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Rise Academy at Van Sickle

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2018 Official Accountability Report - Rise Academy at Van Sickle

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Rise Academy at Van Sickle (02810480)
GRADES SERVED
06,07
REGION
Strategic Transformation
FEDERAL DESIGNATION
-

Accountability Information

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

Low subgroup performance: Students w/disabilities
Progress toward improvement targetsAccountability percentile
92% - Meeting targets8

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 achievement44----
Mathematics achievement44----
Science achievement------
Achievement total8860.0---
GrowthEnglish language arts growth34----
Mathematics growth24----
Growth total5820.0---
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 total4410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total6.67.2----
Percentage of possible points 92%---
Criterion-referenced target percentage92%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
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 total6.97.6-
Percentage of possible points 91%-
Criterion-referenced target percentage91%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 10

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 478.4 484.3 5.9 480.4 1814Exceeded Target
Lowest Performing---- 19--
High needs 477.4 483.9 6.5 479.4 1694Exceeded Target
Econ. Disadvantaged 477.6 484.2 6.6 479.2 1604Exceeded Target
EL and Former EL 470.3 481.2 10.9 471.9 654Exceeded Target
Students w/ disabilities 467.9 466.0 -1.9 469.7 350Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 482.9 480.1 -2.8 484.5 280Declined
Hispanic/Latino 478.0 488.6 10.6 479.7 1264Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 475.8 467.4 -8.4 477.9 210Declined

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 475.8 480.3 4.5 477.6 1794Exceeded Target
Lowest Performing---- 19--
High needs 475.0 479.6 4.6 476.9 1674Exceeded Target
Econ. Disadvantaged 475.3 480.0 4.7 476.7 1584Exceeded Target
EL and Former EL 473.6 478.9 5.3 475.4 644Exceeded Target
Students w/ disabilities 466.0 465.9 -0.1 468.1 351No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 476.7 475.0 -1.7 478.5 270Declined
Hispanic/Latino 476.3 482.8 6.5 477.9 1254Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 472.6 475.0 2.4 474.9 213Met Target

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 55.0 50.0 1633Met Target
Lowest Performing-- 18--
High needs 54.5 50.0 1513Met Target
Econ. Disadvantaged 54.5 50.0 1453Met Target
EL and Former EL 59.5 50.0 533Met Target
Students w/ disabilities 39.6 50.0 311Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 55.8 50.0 243Met Target
Hispanic/Latino 56.4 50.0 1213Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 13--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.9 50.0 1612Below Target
Lowest Performing-- 18--
High needs 43.8 50.0 1492Below Target
Econ. Disadvantaged 44.2 50.0 1432Below Target
EL and Former EL 43.7 50.0 522Below Target
Students w/ disabilities 29.9 50.0 310Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black 40.7 50.0 232Below Target
Hispanic/Latino 43.0 50.0 1192Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 14--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 9.3 32.4 23.1 45.3 374Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 9.3 32.4 23.1 45.3 374Exceeded 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 28.7 22.4 6.3 26.8 2374Exceeded Target
Lowest Performing---- 20--
High needs 31.3 23.6 7.7 29.0 2204Exceeded Target
Econ. Disadvantaged 32.7 24.3 8.4 30.3 1894Exceeded Target
EL and Former EL 23.0 18.9 4.1 19.3 953Met Target
Students w/ disabilities 30.4 17.6 12.8 26.1 514Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 20.3 15.8 4.5 16.4 384Exceeded Target
Hispanic/Latino 32.5 22.5 10.0 29.1 1694Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 23.7 30.4 -6.7 21.1 230Declined

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 221 21899Yes 1 221 21698Yes 1 0----
Lowest Performing---------------
High needs 208 20699Yes 1 207 20398Yes 1 0----
Econ. Disadvantaged 195 19399Yes 1 194 19098Yes 1 0----
EL and Former EL 90 90100Yes 1 90 8898Yes 1 0----
Students w/ disabilities 47 4698Yes 1 47 4698Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 33 3297Yes 1 32 3197Yes 1 0----
Hispanic/Latino 159 15799Yes 1 160 15698Yes 1 0----
Multi-race, Non-Hisp./Lat. 5---- 5---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 22 22100Yes 1 22 22100Yes 1 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

School and District Profiles