Massachusetts School and District Profiles

Cambridge Rindge and Latin

2018

2018 Official Accountability Report - Cambridge Rindge and Latin

Organization Information
DISTRICT NAME Cambridge (00490000)	TITLE I STATUS Non-Title I School
SCHOOL Cambridge Rindge and Latin (00490506)	GRADES SERVED 09,10,11,12
REGION Coastal	FEDERAL DESIGNATION -

OVERALL AND SUBGROUP DATA
DETAILED DATA FOR EACH INDICATOR

Overall results

Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	4	4	-
	Mathematics achievement	2	4	-	1	4	-
	Science achievement	1	4	-	2	4	-
	Achievement total	6	12	40.0	7	12	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	3	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	0	8	10.0	0	4	10.0
Weighted total		4.4	10.0	-	5.4	10.3	-
Percentage of possible points		44%		-	52%		-
Criterion-referenced target percentage		48%
Criterion-referenced target percentage		Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator		High needs Subgroup (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	1	4	-
	Achievement total	6	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	3	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	0	4	-
	High school completion total	3	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		4.4	10.7	-
Percentage of possible points		41%		-
Criterion-referenced target percentage		41%
Criterion-referenced target percentage		Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments		48

Detailed data for each indicator

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	95.8	97.2	1.4	97.3	455	3	Met Target
Lowest Performing	85.7	92.5	6.8	87.8	106	4	Exceeded Target
High needs	91.2	94.2	3.0	93.3	206	3	Met Target
Econ. Disadvantaged	93.2	93.7	0.5	94.8	163	3	Met Target
EL and Former EL	77.2	80.2	3.0	80.7	29	3	Met Target
Students w/ disabilities	91.3	93.1	1.8	93.8	87	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	-	-	3	-	-
Asian	97.6	95.7	-1.9	100.0	52	1	No Change
Afr. Amer./Black	92.4	94.0	1.6	94.8	124	3	Met Target
Hispanic/Latino	92.4	96.1	3.7	94.3	57	4	Exceeded Target
Multi-race, Non-Hisp./Lat.	100.0	100.0	0.0	100.0	32	4	Exceeded Target
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	98.9	99.6	0.7	100.0	186	4	Exceeded Target

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	92.1	92.4	0.3	94.0	453	2	Improved Below Target
Lowest Performing	73.5	73.1	-0.4	77.7	105	1	No Change
High needs	84.5	84.8	0.3	86.7	205	2	Improved Below Target
Econ. Disadvantaged	86.1	83.1	-3.0	88.5	161	0	Declined
EL and Former EL	67.9	79.3	11.4	71.4	29	4	Exceeded Target
Students w/ disabilities	81.8	77.3	-4.5	85.5	88	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	3	-	-
Asian	96.6	97.1	0.5	100.0	52	3	Met Target
Afr. Amer./Black	84.8	82.3	-2.5	87.5	123	1	No Change
Hispanic/Latino	89.5	87.7	-1.8	93.3	57	1	No Change
Multi-race, Non-Hisp./Lat.	97.9	96.9	-1.0	99.7	32	3	Met Target
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	97.3	98.4	1.1	99.4	185	4	Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school About the Data
Group	2017 Achievement	2018 Achievement	Change	2018 Target	N	Points	Reason
All Students	89.3	88.9	-0.4	91.1	424	1	No Change
Lowest Performing	64.4	65.2	0.8	68.5	105	2	Improved Below Target
High needs	80.7	78.4	-2.3	83.3	184	1	No Change
Econ. Disadvantaged	83.5	77.6	-5.9	85.8	142	0	Declined
EL and Former EL	62.5	77.2	14.7	65.8	23	4	Exceeded Target
Students w/ disabilities	75.7	69.5	-6.2	78.9	82	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	3	-	-
Asian	98.4	95.3	-3.1	100.0	48	0	Declined
Afr. Amer./Black	80.7	77.0	-3.7	83.3	112	0	Declined
Hispanic/Latino	83.6	83.8	0.2	86.0	54	2	Improved Below Target
Multi-race, Non-Hisp./Lat.	98.8	94.8	-4.0	100.0	29	0	Declined
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	94.8	95.3	0.5	96.6	177	2	Improved Below Target

