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Rindge Avenue Upper School

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2019 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

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
27% - Moderate progress toward targets57

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage39%19%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
27%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement04-14-
Science achievement14----
Achievement total11267.51867.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.810.3-1.67.6-
Percentage of possible points 18%-21%-
Criterion-referenced target percentage19%

2018 Points awarded

2018 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%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage67%16%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
36%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement14-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total1.610.3-
Percentage of possible points 16%-
2019 Annual criterion-referenced target percentage16%

2018 Points awarded

2018 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%-
2018 Annual criterion-referenced target percentage67%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
29

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 510.2 509.0 -1.2 511.2 2780Declined
Lowest Performing 478.3 476.6 -1.7 482.4 420Declined
High needs 496.0 492.1 -3.9 497.2 1170Declined
Econ. Disadvantaged 495.3 490.7 -4.6 496.3 770Declined
EL and Former EL---- 17--
Students w/ disabilities 489.2 486.6 -2.6 490.7 680Declined
Amer. Ind. or Alaska Nat.-------
Asian 518.5 523.6 5.1 519.8 224Exceeded Target
Afr. Amer./Black 495.8 493.4 -2.4 497.3 860Declined
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.---- 1--
White 521.3 520.9 -0.4 522.3 1224Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.2 503.0 -2.2 506.5 2790Declined
Lowest Performing 475.6 475.3 -0.3 479.3 421No Change
High needs 491.2 487.5 -3.7 492.5 1170Declined
Econ. Disadvantaged 492.2 487.5 -4.7 493.7 770Declined
EL and Former EL---- 17--
Students w/ disabilities 484.6 480.6 -4.0 486.7 680Declined
Amer. Ind. or Alaska Nat.-------
Asian 515.3 520.8 5.5 517.4 224Exceeded Target
Afr. Amer./Black 491.4 489.0 -2.4 492.9 860Declined
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.---- 1--
White 514.5 513.6 -0.9 516.0 1234Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 71.5 70.7 -0.8 73.7 941No Change
Lowest Performing-------
High needs 54.4 52.1 -2.3 57.2 351No Change
Econ. Disadvantaged 50.0 49.0 -1.0 52.8 261No Change
EL and Former EL---- 1--
Students w/ disabilities 50.0 41.7 -8.3 53.4 210Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 50.0 47.6 -2.4 51.9 311No Change
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 83.1 92.3 9.2 85.4 424Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.4 2523Typical Growth - High
Lowest Performing 40.7 412Typical Growth - Low
High needs 45.0 1112Typical Growth - Low
Econ. Disadvantaged 41.7 722Typical Growth - Low
EL and Former EL- 17--
Students w/ disabilities 45.4 652Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 18--
Afr. Amer./Black 45.7 812Typical Growth - Low
Hispanic/Latino- 21--
Multi-race, Non-Hisp./Lat.- 20--
Nat. Haw. or Pacif. Isl.- 1--
White 55.6 1113Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.8 2512Typical Growth - Low
Lowest Performing 45.5 422Typical Growth - Low
High needs 41.5 1112Typical Growth - Low
Econ. Disadvantaged 39.9 721Low Growth
EL and Former EL- 17--
Students w/ disabilities 41.6 662Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 18--
Afr. Amer./Black 39.9 801Low Growth
Hispanic/Latino- 21--
Multi-race, Non-Hisp./Lat.- 20--
Nat. Haw. or Pacif. Isl.- 1--
White 50.0 1113Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 7.6 12.1 4.5 6.3 2900Declined
Lowest Performing 9.5 26.2 16.7 6.0 420Declined
High needs 8.9 20.2 11.3 6.3 1190Declined
Econ. Disadvantaged 7.7 15.2 7.5 4.0 660Declined
EL and Former EL---- 22--
Students w/ disabilities 11.0 25.4 14.4 7.7 630Declined
Amer. Ind. or Alaska Nat.-------
Asian 11.1 8.0 -3.1 8.2 253Met Target
Afr. Amer./Black 12.0 11.5 -0.5 8.5 872Improved Below Target
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.---- 1--
White 4.9 11.5 6.6 3.5 1300Declined

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 284 283100Yes 1 284 284100Yes 1 95 9499Yes 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 122 122 122 122 36 35 280 279100Yes1
Econ. Disadvantaged 78 78 78 78 26 26 182 182100Yes1
EL and Former EL 21 21 21 21 1 1 43 43100Yes1
Students w/ disabilities 68 68 68 68 22 21 158 15799Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 24 24 24 24 7 7 55 55100Yes1
Afr. Amer./Black 87 87 87 87 31 31 205 205100Yes1
Hispanic/Latino 24 24 24 24 7 7 55 55100Yes1
Multi-race, Non-Hisp./Lat. 23 23 23 23 6 6 52 52100Yes1
Nat. Haw. or Pacif. Isl. 1 1 1 1 1 1 3----
White 125 124 125 125 43 42 293 29199Yes1


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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