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Chelsea High

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2018 Official Accountability Report - Chelsea High

Organization Information
DISTRICT NAME
Chelsea (00570000)
TITLE I STATUS
Title I School
SCHOOL
Chelsea High (00570505)
GRADES SERVED
09,10,11,12
REGION
Coastal
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low graduation rate

Low subgroup performance: Students w/disabilities
Progress toward improvement targetsAccountability percentile
22% - Partially meeting targets7

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-04-
Mathematics achievement14-04-
Science achievement24-14-
Achievement total41240.011267.5
GrowthEnglish language arts growth34-14-
Mathematics growth14-04-
Growth total4820.01822.5
High school completionFour-year cohort graduation rate04----
Extended engagement rate04----
Annual dropout rate44----
High school completion total41220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion04----
Additional indicators total0810.00410.0
Weighted total3.510.0-0.910.3-
Percentage of possible points 35%-9%-
Criterion-referenced target percentage22%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement14-
Science achievement14-
Achievement total31247.5
GrowthEnglish language arts growth34-
Mathematics growth14-
Growth total4822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate04-
Annual dropout rate44-
High school completion total41220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion04-
Additional indicators total0810.0
Weighted total3.110.7-
Percentage of possible points 29%-
Criterion-referenced target percentage29%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 6

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 84.5 83.4 -1.1 86.2 3041No Change
Lowest Performing 64.1 60.8 -3.3 66.8 600Declined
High needs 79.8 78.1 -1.7 82.0 2291No Change
Econ. Disadvantaged 82.1 80.4 -1.7 83.9 1941No Change
EL and Former EL 64.0 61.8 -2.2 67.0 1121No Change
Students w/ disabilities 70.0 72.8 2.8 73.0 343Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 17--
Hispanic/Latino 83.8 82.0 -1.8 85.8 2631No Change
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 14--

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 66.3 65.2 -1.1 68.5 3021No Change
Lowest Performing 31.6 25.8 -5.8 34.1 600Declined
High needs 59.9 57.9 -2.0 62.3 2271No Change
Econ. Disadvantaged 62.6 60.2 -2.4 65.1 1931No Change
EL and Former EL 45.7 45.0 -0.7 50.8 1141No Change
Students w/ disabilities 43.3 47.7 4.4 47.1 333Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 16--
Hispanic/Latino 65.8 63.2 -2.6 69.0 2630Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 13--

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 66.6 67.0 0.4 69.1 2712Improved Below Target
Lowest Performing 40.5 39.2 -1.3 43.5 601No Change
High needs 59.8 59.8 0.0 62.1 1991No Change
Econ. Disadvantaged 62.1 62.2 0.1 65.0 1702Improved Below Target
EL and Former EL 47.8 43.7 -4.1 51.1 870Declined
Students w/ disabilities 42.8 53.8 11.0 46.0 334Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 16--
Hispanic/Latino 65.4 65.1 -0.3 69.4 2331No Change
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 13--

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.9 50.0 2173Met Target
Lowest Performing 33.0 50.0 391Below Target
High needs 51.1 50.0 1443Met Target
Econ. Disadvantaged 52.7 50.0 1283Met Target
EL and Former EL 49.2 50.0 402Below Target
Students w/ disabilities 30.7 50.0 251Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 13--
Hispanic/Latino 53.5 50.0 1853Met Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White-- 12--

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 36.1 50.0 2141Below Target
Lowest Performing 19.9 50.0 400Below Target
High needs 33.3 50.0 1411Below Target
Econ. Disadvantaged 33.8 50.0 1251Below Target
EL and Former EL 32.1 50.0 401Below Target
Students w/ disabilities 32.0 50.0 241Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 12--
Hispanic/Latino 35.9 50.0 1841Below Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White-- 11--

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 62.5 58.8 -3.7 66.3 4270Declined
Lowest Performing-------
High needs 60.5 56.6 -3.9 64.6 4010Declined
Econ. Disadvantaged 62.3 56.1 -6.2 67.2 3710Declined
EL and Former EL 27.5 33.1 5.6 33.5 1663Met Target
Students w/ disabilities 51.0 40.5 -10.5 59.9 370Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 31--
Hispanic/Latino 59.7 54.2 -5.5 64.8 3560Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 30--

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 72.9 68.5 -4.4 76.0 3680Declined
Lowest Performing-------
High needs 71.6 67.0 -4.6 76.3 3420Declined
Econ. Disadvantaged 71.3 67.8 -3.5 76.2 3260Declined
EL and Former EL 50.8 37.3 -13.5 56.2 1020Declined
Students w/ disabilities 53.3 61.2 7.9 60.1 494Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 23--
Hispanic/Latino 70.3 66.1 -4.2 75.8 3100Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 25--

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 7.8 6.1 1.7 7.0 1,5454Exceeded Target
Lowest Performing-------
High needs 9.9 7.3 2.6 8.9 1,1114Exceeded Target
Econ. Disadvantaged 8.6 5.4 3.2 7.7 7214Exceeded Target
EL and Former EL 15.7 11.8 3.9 14.1 4834Exceeded Target
Students w/ disabilities 7.0 10.5 -3.5 6.3 1430Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 36--
Afr. Amer./Black---- 102--
Hispanic/Latino 8.8 6.7 2.1 7.9 1,3134Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 86--

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 33.5 30.9 -2.6 23.1 4113Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 33.5 30.9 -2.6 23.1 4113Met 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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 34.9 42.2 -7.3 32.5 1,6410Declined
Lowest Performing 27.8 38.7 -10.9 18.2 620Declined
High needs 38.5 46.2 -7.7 35.3 1,3320Declined
Econ. Disadvantaged 40.2 47.7 -7.5 36.9 9380Declined
EL and Former EL 40.3 49.9 -9.6 35.3 7030Declined
Students w/ disabilities 39.0 45.1 -6.1 35.5 2040Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 34--
Afr. Amer./Black---- 101--
Hispanic/Latino 36.9 43.7 -6.8 33.0 1,4210Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 78--

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 57.2 55.6 -1.6 63.3 7260Declined
Lowest Performing-------
High needs 49.1 47.6 -1.5 55.4 5500Declined
Econ. Disadvantaged 60.9 49.5 -11.4 67.4 4300Declined
EL and Former EL 34.1 36.1 2.0 38.3 2882Improved Below Target
Students w/ disabilities 39.5 33.8 -5.7 45.5 680Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 43--
Hispanic/Latino 54.7 53.9 -0.8 62.2 6291No Change
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 33--

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 340 33599Yes 1 340 33498Yes 1 344 34299Yes 1
Lowest Performing---------------
High needs 263 25898Yes 1 263 25798Yes 1 267 26599Yes 1
Econ. Disadvantaged 218 21498Yes 1 218 21498Yes 1 222 22099Yes 1
EL and Former EL 143 13897Yes 1 145 14197Yes 1 147 14599Yes 1
Students w/ disabilities 37 3697Yes 1 38 3695Yes 1 38 38100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 7----
Afr. Amer./Black 17---- 17---- 17----
Hispanic/Latino 295 29098Yes 1 295 29199Yes 1 299 29799Yes 1
Multi-race, Non-Hisp./Lat. 2---- 2---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 18---- 18---- 18----


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