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Gardner Pilot Academy

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2018 Official Accountability Report - Gardner Pilot Academy

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Gardner Pilot Academy (00350326)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
64% - Partially meeting targets17

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 achievement34-24-
Mathematics achievement14-44-
Science achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
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 total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.99.6-5.07.6-
Percentage of possible points 61%-66%-
Criterion-referenced target percentage64%
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 achievement04-
Science achievement44-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total5.910.3-
Percentage of possible points 57%-
Criterion-referenced target percentage57%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 19

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 485.7 487.3 1.6 487.7 2353Met Target
Lowest Performing 461.5 464.0 2.5 466.8 482Improved Below Target
High needs 482.5 484.1 1.6 484.5 1963Met Target
Econ. Disadvantaged 483.2 485.0 1.8 484.8 1363Met Target
EL and Former EL 483.1 483.4 0.3 484.7 1232Improved Below Target
Students w/ disabilities 472.1 473.2 1.1 473.9 722Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black 487.9 488.8 0.9 489.5 312Improved Below Target
Hispanic/Latino 482.0 483.4 1.4 483.7 1483Met Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White 493.3 497.8 4.5 495.4 324Exceeded 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 487.4 487.3 -0.1 489.2 2351No Change
Lowest Performing 463.5 467.5 4.0 466.8 484Exceeded Target
High needs 485.3 484.2 -1.1 487.2 1960Declined
Econ. Disadvantaged 485.5 485.1 -0.4 486.9 1361No Change
EL and Former EL 487.3 484.6 -2.7 489.1 1230Declined
Students w/ disabilities 476.8 473.6 -3.2 478.9 720Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black 483.7 485.9 2.2 485.5 313Met Target
Hispanic/Latino 484.9 484.6 -0.3 486.5 1481No Change
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White 496.2 494.2 -2.0 498.5 320Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 48.7 55.9 7.2 51.6 814Exceeded Target
Lowest Performing-------
High needs 45.9 52.4 6.5 49.0 634Exceeded Target
Econ. Disadvantaged 47.9 52.5 4.6 50.4 404Exceeded Target
EL and Former EL 51.2 50.7 -0.5 54.5 351No Change
Students w/ disabilities 35.7 42.0 6.3 39.2 254Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 14--
Hispanic/Latino 45.1 50.6 5.5 48.2 444Exceeded Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.8 50.0 1902Below Target
Lowest Performing 44.2 50.0 432Below Target
High needs 48.6 50.0 1562Below Target
Econ. Disadvantaged 49.2 50.0 1092Below Target
EL and Former EL 48.7 50.0 912Below Target
Students w/ disabilities 46.5 50.0 572Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black 46.6 50.0 302Below Target
Hispanic/Latino 50.2 50.0 1093Met Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-- 1--
White 49.9 50.0 292Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.2 50.0 1923Met Target
Lowest Performing 47.9 50.0 442Below Target
High needs 50.8 50.0 1583Met Target
Econ. Disadvantaged 50.6 50.0 1103Met Target
EL and Former EL 50.2 50.0 933Met Target
Students w/ disabilities 48.7 50.0 582Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black 53.4 50.0 303Met Target
Hispanic/Latino 53.9 50.0 1113Met Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-- 1--
White 52.7 50.0 293Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 60.7 58.0 -2.7 70.2 1431No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 60.7 58.0 -2.7 70.2 1431No Change
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 11.7 13.2 -1.5 9.8 3250Declined
Lowest Performing 16.0 18.8 -2.8 11.3 480Declined
High needs 13.4 14.5 -1.1 11.1 2690Declined
Econ. Disadvantaged 13.7 19.1 -5.4 11.3 1620Declined
EL and Former EL 10.7 10.9 -0.2 7.0 1841No Change
Students w/ disabilities 17.5 22.4 -4.9 13.2 850Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black 17.1 16.7 0.4 13.2 362Improved Below Target
Hispanic/Latino 10.8 12.2 -1.4 7.4 2130Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.---- 1--
White 10.9 11.4 -0.5 8.3 441No 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 241 240100Yes 1 241 241100Yes 1 82 82100Yes 1
Lowest Performing---------------
High needs 201 200100Yes 1 201 201100Yes 1 64 64100Yes 1
Econ. Disadvantaged 140 13999Yes 1 140 140100Yes 1 40 40100Yes 1
EL and Former EL 128 12799Yes 1 128 128100Yes 1 36 36100Yes 1
Students w/ disabilities 74 74100Yes 1 74 74100Yes 1 25 25100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 14---- 14---- 4----
Afr. Amer./Black 31 31100Yes 1 31 31100Yes 1 14----
Hispanic/Latino 150 14999Yes 1 150 150100Yes 1 44 44100Yes 1
Multi-race, Non-Hisp./Lat. 12---- 12---- 6----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 33 33100Yes 1 33 33100Yes 1 14----


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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