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Dudley Street Neighborhood Charter School
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2019 Official Accountability Report - Dudley Street Neighborhood Charter School
Organization Information
DISTRICT NAME
Dudley Street Neighborhood Charter School (District) (04070000)		TITLE I STATUS
Title I School
SCHOOL
Dudley Street Neighborhood Charter School (04070405)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
44% - Moderate progress toward targets8

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage67%29%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		44%
Moderate 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 achievement04----
Mathematics achievement34----
Science achievement04----
Achievement total31260.0---
GrowthEnglish language arts growth14----
Mathematics growth24----
Growth total3820.0---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total2.89.6----
Percentage of possible points 29%---
Criterion-referenced target percentage29%

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 achievement44-34-
Mathematics achievement44-44-
Science achievement04----
Achievement total81260.07867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-34-
Growth total4820.04822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total5.79.6-5.77.6-
Percentage of possible points 59%-75%-
Criterion-referenced target percentage67%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage61%19%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		36%
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 achievement04-
Mathematics achievement24-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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%-
2019 Annual criterion-referenced target percentage19%

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 achievement44-
Mathematics achievement44-
Science achievement04-
Achievement total81267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.310.3-
Percentage of possible points 61%-
2018 Annual criterion-referenced target percentage61%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
8

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 492.2 491.0 -1.2 494.1 1020Declined
Lowest Performing---- 20--
High needs 489.3 487.8 -1.5 491.2 820Declined
Econ. Disadvantaged 490.1 489.2 -0.9 491.2 680Declined
EL and Former EL 487.1 489.4 2.3 488.8 364Exceeded Target
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 492.2 491.2 -1.0 493.9 610Declined
Hispanic/Latino 491.7 491.1 -0.6 493.1 400Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 1--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 487.0 488.8 1.8 488.6 1013Met Target
Lowest Performing---- 19--
High needs 484.2 484.9 0.7 486.2 812Improved Below Target
Econ. Disadvantaged 484.4 486.7 2.3 486.2 673Met Target
EL and Former EL 484.9 484.9 0.0 486.8 361No Change
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 486.6 490.6 4.0 488.6 604Exceeded Target
Hispanic/Latino 488.0 486.5 -1.5 489.4 400Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 1--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 49.2 45.4 -3.8 52.3 270Declined
Lowest Performing-------
High needs 45.7 43.0 -2.7 49.0 250Declined
Econ. Disadvantaged 45.2 44.0 -1.2 48.3 211No Change
EL and Former EL---- 9--
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 17--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.3 631Low Growth
Lowest Performing- 20--
High needs 36.4 531Low Growth
Econ. Disadvantaged 36.9 451Low Growth
EL and Former EL 43.4 202Typical Growth - Low
Students w/ disabilities- 10--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black 42.1 412Typical Growth - Low
Hispanic/Latino 34.4 211Low Growth
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 1--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.1 622Typical Growth - Low
Lowest Performing- 19--
High needs 45.7 522Typical Growth - Low
Econ. Disadvantaged 46.8 442Typical Growth - Low
EL and Former EL 46.2 202Typical Growth - Low
Students w/ disabilities- 9--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black 54.6 403Typical Growth - High
Hispanic/Latino 40.9 212Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 1--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 44.9 61.5 16.6 48.9 524Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 44.9 61.5 16.6 48.9 524Exceeded 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 9.9 14.7 4.8 7.7 1900Declined
Lowest Performing---- 20--
High needs 7.4 16.2 8.8 4.9 1540Declined
Econ. Disadvantaged 9.3 18.9 9.6 6.6 1110Declined
EL and Former EL 4.0 13.2 9.2 0.7 760Declined
Students w/ disabilities---- 25--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 11.4 8.6 -2.8 7.8 1162Improved Below Target
Hispanic/Latino 5.2 22.7 17.5 1.4 660Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 5--

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 105 105100Yes 1 104 104100Yes 1 27 27100Yes 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 84 84 83 83 25 25 192 192100Yes1
Econ. Disadvantaged 69 69 68 68 21 21 158 158100Yes1
EL and Former EL 37 37 37 37 9 9 83 83100Yes1
Students w/ disabilities 16 16 15 15 8 8 39----
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 62 62 61 61 17 17 140 140100Yes1
Hispanic/Latino 40 40 40 40 10 10 90 90100Yes1
Multi-race, Non-Hisp./Lat.-----------
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 1 1 1 1-- 2----


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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