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Clark Avenue School
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2019 Official Accountability Report - Clark Avenue School
Organization Information
DISTRICT NAME
Chelsea (00570000)		TITLE I STATUS
Title I School
SCHOOL
Clark Avenue School (00570050)		GRADES SERVED
05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

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: White
Progress toward improvement targetsAccountability percentile
31% - Moderate progress toward targets4

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage29%32%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		31%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement14-14-
Mathematics achievement04-34-
Science achievement14----
Achievement total21267.54867.5
GrowthEnglish language arts growth14-24-
Mathematics growth14-14-
Growth total2822.53822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total2.010.3-3.47.6-
Percentage of possible points 19%-45%-
Criterion-referenced target percentage32%

2018 Points awarded

2018 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 achievement24-04-
Mathematics achievement04-04-
Science achievement44----
Achievement total61267.50867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4822.53822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.010.3-0.77.6-
Percentage of possible points 49%-9%-
Criterion-referenced target percentage29%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage52%19%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		32%
Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement14-
Achievement total21267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.010.3-
Percentage of possible points 19%-
2019 Annual criterion-referenced target percentage19%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement14-
Science achievement44-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.410.3-
Percentage of possible points 52%-
2018 Annual criterion-referenced target percentage52%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
6

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 485.6 485.6 0.0 487.5 5871No Change
Lowest Performing 460.8 460.8 0.0 465.9 901No Change
High needs 484.1 483.8 -0.3 486.0 4451No Change
Econ. Disadvantaged 484.8 484.2 -0.6 485.9 3980Declined
EL and Former EL 482.6 479.8 -2.8 484.3 1310Declined
Students w/ disabilities 470.7 467.9 -2.8 472.8 1030Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 3--
Afr. Amer./Black---- 20--
Hispanic/Latino 485.2 484.9 -0.3 486.6 5251No Change
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 492.3 492.2 -0.1 493.8 281No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 486.2 484.3 -1.9 487.8 5880Declined
Lowest Performing 460.5 464.7 4.2 464.2 903Met Target
High needs 484.7 482.5 -2.2 486.7 4460Declined
Econ. Disadvantaged 485.2 482.8 -2.4 487.0 3990Declined
EL and Former EL 482.6 477.9 -4.7 484.5 1320Declined
Students w/ disabilities 470.2 469.9 -0.3 472.5 1031No Change
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 3--
Afr. Amer./Black---- 20--
Hispanic/Latino 485.8 484.0 -1.8 487.2 5260Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 488.5 490.8 2.3 490.3 283Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 54.3 53.1 -1.2 57.4 3081No Change
Lowest Performing-------
High needs 52.4 51.7 -0.7 55.7 2371No Change
Econ. Disadvantaged 52.4 52.2 -0.2 55.5 2121No Change
EL and Former EL 53.6 45.5 -8.1 56.7 730Declined
Students w/ disabilities 38.3 37.3 -1.0 41.6 551No Change
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 1--
Afr. Amer./Black---- 13--
Hispanic/Latino 53.6 52.4 -1.2 56.6 2771No Change
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 11--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 38.9 5591Low Growth
Lowest Performing 42.4 882Typical Growth - Low
High needs 38.5 4171Low Growth
Econ. Disadvantaged 38.3 3761Low Growth
EL and Former EL 40.3 1192Typical Growth - Low
Students w/ disabilities 30.5 881Low Growth
Amer. Ind. or Alaska Nat.- 4--
Asian- 3--
Afr. Amer./Black- 17--
Hispanic/Latino 38.5 5021Low Growth
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.- 1--
White 40.5 262Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 32.4 5641Low Growth
Lowest Performing 39.2 901Low Growth
High needs 32.4 4221Low Growth
Econ. Disadvantaged 32.8 3811Low Growth
EL and Former EL 29.5 1220Very Low Growth
Students w/ disabilities 27.4 900Very Low Growth
Amer. Ind. or Alaska Nat.- 4--
Asian- 3--
Afr. Amer./Black- 17--
Hispanic/Latino 32.0 5071Low Growth
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.- 1--
White 39.2 261Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 11.0 10.2 -0.8 8.8 6772Improved Below Target
Lowest Performing 13.3 15.6 2.3 8.4 900Declined
High needs 13.1 11.8 -1.3 10.6 5342Improved Below Target
Econ. Disadvantaged 14.3 12.7 -1.6 11.6 4092Improved Below Target
EL and Former EL 11.5 9.4 -2.1 8.2 2122Improved Below Target
Students w/ disabilities 11.8 6.5 -5.3 7.5 1074Exceeded Target
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 4--
Afr. Amer./Black---- 24--
Hispanic/Latino 10.8 10.5 -0.3 7.0 6002Improved Below Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 15.4 7.9 -7.5 12.5 384Exceeded Target

Assessment participation - All students
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 658 657100Yes 1 657 657100Yes 1 342 342100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 515 514 514 514 271 271 1,300 1,299100Yes1
Econ. Disadvantaged 450 449 450 450 236 236 1,136 1,135100Yes1
EL and Former EL 197 196 196 196 106 106 499 498100Yes1
Students w/ disabilities 107 107 107 107 56 56 270 270100Yes1
Amer. Ind. or Alaska Nat. 4 4 4 4 2 2 10----
Asian 3 3 3 3 1 1 7----
Afr. Amer./Black 23 23 23 23 14 14 60 60100Yes1
Hispanic/Latino 585 584 584 584 307 307 1,476 1,475100Yes1
Multi-race, Non-Hisp./Lat. 6 6 6 6 3 3 15----
Nat. Haw. or Pacif. Isl. 1 1 1 1 1 1 3----
White 36 36 36 36 14 14 86 86100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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