English language arts growth - High school About the Data
Group	2018 Mean SGP	2018 Target	N	Points	Reason
All Students	41.0	50.0	343	2	Below Target
Lowest Performing	32.9	50.0	96	1	Below Target
High needs	38.6	50.0	164	1	Below Target
Econ. Disadvantaged	37.9	50.0	132	1	Below Target
EL and Former EL	-	-	13	-	-
Students w/ disabilities	40.8	50.0	73	2	Below Target
Amer. Ind. or Alaska Nat.	-	-	3	-	-
Asian	48.1	50.0	42	2	Below Target
Afr. Amer./Black	39.2	50.0	101	1	Below Target
Hispanic/Latino	38.3	50.0	46	1	Below Target
Multi-race, Non-Hisp./Lat.	47.7	50.0	22	2	Below Target
Nat. Haw. or Pacif. Isl.	-	-	1	-	-
White	40.4	50.0	128	2	Below Target

Mathematics growth - High school About the Data
Group	2018 Mean SGP	2018 Target	N	Points	Reason
All Students	55.9	50.0	335	3	Met Target
Lowest Performing	44.7	50.0	94	2	Below Target
High needs	52.7	50.0	159	3	Met Target
Econ. Disadvantaged	52.2	50.0	128	3	Met Target
EL and Former EL	-	-	13	-	-
Students w/ disabilities	52.5	50.0	70	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	3	-	-
Asian	57.0	50.0	42	3	Met Target
Afr. Amer./Black	54.2	50.0	97	3	Met Target
Hispanic/Latino	51.2	50.0	45	3	Met Target
Multi-race, Non-Hisp./Lat.	52.9	50.0	21	3	Met Target
Nat. Haw. or Pacif. Isl.	-	-	1	-	-
White	58.7	50.0	126	3	Met Target

Four-year cohort graduation rate - High school About the Data
Group	2016 Rate (%)	2017 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.5	91.7	-0.8	94.5	482	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	89.7	86.7	-3.0	93.5	271	0	Declined
Econ. Disadvantaged	90.9	87.8	-3.1	94.7	237	0	Declined
EL and Former EL	79.6	78.6	-1.0	81.6	42	0	Declined
Students w/ disabilities	84.8	80.0	-4.8	90.0	85	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	2	-	-
Asian	100.0	94.1	-5.9	100.0	68	0	Declined
Afr. Amer./Black	90.2	88.3	-1.9	95.9	145	0	Declined
Hispanic/Latino	86.6	82.8	-3.8	91.0	58	0	Declined
Multi-race, Non-Hisp./Lat.	-	-	-	-	16	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	2	-	-
White	94.9	95.8	0.9	97.3	191	3	Met Target

Extended engagement rate - High school About the Data
Group	2015 Rate (%)	2016 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.3	96.4	0.1	98.3	466	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High needs	94.4	95.5	1.1	97.5	291	3	Met Target
Econ. Disadvantaged	93.7	96.2	2.5	96.9	263	3	Met Target
EL and Former EL	96.6	93.9	-2.7	98.6	49	0	Declined
Students w/ disabilities	90.7	92.9	2.2	95.0	99	2	Improved Below Target
Amer. Ind. or Alaska Nat.	-	-	-	-	3	-	-
Asian	100.0	100.0	0.0	100.0	40	4	Exceeded Target
Afr. Amer./Black	93.9	95.1	1.2	100.0	164	3	Met Target
Hispanic/Latino	94.2	94.0	-0.2	97.9	67	1	No Change
Multi-race, Non-Hisp./Lat.	-	-	-	-	17	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	97.6	97.7	0.1	99.6	175	3	Met Target

Annual dropout rate - High school About the Data
Group	2016 Rate (%)	2017 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.5	1.2	-0.7	1.0	1,954	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	1.2	2.4	-1.2	1.1	790	0	Declined
Econ. Disadvantaged	1.0	1.5	-0.5	1.0	533	0	Declined
EL and Former EL	3.7	1.0	2.7	3.3	105	4	Exceeded Target
Students w/ disabilities	1.3	4.0	-2.7	1.2	323	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	11	-	-
Asian	0.9	0.9	0.0	1.0	232	3	Met Target
Afr. Amer./Black	1.0	1.7	-0.7	1.0	591	0	Declined
Hispanic/Latino	0.4	2.3	-1.9	1.0	263	0	Declined
Multi-race, Non-Hisp./Lat.	0.0	1.1	-1.1	1.0	92	0	Declined
Nat. Haw. or Pacif. Isl.	-	-	-	-	4	-	-
White	0.0	0.7	-0.7	1.0	761	3	Met Target

