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Cambridge Street Upper School
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2022 Official Accountability Report - Cambridge Street Upper School
Organization Information
DISTRICT NAME
Cambridge (00490000)		TITLE I STATUS
Title I School
SCHOOL
Cambridge Street Upper School (00490305)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-
Accountability information

Low participation rate: Asian -Afr. Amer./Black -White -Students w/disabilities -Low income -Hispanic/Latino -EL and former EL -Multi-race, Non-Hisp./Lat. -High needs -All students
School accountability percentile
28

Student group percentile

Group2022 percentile
High needs 7
Low income -
English learner (EL) and Former EL -
Students with disabilities 42
American Indian or Alaskan Native -
Asian -
African American/Black 11
Hispanic or Latino -
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 43

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 500.4 494.0 216
High needs 487.0 480.7 117
Low income 486.7 479.9 84
EL and Former EL 484.8 471.5 20
Students w/ disabilities 480.6 477.2 67
Amer. Ind. or Alaska Nat.-- 1
Asian- 492.9 23
Afr. Amer./Black 487.8 473.5 39
Hispanic/Latino 488.4 480.5 24
Multi-race, Non-Hisp./Lat. 508.8 509.4 20
Nat. Haw. or Pacif. Isl.---
White 508.5 501.7 109

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 495.2 492.4 208
High needs 484.3 480.2 111
Low income 483.9 479.5 78
EL and Former EL-- 19
Students w/ disabilities 479.8 477.2 65
Amer. Ind. or Alaska Nat.-- 1
Asian- 488.9 23
Afr. Amer./Black 483.3 476.1 34
Hispanic/Latino 487.0 478.9 23
Multi-race, Non-Hisp./Lat.- 502.9 20
Nat. Haw. or Pacif. Isl.---
White 501.6 499.2 107

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 493.3 493.6 68
High needs 485.0 476.6 31
Low income 483.0 478.0 23
EL and Former EL-- 5
Students w/ disabilities-- 19
Amer. Ind. or Alaska Nat.-- 1
Asian-- 7
Afr. Amer./Black-- 12
Hispanic/Latino-- 7
Multi-race, Non-Hisp./Lat.-- 8
Nat. Haw. or Pacif. Isl.---
White 498.6 496.4 33

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 42.7 43.1 158
High needs 38.4 35.5 83
Low income 35.4 34.3 59
EL and Former EL-- 15
Students w/ disabilities 40.0 41.0 45
Amer. Ind. or Alaska Nat.---
Asian-- 18
Afr. Amer./Black 33.9 26.1 30
Hispanic/Latino-- 15
Multi-race, Non-Hisp./Lat.-- 15
Nat. Haw. or Pacif. Isl.---
White 47.2 50.2 80

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 39.4 48.2 155
High needs 38.0 40.9 81
Low income 37.9 35.5 57
EL and Former EL-- 15
Students w/ disabilities 37.0 44.3 45
Amer. Ind. or Alaska Nat.---
Asian-- 18
Afr. Amer./Black 36.1 28.2 27
Hispanic/Latino-- 15
Multi-race, Non-Hisp./Lat.-- 15
Nat. Haw. or Pacif. Isl.---
White 37.3 56.6 80

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 4
High needs---
Low income---
EL and Former EL-- 4
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 11.4 8.2 279
High needs 14.4 11.8 169
Low income 17.5 13.0 131
EL and Former EL 3.3 20.0 25
Students w/ disabilities 21.2 12.1 91
Amer. Ind. or Alaska Nat.-- 1
Asian- 3.8 26
Afr. Amer./Black 4.8 16.7 66
Hispanic/Latino 17.4 11.4 35
Multi-race, Non-Hisp./Lat. 14.3 7.1 28
Nat. Haw. or Pacif. Isl.---
White 13.9 4.1 123

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 281 22480 279 21477 97 6870

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 172 125 170 117 53 31 395 27369
Low income 134 92 132 84 43 23 309 19964
EL and Former EL 27 25 25 22 5- 57 5291
Students w/ disabilities 93 70 93 68 29 19 215 15773
Amer. Ind. or Alaska Nat. 1- 1- 1- 3--
Asian 26 24 26 24 7- 59 5593
Afr. Amer./Black 66 40 66 35 25 12 157 8755
Hispanic/Latino 35 26 33 23 14- 82 5668
Multi-race, Non-Hisp./Lat. 28 21 28 21 11- 67 5075
Nat. Haw. or Pacif. Isl.---------
White 125 112 125 110 39 33 289 25588


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

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