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Curley K-8 School

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2018 Official Accountability Report - Curley K-8 School

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Curley K-8 School (00350020)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

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 achievement24-24-
Mathematics achievement14-44-
Science achievement14----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
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 total2410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total3.79.6-5.47.6-
Percentage of possible points 39%-71%-
Criterion-referenced target percentage55%
Partially 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 achievement34-
Mathematics achievement14-
Science achievement24-
Achievement total61267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total5.310.3-
Percentage of possible points 51%-
Criterion-referenced target percentage51%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 3

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 484.6 485.9 1.3 486.6 5432Improved Below Target
Lowest Performing 457.4 460.7 3.3 462.7 832Improved Below Target
High needs 477.4 479.2 1.8 479.4 4213Met Target
Econ. Disadvantaged 478.3 479.5 1.2 479.9 3513Met Target
EL and Former EL 476.9 476.8 -0.1 478.5 2491No Change
Students w/ disabilities 469.3 473.1 3.8 471.1 1504Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black 481.6 483.3 1.7 483.2 1203Met Target
Hispanic/Latino 477.3 478.7 1.4 479.0 3103Met Target
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 510.0 512.4 2.4 512.1 813Met Target

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 484.2 483.9 -0.3 486.0 5451No Change
Lowest Performing 457.5 463.6 6.1 460.8 834Exceeded Target
High needs 477.6 477.2 -0.4 479.5 4231No Change
Econ. Disadvantaged 478.1 476.7 -1.4 479.5 3520Declined
EL and Former EL 478.4 477.3 -1.1 480.2 2510Declined
Students w/ disabilities 471.8 470.9 -0.9 473.9 1500Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black 479.9 478.3 -1.6 481.7 1200Declined
Hispanic/Latino 478.3 477.5 -0.8 479.9 3120Declined
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 507.0 511.3 4.3 509.3 814Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 50.5 50.3 -0.2 53.4 1701No Change
Lowest Performing-------
High needs 42.8 43.0 0.2 45.9 1332Improved Below Target
Econ. Disadvantaged 43.6 43.0 -0.6 46.1 1141No Change
EL and Former EL 39.3 40.1 0.8 42.6 812Improved Below Target
Students w/ disabilities 38.2 38.6 0.4 41.7 352Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 47.2 48.5 1.3 50.5 342Improved Below Target
Hispanic/Latino 43.3 39.2 -4.1 46.4 1040Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White---- 23--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.9 50.0 4022Below Target
Lowest Performing 42.3 50.0 832Below Target
High needs 44.3 50.0 3072Below Target
Econ. Disadvantaged 45.0 50.0 2532Below Target
EL and Former EL 39.8 50.0 1771Below Target
Students w/ disabilities 45.0 50.0 892Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black 46.9 50.0 872Below Target
Hispanic/Latino 42.4 50.0 2322Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 55.6 50.0 583Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.5 50.0 3972Below Target
Lowest Performing 46.3 50.0 782Below Target
High needs 40.7 50.0 3022Below Target
Econ. Disadvantaged 39.6 50.0 2501Below Target
EL and Former EL 38.9 50.0 1751Below Target
Students w/ disabilities 41.9 50.0 842Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black 41.6 50.0 842Below Target
Hispanic/Latino 39.1 50.0 2301Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 60.3 50.0 584Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 41.9 37.5 -4.4 45.3 2242Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 41.9 37.5 -4.4 45.3 2242Improved Below 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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 25.4 23.1 2.3 23.5 7713Met Target
Lowest Performing 37.6 27.7 9.9 32.9 834Exceeded Target
High needs 30.0 28.0 2.0 27.7 5783Met Target
Econ. Disadvantaged 33.1 29.8 3.3 30.7 4574Exceeded Target
EL and Former EL 26.3 26.5 -0.2 22.6 3551No Change
Students w/ disabilities 34.5 30.8 3.7 30.2 2082Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black 24.7 24.7 0.0 20.8 1621No Change
Hispanic/Latino 29.7 26.6 3.1 26.3 4293Met Target
Multi-race, Non-Hisp./Lat.---- 32--
Nat. Haw. or Pacif. Isl.---- 1--
White 12.2 12.5 -0.3 9.6 1281No Change

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 596 59099Yes 1 596 595100Yes 1 190 18899Yes 1
Lowest Performing---------------
High needs 472 46699Yes 1 472 471100Yes 1 152 15099Yes 1
Econ. Disadvantaged 394 39199Yes 1 394 394100Yes 1 129 12899Yes 1
EL and Former EL 292 28798Yes 1 292 292100Yes 1 96 9599Yes 1
Students w/ disabilities 160 15798Yes 1 160 15999Yes 1 40 3998Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 15---- 15---- 4----
Afr. Amer./Black 128 128100Yes 1 128 128100Yes 1 37 37100Yes 1
Hispanic/Latino 351 34598Yes 1 351 350100Yes 1 119 11798Yes 1
Multi-race, Non-Hisp./Lat. 20 20100Yes 1 20 20100Yes 1 7----
Nat. Haw. or Pacif. Isl.---------------
White 82 82100Yes 1 82 82100Yes 1 23 23100Yes 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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