Progress toward attaining English language proficiency - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	39.0	62.5	23.5	38.8	80	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High needs	-	-	-	-	-	-	-
Econ. Disadvantaged	-	-	-	-	-	-	-
EL and Former EL	39.0	62.5	23.5	38.8	80	4	Exceeded 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 - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	28.0	31.6	-3.6	26.1	2,011	0	Declined
Lowest Performing	33.7	40.6	-6.9	28.2	106	0	Declined
High needs	36.2	40.6	-4.4	33.6	904	0	Declined
Econ. Disadvantaged	39.6	41.8	-2.2	35.9	570	0	Declined
EL and Former EL	25.0	27.1	-2.1	17.3	214	0	Declined
Students w/ disabilities	38.8	44.2	-5.4	35.1	339	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	9	-	-
Asian	17.2	23.0	-5.8	14.6	235	0	Declined
Afr. Amer./Black	31.3	38.7	-7.4	27.9	610	0	Declined
Hispanic/Latino	37.5	41.7	-4.2	34.3	278	0	Declined
Multi-race, Non-Hisp./Lat.	32.6	32.5	0.1	30.7	117	2	Improved Below Target
Nat. Haw. or Pacif. Isl.	-	-	-	-	4	-	-
White	24.3	24.3	0.0	22.3	758	1	No Change

Advanced coursework completion - High school About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target	N	Points	Reason
All Students	61.9	59.8	-2.1	68.0	992	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High needs	41.9	32.8	-9.1	49.9	408	0	Declined
Econ. Disadvantaged	49.6	35.1	-14.5	59.9	296	0	Declined
EL and Former EL	54.2	35.9	-18.3	63.6	103	0	Declined
Students w/ disabilities	17.4	17.0	-0.4	22.8	147	1	No Change
Amer. Ind. or Alaska Nat.	-	-	-	-	4	-	-
Asian	77.6	84.4	6.8	89.4	122	3	Met Target
Afr. Amer./Black	47.6	40.8	-6.8	55.6	319	0	Declined
Hispanic/Latino	40.8	39.6	-1.2	50.7	134	0	Declined
Multi-race, Non-Hisp./Lat.	62.5	80.5	18.0	68.6	41	4	Exceeded Target
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	74.1	73.3	-0.8	80.5	371	1	No Change

Assessment participation About the Data
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	473	469	99	Yes	1	474	468	99	Yes	1	472	470	100	Yes	1
Lowest Performing	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
High needs	220	219	100	Yes	1	221	219	99	Yes	1	219	218	100	Yes	1
Econ. Disadvantaged	170	170	100	Yes	1	171	169	99	Yes	1	171	170	99	Yes	1
EL and Former EL	40	40	100	Yes	1	40	40	100	Yes	1	38	38	100	Yes	1
Students w/ disabilities	89	88	99	Yes	1	89	89	100	Yes	1	89	88	99	Yes	1
Amer. Ind. or Alaska Nat.	3	-	-	-	-	3	-	-	-	-	3	-	-	-	-
Asian	57	56	98	Yes	1	57	56	98	Yes	1	56	56	100	Yes	1
Afr. Amer./Black	132	131	99	Yes	1	133	131	98	Yes	1	132	131	99	Yes	1
Hispanic/Latino	57	57	100	Yes	1	57	57	100	Yes	1	57	57	100	Yes	1
Multi-race, Non-Hisp./Lat.	33	32	97	Yes	1	33	32	97	Yes	1	33	33	100	Yes	1
Nat. Haw. or Pacif. Isl.	1	-	-	-	-	1	-	-	-	-	1	-	-	-	-
White	190	189	99	Yes	1	190	188	99	Yes	1	190	189	99	Yes	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
Glossary of 2018 Accountability Terms