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Snowden International High School

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2018 Official Accountability Report - Snowden International School at Copley

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Snowden International School at Copley (00350690)
GRADES SERVED
09,10,11,12
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

Low participation rate: Afr. Amer./Black -Students w/disabilities -Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs -All students
Progress toward improvement targetsAccountability percentile
20% - Partially meeting targets10

Overall results

Progress toward improvement targets
Indicator All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-04-
Mathematics achievement04-04-
Science achievement14-04-
Achievement total21240.001290.0
GrowthEnglish language arts growth24----
Mathematics growth14----
Growth total3820.0---
High school completionFour-year cohort graduation rate44----
Extended engagement rate24----
Annual dropout rate44----
High school completion total101220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total1410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion34----
Additional indicators total3810.02410.0
Weighted total3.810.0-0.211.2-
Percentage of possible points 38%-2%-
Criterion-referenced target percentage20%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement14-
Achievement total21247.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate04-
Annual dropout rate44-
High school completion total81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion04-
Additional indicators total0810.0
Weighted total3.510.7-
Percentage of possible points 33%-
Criterion-referenced target percentage33%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 20

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 97.5 95.6 -1.9 99.2 901No Change
Lowest Performing 90.5 83.8 -6.7 93.2 200Declined
High needs 96.5 94.6 -1.9 98.7 741No Change
Econ. Disadvantaged 96.5 93.8 -2.7 98.3 650Declined
EL and Former EL 96.4 94.9 -1.5 99.4 341No Change
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black 96.9 95.5 -1.4 99.5 281No Change
Hispanic/Latino 97.3 95.8 -1.5 99.3 481No Change
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 83.6 77.9 -5.7 85.8 870Declined
Lowest Performing 52.2 38.8 -13.4 54.7 200Declined
High needs 81.1 77.1 -4.0 83.5 720Declined
Econ. Disadvantaged 81.8 78.2 -3.6 84.3 630Declined
EL and Former EL 76.2 80.1 3.9 81.3 343Met Target
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black 88.3 66.7 -21.6 93.2 270Declined
Hispanic/Latino 80.1 81.5 1.4 83.3 462Improved Below Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.6 68.3 -1.3 72.1 821No Change
Lowest Performing 51.1 42.5 -8.6 54.1 200Declined
High needs 67.4 65.7 -1.7 69.7 671No Change
Econ. Disadvantaged 68.3 64.9 -3.4 71.2 570Declined
EL and Former EL 59.8 67.7 7.9 63.1 314Exceeded Target
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 69.0 56.7 -12.3 72.2 260Declined
Hispanic/Latino 67.3 72.2 4.9 71.3 443Met Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.9 50.0 822Below Target
Lowest Performing-- 18--
High needs 45.2 50.0 662Below Target
Econ. Disadvantaged 42.6 50.0 572Below Target
EL and Former EL 46.8 50.0 312Below Target
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black 53.5 50.0 263Met Target
Hispanic/Latino 41.7 50.0 442Below Target
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 39.7 50.0 801Below Target
Lowest Performing-- 18--
High needs 40.3 50.0 652Below Target
Econ. Disadvantaged 39.6 50.0 561Below Target
EL and Former EL 45.3 50.0 312Below Target
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black 37.0 50.0 251Below Target
Hispanic/Latino 41.3 50.0 432Below Target
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 70.7 80.0 9.3 74.5 804Exceeded Target
Lowest Performing-------
High needs 71.4 79.7 8.3 75.5 794Exceeded Target
Econ. Disadvantaged 73.0 80.5 7.5 77.9 774Exceeded Target
EL and Former EL---- 14--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 9--
Afr. Amer./Black 68.6 85.7 17.1 74.9 284Exceeded Target
Hispanic/Latino 69.0 73.5 4.5 74.1 342Improved Below Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 6--

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 82.1 82.9 0.8 85.2 822Improved Below Target
Lowest Performing-------
High needs 83.8 83.1 -0.7 88.5 770Declined
Econ. Disadvantaged 83.3 85.2 1.9 88.2 742Improved Below Target
EL and Former EL---- 11--
Students w/ disabilities---- 29--
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black 84.6 80.0 -4.6 89.4 350Declined
Hispanic/Latino 82.2 86.2 4.0 87.7 292Improved Below Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 6--

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 4.0 1.1 2.9 3.6 4394Exceeded Target
Lowest Performing-------
High needs 3.0 1.2 1.8 2.7 3324Exceeded Target
Econ. Disadvantaged 3.4 1.5 1.9 3.1 2754Exceeded Target
EL and Former EL 3.3 2.4 0.9 3.0 834Exceeded Target
Students w/ disabilities---- 90--
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 29--
Afr. Amer./Black 9.0 1.3 7.7 8.1 1554Exceeded Target
Hispanic/Latino 0.6 0.5 0.1 1.0 2183Met Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.---- 3--
White---- 23--

Progress toward attaining English language proficiency - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 57.6 25.5 -32.1 54.5 511No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 57.6 25.5 -32.1 54.5 511No 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 - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 33.7 38.4 -4.7 31.3 4480Declined
Lowest Performing 29.2 25.0 4.2 19.6 202Improved Below Target
High needs 37.6 39.4 -1.8 34.4 3480Declined
Econ. Disadvantaged 38.3 39.6 -1.3 35.0 2400Declined
EL and Former EL 33.1 39.5 -6.4 28.1 1470Declined
Students w/ disabilities---- 105--
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 30--
Afr. Amer./Black 36.3 41.3 -5.0 31.9 1500Declined
Hispanic/Latino 32.7 39.5 -6.8 28.8 2230Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 3--
White---- 29--

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 88.0 80.8 -7.2 94.1 1983Met Target
Lowest Performing-------
High needs 83.9 71.4 -12.5 90.2 1330Declined
Econ. Disadvantaged 83.3 72.0 -11.3 89.8 1070Declined
EL and Former EL 92.7 83.6 -9.1 96.9 553Met Target
Students w/ disabilities---- 41--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black 83.9 75.7 -8.2 93.1 700Declined
Hispanic/Latino 90.0 82.8 -7.2 97.5 993Met Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 3--
White---- 10--

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 109 10697Yes 1 109 10092No 1 109 9691No 2
Lowest Performing---------------
High needs 89 8697Yes 1 89 8191No 1 89 7891No 2
Econ. Disadvantaged 77 7597Yes 1 77 7192No 1 77 6892No 2
EL and Former EL 40 40100Yes 1 40 3998Yes 1 40 3488No 2
Students w/ disabilities 20 1890No 1 20 1683No 2 20 20100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 11---- 11---- 11----
Afr. Amer./Black 36 3494No 1 36 3392No 1 36 3290No 2
Hispanic/Latino 56 56100Yes 1 56 5294No 2 56 5193No 2
Multi-race, Non-Hisp./Lat. 1---- 1---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 5---- 5---- 5----


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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