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Helen Y. Davis Leadership Academy Charter Public School

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2018 Official Accountability Report - Helen Y. Davis Leadership Academy Charter Public School

Organization Information
DISTRICT NAME
Helen Y. Davis Leadership Academy Charter Public (District) (04190000)
TITLE I STATUS
Title I School
SCHOOL
Helen Y. Davis Leadership Academy Charter Public School (04190305)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: Afr. Amer./Black -Students w/disabilities -Economically disadvantaged -High needs
Progress toward improvement targetsAccountability percentile
18% - Partially meeting targets2

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 achievement04-04-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.52867.5
GrowthEnglish language arts growth14-04-
Mathematics growth14-14-
Growth total2822.51822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total0.910.3-2.07.6-
Percentage of possible points 9%-26%-
Criterion-referenced target percentage18%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
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 total1.110.3-
Percentage of possible points 11%-
Criterion-referenced target percentage11%
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 493.8 480.4 -13.4 495.8 1980Declined
Lowest Performing 476.4 458.2 -18.2 481.7 260Declined
High needs 491.5 481.0 -10.5 493.5 1580Declined
Econ. Disadvantaged 491.8 482.8 -9.0 493.4 1280Declined
EL and Former EL 487.8 478.6 -9.2 489.4 290Declined
Students w/ disabilities 486.9 468.8 -18.1 488.7 540Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 493.7 479.3 -14.4 495.3 1510Declined
Hispanic/Latino 493.6 482.8 -10.8 495.3 420Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 2--

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 485.5 480.9 -4.6 487.3 1960Declined
Lowest Performing 463.3 464.2 0.9 466.6 262Improved Below Target
High needs 483.1 480.4 -2.7 485.0 1560Declined
Econ. Disadvantaged 483.4 481.5 -1.9 484.8 1260Declined
EL and Former EL 483.2 481.2 -2.0 485.0 290Declined
Students w/ disabilities 477.2 470.3 -6.9 479.3 530Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 484.6 479.6 -5.0 486.4 1490Declined
Hispanic/Latino 487.1 483.2 -3.9 488.7 420Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.---- 1--
White---- 2--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 46.0 38.5 -7.5 48.9 720Declined
Lowest Performing-------
High needs 44.6 39.5 -5.1 47.7 500Declined
Econ. Disadvantaged 43.1 41.9 -1.2 45.6 341No Change
EL and Former EL---- 13--
Students w/ disabilities---- 21--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 45.8 38.9 -6.9 49.1 630Declined
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 31.0 50.0 1741Below Target
Lowest Performing 18.9 50.0 240Below Target
High needs 33.0 50.0 1371Below Target
Econ. Disadvantaged 33.4 50.0 1101Below Target
EL and Former EL 38.7 50.0 271Below Target
Students w/ disabilities 25.6 50.0 480Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 1--
Afr. Amer./Black 29.9 50.0 1340Below Target
Hispanic/Latino 34.4 50.0 351Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-- 1--
White-- 2--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 39.5 50.0 1741Below Target
Lowest Performing 39.5 50.0 241Below Target
High needs 40.7 50.0 1372Below Target
Econ. Disadvantaged 42.4 50.0 1102Below Target
EL and Former EL 46.1 50.0 272Below Target
Students w/ disabilities 32.5 50.0 471Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 1--
Afr. Amer./Black 38.3 50.0 1341Below Target
Hispanic/Latino 42.8 50.0 352Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-- 1--
White-- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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 41.9 13.9 28.0 40.0 2314Exceeded Target
Lowest Performing 34.5 15.4 19.1 29.8 264Exceeded Target
High needs 47.3 17.0 30.3 45.0 1824Exceeded Target
Econ. Disadvantaged 48.2 15.3 32.9 45.8 1314Exceeded Target
EL and Former EL 41.9 3.0 38.9 38.2 334Exceeded Target
Students w/ disabilities 52.5 17.5 35.0 48.2 634Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 42.1 14.0 28.1 38.2 1794Exceeded Target
Hispanic/Latino 42.1 15.2 26.9 38.7 464Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 2--

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 216 216100Yes 1 216 21399Yes 1 76 7497Yes 1
Lowest Performing---------------
High needs 172 172100Yes 1 172 17099Yes 1 53 5298Yes 1
Econ. Disadvantaged 142 142100Yes 1 142 14099Yes 1 37 3697Yes 1
EL and Former EL 32 32100Yes 1 32 32100Yes 1 13----
Students w/ disabilities 58 58100Yes 1 58 5798Yes 1 21 21100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 1---- 1---- 0----
Afr. Amer./Black 167 167100Yes 1 167 16498Yes 1 67 6597Yes 1
Hispanic/Latino 43 43100Yes 1 43 43100Yes 1 9----
Multi-race, Non-Hisp./Lat. 1---- 1---- 0----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 2---- 2---- 0----


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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