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Impact Prep at Chestnut

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2018 Official Accountability Report - Impact Prep at Chestnut

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Impact Prep at Chestnut (02810366)
GRADES SERVED
06,07
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
28% - Partially meeting targets2

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----
Mathematics achievement24----
Science achievement------
Achievement total2860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 total0410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total2.07.2----
Percentage of possible points 28%---
Criterion-referenced target percentage28%
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 achievement24-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 total2.07.6-
Percentage of possible points 26%-
Criterion-referenced target percentage26%
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 483.5 478.8 -4.7 485.5 2000Declined
Lowest Performing---- 20--
High needs 483.0 477.9 -5.1 485.0 1920Declined
Econ. Disadvantaged 483.1 477.9 -5.2 484.7 1890Declined
EL and Former EL 478.2 472.7 -5.5 479.8 700Declined
Students w/ disabilities 468.2 457.9 -10.3 470.0 410Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 487.8 478.1 -9.7 489.4 340Declined
Hispanic/Latino 482.5 478.7 -3.8 484.2 1590Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 7--

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 478.9 479.8 0.9 480.7 1982Improved Below Target
Lowest Performing---- 19--
High needs 478.7 479.1 0.4 480.6 1902Improved Below Target
Econ. Disadvantaged 478.8 479.3 0.5 480.2 1862Improved Below Target
EL and Former EL 475.9 476.1 0.2 477.7 702Improved Below Target
Students w/ disabilities 465.8 458.9 -6.9 467.9 400Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 481.6 479.6 -2.0 483.4 340Declined
Hispanic/Latino 478.2 479.5 1.3 479.8 1573Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 7--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.7 50.0 1812Below Target
Lowest Performing-- 19--
High needs 39.9 50.0 1731Below Target
Econ. Disadvantaged 40.2 50.0 1702Below Target
EL and Former EL 36.9 50.0 611Below Target
Students w/ disabilities 31.3 50.0 381Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 37.9 50.0 301Below Target
Hispanic/Latino 41.6 50.0 1452Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 6--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.4 50.0 1812Below Target
Lowest Performing-- 18--
High needs 43.6 50.0 1732Below Target
Econ. Disadvantaged 44.0 50.0 1702Below Target
EL and Former EL 46.0 50.0 612Below Target
Students w/ disabilities 30.1 50.0 371Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 46.5 50.0 322Below Target
Hispanic/Latino 42.8 50.0 1432Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 6--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 26.0 4.3 -21.7 45.3 460Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 26.0 4.3 -21.7 45.3 460Declined
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 22.5 33.3 -10.8 20.6 2370Declined
Lowest Performing---- 20--
High needs 23.3 34.1 -10.8 21.0 2290Declined
Econ. Disadvantaged 24.1 35.5 -11.4 21.7 2140Declined
EL and Former EL 23.2 32.3 -9.1 19.5 960Declined
Students w/ disabilities 25.0 47.1 -22.1 20.7 510Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 20.0 25.0 -5.0 16.1 360Declined
Hispanic/Latino 22.6 34.9 -12.3 19.2 1920Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 8--

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 235 23299Yes 1 234 23098Yes 1 0----
Lowest Performing---------------
High needs 227 22499Yes 1 226 22298Yes 1 0----
Econ. Disadvantaged 223 22199Yes 1 222 21898Yes 1 0----
EL and Former EL 91 8998Yes 1 91 8998Yes 1 0----
Students w/ disabilities 50 4896Yes 1 51 4898Yes 2 0----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 35 35100Yes 1 35 35100Yes 1 0----
Hispanic/Latino 192 18998Yes 1 191 18798Yes 1 0----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 8---- 8---- 0----


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

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