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Mario Umana Academy
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2019 Official Accountability Report - Mario Umana Academy
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Mario Umana Academy (00350656)		GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Accountability Information

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

Low subgroup performance: White
Progress toward improvement targetsAccountability percentile
59% - Substantial progress toward targets6

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage26%81%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		59%
Substantial progress toward targets

2019 Points awarded

2019 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 achievement44-44-
Mathematics achievement44-44-
Science achievement14----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.19.6-6.77.6-
Percentage of possible points 74%-88%-
Criterion-referenced target percentage81%

2018 Points awarded

2018 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 achievement14-24-
Mathematics achievement04-14-
Science achievement04----
Achievement total11260.03867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3820.03822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.59.6-2.77.6-
Percentage of possible points 16%-36%-
Criterion-referenced target percentage26%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage19%58%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		43%
Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement34-
Science achievement14-
Achievement total71267.5
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 total6.010.3-
Percentage of possible points 58%-
2019 Annual criterion-referenced target percentage58%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 total2.010.3-
Percentage of possible points 19%-
2018 Annual criterion-referenced target percentage19%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
7

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 483.2 485.8 2.6 485.1 6614Exceeded Target
Lowest Performing 456.1 461.9 5.8 461.2 1084Exceeded Target
High needs 482.3 484.5 2.2 484.2 6193Met Target
Econ. Disadvantaged 481.7 484.4 2.7 482.8 4534Exceeded Target
EL and Former EL 481.3 483.2 1.9 483.0 5033Met Target
Students w/ disabilities 476.4 478.3 1.9 478.5 1163Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 19--
Hispanic/Latino 482.5 484.9 2.4 483.9 5934Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White 486.3 491.8 5.5 487.8 374Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 479.9 482.8 2.9 481.5 6594Exceeded Target
Lowest Performing 456.5 463.6 7.1 460.2 1074Exceeded Target
High needs 479.2 481.7 2.5 481.2 6173Met Target
Econ. Disadvantaged 479.2 481.1 1.9 481.0 4513Met Target
EL and Former EL 479.0 481.7 2.7 480.9 5024Exceeded Target
Students w/ disabilities 472.7 477.9 5.2 475.0 1144Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 19--
Hispanic/Latino 479.4 482.1 2.7 480.8 5914Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White 480.9 486.0 5.1 482.7 374Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 43.4 42.8 -0.6 46.5 2071No Change
Lowest Performing-------
High needs 41.3 40.6 -0.7 44.6 1921No Change
Econ. Disadvantaged 41.4 40.7 -0.7 44.5 1451No Change
EL and Former EL 39.0 36.4 -2.6 42.1 1470Declined
Students w/ disabilities 34.9 38.2 3.3 38.2 383Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 9--
Hispanic/Latino 41.5 42.8 1.3 44.5 1802Improved Below Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 13--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.3 5523Typical Growth - High
Lowest Performing 47.6 1082Typical Growth - Low
High needs 49.9 5112Typical Growth - Low
Econ. Disadvantaged 49.4 3642Typical Growth - Low
EL and Former EL 50.0 4153Typical Growth - High
Students w/ disabilities 46.3 812Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 14--
Hispanic/Latino 50.6 4943Typical Growth - High
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.- 1--
White 48.9 352Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.9 5512Typical Growth - Low
Lowest Performing 46.0 1072Typical Growth - Low
High needs 45.6 5102Typical Growth - Low
Econ. Disadvantaged 44.8 3632Typical Growth - Low
EL and Former EL 47.0 4152Typical Growth - Low
Students w/ disabilities 42.3 802Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 14--
Hispanic/Latino 45.8 4932Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.- 1--
White 45.8 352Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 47.1 51.1 4.0 52.3 4813Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 47.1 51.1 4.0 52.3 4813Met 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 18.8 14.6 -4.2 16.6 8954Exceeded Target
Lowest Performing 19.4 12.0 -7.4 14.5 1084Exceeded Target
High needs 19.2 15.2 -4.0 16.7 8374Exceeded Target
Econ. Disadvantaged 21.5 17.5 -4.0 18.8 5194Exceeded Target
EL and Former EL 16.5 12.2 -4.3 13.2 6994Exceeded Target
Students w/ disabilities 28.4 19.0 -9.4 24.1 1374Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 14--
Afr. Amer./Black---- 20--
Hispanic/Latino 17.9 13.1 -4.8 14.1 8044Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 30.4 22.9 -7.5 27.5 484Exceeded Target

Assessment participation - All students
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 712 712100Yes 1 712 710100Yes 1 226 22499Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 668 668 668 666 209 207 1,545 1,541100Yes1
Econ. Disadvantaged 492 492 492 490 159 157 1,143 1,139100Yes1
EL and Former EL 550 550 550 549 162 161 1,262 1,260100Yes1
Students w/ disabilities 119 119 119 117 40 38 278 27499Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 9 9 9 9 3 3 21----
Afr. Amer./Black 19 19 19 19 9 9 47----
Hispanic/Latino 642 642 642 640 199 197 1,483 1,479100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3 1 1 7----
Nat. Haw. or Pacif. Isl. 1 1 1 1 1 1 3----
White 37 37 37 37 13 13 87 87100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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