Massachusetts School and District Profiles

Cambridge Street Upper School

Districts
Schools

2024

2024 Official Accountability Report - Cambridge Street Upper School

Organization Information

DISTRICT NAME
Cambridge (00490000)

TITLE I STATUS
Title I School

SCHOOL
Cambridge Street Upper School (00490305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students w/disabilities -Multi-race, Non-Hisp./Lat.

Progress toward improvement targets	Accountability percentile
57% - Substantial progress toward targets	40

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	52%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	57%
	Substantial progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.9	10.3	-	5.6	7.6	-
Percentage of possible points		48%		-	74%		-
2024 Annual criterion-referenced target percentage		61%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	2	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	3	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		3.7	10.3	-	5.1	7.6	-
Percentage of possible points		36%		-	67%		-
2023 Annual criterion-referenced target percentage		52%

Student group percentile

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

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	79%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	55%
	Substantial progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2024 Annual criterion-referenced target percentage		39%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		8.1	10.3	-
Percentage of possible points		79%		-
2023 Annual criterion-referenced target percentage		79%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	495.7	496.6	0.9	498.9	278	2	Recovery Path: Improved Below Target
Lowest Performing	458.0	461.7	3.7	464.9	35	2	Recovery Path: Improved Below Target
High Needs	483.2	483.4	0.2	485.3	158	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	472.6	476.2	3.6	475.1	26	4	Path Forward: Exceeded Target
Low Income	481.6	483.0	1.4	485.0	124	2	Recovery Path: Improved Below Target
Students with Disabilities	477.1	475.0	-2.1	480.4	72	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	497.4	503.6	6.2	500.5	28	4	Path Forward: Exceeded Target
Black or African American	477.6	480.1	2.5	481.2	82	2	Recovery Path: Improved Below Target
Hispanic or Latino	486.6	487.5	0.9	490.6	33	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	508.3	508.7	0.4	510.6	31	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.4	506.9	0.5	509.8	104	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	491.8	491.3	-0.5	494.3	275	1	Path Forward: No Change
Lowest Performing	460.0	467.0	7.0	465.1	35	4	Path Forward: Exceeded Target
High Needs	481.9	481.3	-0.6	484.0	156	0	Recovery Path: Declined
English Learners and Former English Learners	480.4	478.6	-1.8	483.9	27	0	Path Forward: Declined
Low Income	480.0	479.5	-0.5	482.2	121	1	Recovery Path: No Change
Students with Disabilities	478.7	478.3	-0.4	482.1	72	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	497.2	503.3	6.1	501.2	29	4	Path Forward: Exceeded Target
Black or African American	476.2	478.1	1.9	478.6	82	3	Recovery Path: Met Target
Hispanic or Latino	481.3	481.1	-0.2	484.0	32	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	502.8	499.4	-3.4	505.3	30	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.0	499.2	-1.8	503.8	102	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	493.3	494.1	0.8	496.9	85	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	483.6	484.5	0.9	485.7	50	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	482.5	483.2	0.7	486.5	39	2	Path Forward: Improved Below Target
Students with Disabilities	481.6	482.4	0.8	485.4	25	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.6	497.5	-6.1	507.3	40	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	52.0	250	3	Typical Growth - High
Lowest Performing	47.0	35	2	Typical Growth - Low
High Needs	47.8	140	2	Typical Growth - Low
English Learners and Former English Learners	47.6	25	2	Typical Growth - Low
Low Income	47.3	112	2	Typical Growth - Low
Students with Disabilities	44.4	59	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	55.5	26	3	Typical Growth - High
Black or African American	45.2	74	2	Typical Growth - Low
Hispanic or Latino	44.7	29	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	59.2	27	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.6	94	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	43.3	249	2	Typical Growth - Low
Lowest Performing	52.3	35	3	Typical Growth - High
High Needs	42.3	140	2	Typical Growth - Low
English Learners and Former English Learners	42.7	26	2	Typical Growth - Low
Low Income	40.5	111	2	Typical Growth - Low
Students with Disabilities	48.4	60	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	49.2	27	2	Typical Growth - Low
Black or African American	36.1	75	1	Low Growth
Hispanic or Latino	36.5	28	1	Low Growth
Multi-Race, Not Hispanic or Latino	43.0	27	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.6	92	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	28.2	18.4	-9.8	26.7	305	4	Exceeded Target
Lowest Performing	33.3	8.6	-24.7	28.7	35	4	Exceeded Target
High Needs	34.8	25.4	-9.4	32.4	177	4	Exceeded Target
English Learners and Former English Learners	38.2	19.4	-18.8	34.7	31	4	Exceeded Target
Low Income	39.5	26.1	-13.4	36.3	134	4	Exceeded Target
Students with Disabilities	34.1	22.8	-11.3	30.5	79	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	25.0	13.3	-11.7	21.7	30	4	Exceeded Target
Black or African American	28.8	20.5	-8.3	25.2	88	4	Exceeded Target
Hispanic or Latino	52.8	34.2	-18.6	48.6	38	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	36.7	28.6	-8.1	35.2	35	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	18.3	8.8	-9.5	16.5	113	4	Exceeded Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	297	286	96	Yes	1	297	283	95	Yes	1	90	87	97	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	173	165	173	163	54	52	400	380	95	Yes	1
English Learners and Former English Learners	30	29	30	30	6	6	66	65	98	Yes	1
Low Income	131	127	131	124	41	40	303	291	96	Yes	1
Students with Disabilities	79	74	79	74	27	25	185	173	94	No	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	30	29	30	30	9	9	69	68	99	Yes	1
Black or African American	86	83	86	83	19	18	191	184	96	Yes	1
Hispanic or Latino	34	34	34	33	10	10	78	77	99	Yes	1
Multi-Race, Not Hispanic or Latino	34	32	34	31	10	9	78	72	92	No	1
Native Hawaiian or Other Pacific Islander	1	0	1	0	0	-	2	-	-	-	-
White	112	108	112	106	42	41	266	255	96	Yes	1

About this report

About the Data

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

Glossary of Accountability Terms