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Brighton High School

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2018 Official Accountability Report - Brighton High

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Brighton High (00350505)
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 broad/comprehensive support
Underperforming school

Low graduation rate

Low subgroup performance: Economically disadvantaged -Hispanic/Latino -High needs

Low participation rate: Afr. Amer./Black -Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs -All students
Progress toward improvement targetsAccountability percentile
74% - Partially meeting targets2

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 achievement34-44-
Mathematics achievement34-44-
Science achievement44-44-
Achievement total101240.0121290.0
GrowthEnglish language arts growth04----
Mathematics growth14----
Growth total1820.0---
High school completionFour-year cohort graduation rate04----
Extended engagement rate04----
Annual dropout rate04----
High school completion total01220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total1410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion04----
Additional indicators total4810.04410.0
Weighted total4.710.0-11.211.2-
Percentage of possible points 47%-100%-
Criterion-referenced target percentage74%
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 achievement34-
Mathematics achievement34-
Science achievement44-
Achievement total101247.5
GrowthEnglish language arts growth04-
Mathematics growth14-
Growth total1822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate14-
Annual dropout rate04-
High school completion total11220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion04-
Additional indicators total4810.0
Weighted total5.610.7-
Percentage of possible points 52%-
Criterion-referenced target percentage52%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 1

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 87.0 89.1 2.1 88.7 853Met Target
Lowest Performing 71.3 80.0 8.7 74.0 204Exceeded Target
High needs 86.1 88.0 1.9 88.3 733Met Target
Econ. Disadvantaged 87.5 88.8 1.3 89.3 583Met Target
EL and Former EL 81.3 88.9 7.6 84.3 364Exceeded Target
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black 92.2 85.6 -6.6 94.8 400Declined
Hispanic/Latino 81.6 90.8 9.2 83.6 384Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 72.8 75.6 2.8 75.0 853Met Target
Lowest Performing 36.1 42.5 6.4 38.6 204Exceeded Target
High needs 71.0 73.3 2.3 73.4 733Met Target
Econ. Disadvantaged 72.7 75.0 2.3 75.2 573Met Target
EL and Former EL 66.9 71.6 4.7 72.0 373Met Target
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black 72.4 78.8 6.4 77.3 394Exceeded Target
Hispanic/Latino 71.2 68.6 -2.6 74.4 390Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 61.7 69.1 7.4 64.2 764Exceeded Target
Lowest Performing 38.0 50.0 12.0 41.0 204Exceeded Target
High needs 59.4 68.0 8.6 61.7 644Exceeded Target
Econ. Disadvantaged 61.6 66.5 4.9 64.5 474Exceeded Target
EL and Former EL 50.5 66.7 16.2 53.8 334Exceeded Target
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 63.3 67.6 4.3 66.5 373Met Target
Hispanic/Latino 57.8 67.6 9.8 61.8 344Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 27.6 50.0 510Below Target
Lowest Performing-- 15--
High needs 28.1 50.0 400Below Target
Econ. Disadvantaged 27.8 50.0 350Below Target
EL and Former EL-- 11--
Students w/ disabilities-- 9--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 28.6 50.0 280Below Target
Hispanic/Latino 27.3 50.0 210Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.8 50.0 491Below Target
Lowest Performing-- 15--
High needs 34.5 50.0 381Below Target
Econ. Disadvantaged 33.0 50.0 331Below Target
EL and Former EL-- 11--
Students w/ disabilities-- 9--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 44.7 50.0 262Below Target
Hispanic/Latino 33.3 50.0 211Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 62.0 59.3 -2.7 65.8 2360Declined
Lowest Performing-------
High needs 62.7 59.5 -3.2 66.8 2200Declined
Econ. Disadvantaged 62.8 58.9 -3.9 67.7 1970Declined
EL and Former EL 63.1 63.7 0.6 69.1 1132Improved Below Target
Students w/ disabilities---- 44--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black 63.2 67.0 3.8 69.5 1002Improved Below Target
Hispanic/Latino 62.5 49.5 -13.0 67.6 1010Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 18--

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 73.5 72.5 -1.0 76.6 2580Declined
Lowest Performing-------
High needs 73.5 73.0 -0.5 78.2 2441No Change
Econ. Disadvantaged 74.7 73.1 -1.6 79.6 2260Declined
EL and Former EL 71.4 71.2 -0.2 76.8 1111No Change
Students w/ disabilities---- 54--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black 82.3 75.4 -6.9 87.1 1140Declined
Hispanic/Latino 67.8 70.5 2.7 73.3 1122Improved Below Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White---- 16--

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 10.5 11.5 -1.0 9.5 7970Declined
Lowest Performing-------
High needs 9.1 11.5 -2.4 8.2 6850Declined
Econ. Disadvantaged 10.7 9.2 1.5 9.6 4893Met Target
EL and Former EL 8.4 15.4 -7.0 7.6 3320Declined
Students w/ disabilities---- 179--
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 24--
Afr. Amer./Black 10.3 8.8 1.5 9.3 3523Met Target
Hispanic/Latino 10.8 13.9 -3.1 9.7 3670Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 42--

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 24.9 24.3 -0.6 38.7 2021No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 24.9 24.3 -0.6 38.7 2021No Change
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 75.4 61.3 14.1 73.0 6924Exceeded Target
Lowest Performing 70.4 50.0 20.4 60.8 204Exceeded Target
High needs 75.8 63.2 12.6 72.6 6224Exceeded Target
Econ. Disadvantaged 78.4 64.6 13.8 75.1 4494Exceeded Target
EL and Former EL 71.7 60.6 11.1 66.7 3554Exceeded Target
Students w/ disabilities---- 138--
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 29--
Afr. Amer./Black 74.1 55.5 18.6 69.7 2834Exceeded Target
Hispanic/Latino 77.8 66.0 11.8 73.9 3324Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 35--

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 32.8 25.7 -7.1 38.9 4090Declined
Lowest Performing-------
High needs 28.3 20.9 -7.4 34.6 3580Declined
Econ. Disadvantaged 25.6 18.9 -6.7 32.1 2800Declined
EL and Former EL 32.0 19.4 -12.6 36.2 2060Declined
Students w/ disabilities---- 80--
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 19--
Afr. Amer./Black 35.1 24.7 -10.4 44.3 1740Declined
Hispanic/Latino 24.6 23.2 -1.4 32.1 1900Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

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 124 9587No 2 123 9488No 2 122 10895Yes 2
Lowest Performing---------------
High needs 111 8286No 2 110 8187No 2 110 9695Yes 2
Econ. Disadvantaged 89 6786No 2 88 6587No 2 88 7795Yes 2
EL and Former EL 69 4178No 2 69 4179No 2 68 5491No 2
Students w/ disabilities 18---- 18---- 18----
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 5---- 5---- 5----
Afr. Amer./Black 47 4494No 1 46 4496Yes 1 47 47100Yes 1
Hispanic/Latino 64 4384No 2 64 4283No 2 63 5293No 2
Multi-race, Non-Hisp./Lat. 1---- 1---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 6---- 6---- 6----


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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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