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King Elementary School

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2018 Official Accountability Report - King K-8

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
King K-8 (00350376)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

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 achievement44-34-
Mathematics achievement44-44-
Science achievement14----
Achievement total91260.07867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4820.06822.5
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 total0410.0---
Additional indicatorsChronic absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total6.69.6-6.37.6-
Percentage of possible points 69%-83%-
Criterion-referenced target percentage76%
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 achievement14-
Achievement total91267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.410.3-
Percentage of possible points 72%-
Criterion-referenced target percentage72%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 5

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 479.0 482.9 3.9 481.0 2234Exceeded Target
Lowest Performing 462.0 467.2 5.2 467.3 323Met Target
High needs 478.6 482.1 3.5 480.6 1964Exceeded Target
Econ. Disadvantaged 478.8 482.2 3.4 480.4 1804Exceeded Target
EL and Former EL 479.6 482.9 3.3 481.2 594Exceeded Target
Students w/ disabilities 466.8 471.2 4.4 468.6 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 478.0 483.5 5.5 479.6 1374Exceeded Target
Hispanic/Latino 479.3 480.5 1.2 481.0 703Met Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White---- 6--

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 474.7 477.4 2.7 476.5 2234Exceeded Target
Lowest Performing 456.8 463.6 6.8 460.1 324Exceeded Target
High needs 474.4 477.0 2.6 476.3 1964Exceeded Target
Econ. Disadvantaged 474.4 476.8 2.4 475.8 1804Exceeded Target
EL and Former EL 476.3 479.7 3.4 478.1 604Exceeded Target
Students w/ disabilities 464.3 461.9 -2.4 466.4 310Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 474.8 477.9 3.1 476.6 1374Exceeded Target
Hispanic/Latino 473.2 475.6 2.4 474.8 714Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 38.1 37.9 -0.2 41.0 601No Change
Lowest Performing-------
High needs 37.9 37.7 -0.2 41.0 551No Change
Econ. Disadvantaged 38.2 37.7 -0.5 40.7 531No Change
EL and Former EL---- 15--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 34.8 38.1 3.3 38.1 403Met Target
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 1--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.9 50.0 1602Below Target
Lowest Performing 51.2 50.0 313Met Target
High needs 45.8 50.0 1402Below Target
Econ. Disadvantaged 45.3 50.0 1302Below Target
EL and Former EL 47.4 50.0 432Below Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 46.2 50.0 952Below Target
Hispanic/Latino 42.5 50.0 542Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 4--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.9 50.0 1602Below Target
Lowest Performing 51.3 50.0 303Met Target
High needs 45.9 50.0 1402Below Target
Econ. Disadvantaged 46.2 50.0 1302Below Target
EL and Former EL 42.7 50.0 432Below Target
Students w/ disabilities-- 18--
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 46.8 50.0 962Below Target
Hispanic/Latino 46.2 50.0 542Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 50.8 40.3 -10.5 62.8 620Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 50.8 40.3 -10.5 62.8 620Declined
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 33.6 29.8 3.8 31.7 3664Exceeded Target
Lowest Performing 24.4 21.9 2.5 19.7 322Improved Below Target
High needs 36.7 31.1 5.6 34.4 3314Exceeded Target
Econ. Disadvantaged 37.9 34.3 3.6 35.5 2804Exceeded Target
EL and Former EL 32.7 25.0 7.7 29.0 1124Exceeded Target
Students w/ disabilities 41.8 32.0 9.8 37.5 504Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black 27.6 18.9 8.7 23.7 2274Exceeded Target
Hispanic/Latino 43.8 46.4 -2.6 40.4 1100Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 11--

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 246 245100Yes 1 246 246100Yes 1 69 6899Yes 1
Lowest Performing---------------
High needs 218 217100Yes 1 218 218100Yes 1 64 6398Yes 1
Econ. Disadvantaged 201 200100Yes 1 201 201100Yes 1 62 6198Yes 1
EL and Former EL 65 6498Yes 1 65 65100Yes 1 16----
Students w/ disabilities 34 34100Yes 1 34 34100Yes 1 7----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 153 153100Yes 1 154 154100Yes 1 48 4798Yes 1
Hispanic/Latino 76 7599Yes 1 76 76100Yes 1 18----
Multi-race, Non-Hisp./Lat. 9---- 9---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 6---- 5---- 1----


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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