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Argosy Collegiate Charter School
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2019 Official Accountability Report - Argosy Collegiate Charter School
Organization Information
DISTRICT NAME
Argosy Collegiate Charter School (District) (35090000)		TITLE I STATUS
Title I School
SCHOOL
Argosy Collegiate Charter School (35090305)		GRADES SERVED
06,07,08,09,10
REGION
Coastal		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage25%62%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		47%
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 achievement24-24-
Mathematics achievement44-44-
Science achievement04----
Achievement total61260.06867.5
GrowthEnglish language arts growth14-24-
Mathematics growth34-24-
Growth total4820.04822.5
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 total4410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total5.19.6-5.47.6-
Percentage of possible points 53%-71%-
Criterion-referenced target percentage62%

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 achievement04-04-
Mathematics achievement24-24-
Science achievement04----
Achievement total21267.52867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-24-
Growth total3822.54822.5
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 total2.010.3-2.37.6-
Percentage of possible points 19%-30%-
Criterion-referenced target percentage25%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage33%58%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		48%
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 achievement24-
Mathematics achievement44-
Science achievement14-
Achievement total71267.5
GrowthEnglish language arts growth14-
Mathematics growth34-
Growth total4822.5
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 total6.010.3-
Percentage of possible points 58%-
2019 Annual criterion-referenced target percentage58%

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 achievement14-
Mathematics achievement34-
Science achievement04-
Achievement total41267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.410.3-
Percentage of possible points 33%-
2018 Annual criterion-referenced target percentage33%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
12

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 487.1 487.3 0.2 489.0 2972Improved Below Target
Lowest Performing 462.4 465.7 3.3 467.5 442Improved Below Target
High needs 482.6 483.9 1.3 484.5 2212Improved Below Target
Econ. Disadvantaged 483.3 483.9 0.6 484.4 1823Met Target
EL and Former EL 474.3 478.7 4.4 476.0 1124Exceeded Target
Students w/ disabilities 469.8 466.8 -3.0 471.9 590Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 5--
Afr. Amer./Black 484.2 483.1 -1.1 485.9 270Declined
Hispanic/Latino 480.1 473.9 -6.2 481.5 490Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 489.3 490.6 1.3 490.8 2013Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 489.4 493.4 4.0 491.0 2954Exceeded Target
Lowest Performing 463.8 468.2 4.4 467.5 444Exceeded Target
High needs 485.7 490.6 4.9 487.7 2204Exceeded Target
Econ. Disadvantaged 486.3 490.6 4.3 488.1 1814Exceeded Target
EL and Former EL 478.7 487.2 8.5 480.6 1114Exceeded Target
Students w/ disabilities 472.4 474.5 2.1 474.7 593Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 5--
Afr. Amer./Black 487.5 486.9 -0.6 489.5 270Declined
Hispanic/Latino 482.1 483.0 0.9 483.5 483Met Target
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 491.3 496.2 4.9 493.1 2004Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 52.0 48.5 -3.5 55.1 980Declined
Lowest Performing-------
High needs 45.4 44.0 -1.4 48.7 631No Change
Econ. Disadvantaged 46.3 46.8 0.5 49.4 542Improved Below Target
EL and Former EL 34.5 34.3 -0.2 37.6 271No Change
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 53.3 50.4 -2.9 56.6 680Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.6 2741Low Growth
Lowest Performing 43.1 362Typical Growth - Low
High needs 39.5 2001Low Growth
Econ. Disadvantaged 38.9 1621Low Growth
EL and Former EL 40.7 1002Typical Growth - Low
Students w/ disabilities 37.4 481Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian- 5--
Afr. Amer./Black 42.5 232Typical Growth - Low
Hispanic/Latino 37.5 411Low Growth
Multi-race, Non-Hisp./Lat.- 12--
Nat. Haw. or Pacif. Isl.----
White 39.4 1921Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.1 2723Typical Growth - High
Lowest Performing 44.9 362Typical Growth - Low
High needs 51.6 1993Typical Growth - High
Econ. Disadvantaged 51.1 1613Typical Growth - High
EL and Former EL 52.8 993Typical Growth - High
Students w/ disabilities 46.1 482Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 5--
Afr. Amer./Black 46.4 232Typical Growth - Low
Hispanic/Latino 50.5 403Typical Growth - High
Multi-race, Non-Hisp./Lat.- 12--
Nat. Haw. or Pacif. Isl.----
White 52.4 1913Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 8.1 30.2 22.1 13.3 534Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 8.1 30.2 22.1 13.3 534Exceeded 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 - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 14.2 11.7 -2.5 12.0 3263Met Target
Lowest Performing 22.7 9.1 -13.6 17.8 444Exceeded Target
High needs 17.7 13.8 -3.9 15.2 2474Exceeded Target
Econ. Disadvantaged 20.7 15.5 -5.2 18.0 1874Exceeded Target
EL and Former EL 20.9 12.1 -8.8 17.6 1244Exceeded Target
Students w/ disabilities 26.1 20.0 -6.1 21.8 654Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black 8.0 6.5 -1.5 4.4 312Improved Below Target
Hispanic/Latino 25.9 12.3 -13.6 22.1 574Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 12.5 12.3 -0.2 9.6 2122Improved Below 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 336 336100Yes 1 334 334100Yes 1 130 130100Yes 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 244 244 243 243 81 81 568 568100Yes1
Econ. Disadvantaged 204 204 203 203 71 71 478 478100Yes1
EL and Former EL 123 123 122 122 34 34 279 279100Yes1
Students w/ disabilities 62 62 62 62 20 20 144 144100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1 1 1 3----
Asian 8 8 8 8 3 3 19----
Afr. Amer./Black 36 36 36 36 15 15 87 87100Yes1
Hispanic/Latino 56 56 55 55 22 22 133 133100Yes1
Multi-race, Non-Hisp./Lat. 16 16 16 16 5 5 37----
Nat. Haw. or Pacif. Isl.-----------
White 219 219 218 218 84 84 521 521100Yes1


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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