Massachusetts School and District Profiles

Fletcher/Maynard Academy

Districts
Schools

2024

2024 Official Accountability Report - Fletcher/Maynard Academy

Organization Information

DISTRICT NAME
Cambridge (00490000)

TITLE I STATUS
Title I School

SCHOOL
Fletcher/Maynard Academy (00490090)

GRADES SERVED
PK,K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
56% - Substantial progress toward targets	45

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	51%	59%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	56%
	Substantial progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		4.7	10.3	-	5.5	7.6	-
Percentage of possible points		46%		-	72%		-
2024 Annual criterion-referenced target percentage		59%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		2.7	10.3	-	5.8	7.6	-
Percentage of possible points		26%		-	76%		-
2023 Annual criterion-referenced target percentage		51%

Student group percentile

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

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	28%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	39%
	Moderate progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.7	10.3	-
Percentage of possible points		46%		-
2024 Annual criterion-referenced target percentage		46%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2023 Annual criterion-referenced target percentage		28%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	492.6	490.9	-1.7	495.2	95	0	Recovery Path: Declined
Lowest Performing	467.2	471.2	4.0	472.3	20	2	Path Forward: Improved Below Target
High Needs	487.9	486.3	-1.6	490.8	79	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	487.6	485.9	-1.7	490.4	70	0	Recovery Path: Declined
Students with Disabilities	478.5	477.9	-0.6	480.5	34	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	487.5	489.3	1.8	490.4	57	2	Recovery Path: Improved Below Target
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	489.1	493.4	4.3	491.5	95	4	Recovery Path: Exceeded Target
Lowest Performing	460.8	473.0	12.2	465.1	20	4	Recovery Path: Exceeded Target
High Needs	483.4	490.2	6.8	485.3	79	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	482.2	489.5	7.3	484.7	70	4	Recovery Path: Exceeded Target
Students with Disabilities	476.3	483.4	7.1	479.7	34	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	486.5	491.6	5.1	489.6	57	4	Recovery Path: Exceeded Target
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	491.4	488.3	-3.1	495.0	31	0	Path Forward: Declined
Lowest Performing	-	-	-	-	8	-	-
High Needs	489.9	486.1	-3.8	493.7	27	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	489.8	486.2	-3.6	493.8	24	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	58.9	60	3	Typical Growth - High
Lowest Performing	52.9	20	3	Typical Growth - High
High Needs	57.5	51	3	Typical Growth - High
English Learners and Former English Learners	-	5	-	-
Low Income	57.9	46	3	Typical Growth - High
Students with Disabilities	55.8	23	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	61.5	37	4	Exceeded Typical Growth
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	3	-	-

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	64.3	60	4	Exceeded Typical Growth
Lowest Performing	59.6	20	3	Typical Growth - High
High Needs	66.6	51	4	Exceeded Typical Growth
English Learners and Former English Learners	-	5	-	-
Low Income	66.8	46	4	Exceeded Typical Growth
Students with Disabilities	62.0	23	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	62.5	37	4	Exceeded Typical Growth
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	3	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	31.0	20.9	-10.1	29.5	182	4	Exceeded Target
Lowest Performing	45.0	45.0	0.0	40.4	20	1	No Change
High Needs	34.9	23.0	-11.9	32.5	152	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	31	-	-
Low Income	33.6	25.2	-8.4	30.4	131	4	Exceeded Target
Students with Disabilities	38.2	25.4	-12.8	34.6	63	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	27.1	17.0	-10.1	23.5	100	4	Exceeded Target
Hispanic or Latino	-	-	-	-	39	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Assessment participation - All students
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	101	101	100	Yes	1	101	101	100	Yes	1	32	32	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	85	85	85	85	28	28	198	198	100	Yes	1
English Learners and Former English Learners	13	13	13	13	3	3	29	-	-	-	-
Low Income	75	75	75	75	25	25	175	175	100	Yes	1
Students with Disabilities	34	34	34	34	14	14	82	82	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	-	2	-	-	-	-
Asian	5	5	5	5	0	-	10	-	-	-	-
Black or African American	60	60	60	60	20	20	140	140	100	Yes	1
Hispanic or Latino	21	21	21	21	9	9	51	51	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	2	2	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	6	6	6	6	1	1	13	-	-	-	-

About this report

About the Data

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

Glossary of Accountability Terms