 111 38 34 274 25894


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

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