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Martin Luther King, Jr. Charter School of Excellence
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2019 Official Accountability Report - Martin Luther King Jr. Charter School of Excellence
Organization Information
DISTRICT NAME
Martin Luther King Jr. Charter School of Excellence (District) (04920000)		TITLE I STATUS
Title I School
SCHOOL
Martin Luther King Jr. Charter School of Excellence (04920005)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
62% - Substantial progress toward targets49

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage93%41%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		62%
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 achievement04-24-
Mathematics achievement04-24-
Science achievement34----
Achievement total31260.04867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total3.19.6-3.87.6-
Percentage of possible points 32%-50%-
Criterion-referenced target percentage41%

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 achievement44-44-
Mathematics achievement44-44-
Science achievement34----
Achievement total111260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-44-
Growth total7820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total8.69.6-7.27.6-
Percentage of possible points 90%-95%-
Criterion-referenced target percentage93%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage87%30%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		53%
Substantial 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 achievement04-
Science achievement34-
Achievement total31267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.110.3-
Percentage of possible points 30%-
2019 Annual criterion-referenced target percentage30%

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 achievement34-
Achievement total111267.5
GrowthEnglish language arts growth24-
Mathematics growth44-
Growth total6822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total9.010.3-
Percentage of possible points 87%-
2018 Annual criterion-referenced target percentage87%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
78

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 498.8 494.7 -4.1 499.8 1740Declined
Lowest Performing 478.0 481.3 3.3 482.1 242Improved Below Target
High needs 496.8 493.5 -3.3 498.0 1500Declined
Econ. Disadvantaged 497.4 494.0 -3.4 498.4 1390Declined
EL and Former EL 488.3 492.4 4.1 489.7 334Exceeded Target
Students w/ disabilities 485.8 488.5 2.7 487.3 464Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 501.8 496.3 -5.5 503.3 660Declined
Hispanic/Latino 496.3 494.4 -1.9 497.3 1010Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.0 499.2 -5.8 506.3 1740Declined
Lowest Performing 482.9 484.1 1.2 486.6 242Improved Below Target
High needs 503.5 497.9 -5.6 504.8 1500Declined
Econ. Disadvantaged 504.1 498.4 -5.7 505.6 1390Declined
EL and Former EL 498.5 494.9 -3.6 500.0 330Declined
Students w/ disabilities 492.4 492.5 0.1 494.5 462Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 505.6 500.0 -5.6 507.1 663Met Target
Hispanic/Latino 504.8 498.8 -6.0 506.2 1010Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 78.4 81.1 2.7 80.6 573Met Target
Lowest Performing-------
High needs 76.1 78.7 2.6 78.9 473Met Target
Econ. Disadvantaged 77.3 79.1 1.8 80.1 433Met Target
EL and Former EL---- 9--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 81.3 80.2 -1.1 83.2 243Met Target
Hispanic/Latino 75.0 80.8 5.8 78.7 304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 36.6 1061Low Growth
Lowest Performing 39.6 221Low Growth
High needs 34.9 901Low Growth
Econ. Disadvantaged 34.4 831Low Growth
EL and Former EL- 17--
Students w/ disabilities 42.9 302Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black 37.3 441Low Growth
Hispanic/Latino 37.3 571Low Growth
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White----

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.3 1082Typical Growth - Low
Lowest Performing 49.9 242Typical Growth - Low
High needs 45.4 922Typical Growth - Low
Econ. Disadvantaged 44.9 852Typical Growth - Low
EL and Former EL- 18--
Students w/ disabilities 49.6 322Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black 50.1 443Typical Growth - High
Hispanic/Latino 44.3 592Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White----

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 69.6 71.2 1.6 75.0 663Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 69.6 71.2 1.6 75.0 663Met 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 7.5 4.5 -3.0 6.2 3144Exceeded Target
Lowest Performing 8.3 0.0 -8.3 4.8 244Exceeded Target
High needs 8.5 4.9 -3.6 5.9 2674Exceeded Target
Econ. Disadvantaged 8.4 5.2 -3.2 4.7 2293Met Target
EL and Former EL 7.6 0.0 -7.6 4.6 764Exceeded Target
Students w/ disabilities 9.5 8.3 -1.2 6.2 722Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 4.5 4.6 0.1 1.0 1081No Change
Hispanic/Latino 10.6 3.8 -6.8 6.9 1834Exceeded Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
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 177 16995Yes 1 177 177100Yes 1 57 57100Yes 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 152 144 152 152 47 47 351 34398Yes1
Econ. Disadvantaged 141 134 141 141 43 43 325 31898Yes1
EL and Former EL 33 25 33 33 9 9 75 6795Yes2
Students w/ disabilities 47 45 47 47 19 19 113 11198Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 68 67 68 68 24 24 160 15999Yes1
Hispanic/Latino 102 95 102 102 30 30 234 22797Yes1
Multi-race, Non-Hisp./Lat. 5 5 5 5 3 3 13----
Nat. Haw. or Pacif. Isl.-----------
White 2 2 2 2-- 4----


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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