2004-05 School Report Card - Springfield Central High

Springfield Central High (02810500)

Richard W Stoddard, Principal
Mailing Address: 1840 Roosevelt Avenue
Springfield, MA 01109
Phone: (413) 787-7085
FAX: (413) 787-7040
Website: http://www.sps.springfield.ma.us
Click here to visit the No Child Left Behind website

Overview:
This report card contains information required by the federal No Child Left Behind act for our school and district including: teacher qualifications; student achievement on the Massachusetts Comprehensive Assessment System (MCAS); and school/district accountability.

Mission Statement:
The purpose of Springfield Central High School is to provide a safe, comprehensive and inclusive educational experience for the children of our community by providing a wide variety of curricular and co-curricular activities designed to maximize student potential. Our school offers educational opportunities that allow students to develop personally and become productive members of society.

Enrollment - 2004-05
  School District State
Total Count 1,988 25,975 975,911
Race/Ethnicity (%)
African American 28.2 27.9 8.9
Asian 2.4 2.5 4.8
Hispanic 33.4 49.9 11.8
Native American 0.3 0.2 0.3
White 35.7 19.5 74.2
Gender (%)
Male 49.9 51.5 51.4
Female 50.1 48.5 48.6
Selected Populations (%)
Limited English Proficiency 5.1 13.6 5.1
Low-income 56.5 75.8 27.7
Special Education 14.7 19.5 16.1
First Language Not English 9.4 18.9 14.0
Migrant 1.2 1.4 0.1

Grades Offered: 09, 10, 11, 12
Teacher Data (2004-05)
  School District State
Total # of Teachers 128 2,235 73,394
% of Teachers Licensed in Teaching Assignment 89.1 86.1 93.9
Total # of Teachers in Core Academic Areas 89 1,680 57,522
% of Core Academic Teachers Identified as Highly Qualified 89.9 87.0 93.0
Student/Teacher Ratio 15.5 to 1 11.6 to 1 13.3 to 1

Additional Teacher Information
Our attendance rate continues to be the highest in the city and will continue to improve with the addition of the Home School Specialist. Most of our teachers have advanced degrees and as a result we have the most extensive offering in honors and advanced placement courses in the area. Along with our National Honor Society, we have a National Art Honor Society and National Science Honor Society.

Web Resources
Massachusetts Department of Education:
http://www.doe.mass.edu/
School and District Profiles:
http://profiles.doe.mass.edu/?orgcode=02810500
Adequate Yearly Progress (AYP) Information:
http://www.doe.mass.edu/sda/ayp/cycleIII/
Massachusetts No Child Left Behind website:
http://www.doe.mass.edu/nclb/

2004-05 School Report Card - Springfield Central High
Grade 10 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  380  99  9  44  40  7
 Disabled  46  94  0  0  24  76
 Limited English Proficient  23  100  4  4  30  61
GENDER  
 Female  220  98  9  39  40  12
 Male  229  99  7  36  35  21
RACE/ETHNICITY  
 African American/Black  123  100  6  27  51  16
 Asian or Pacific Islander  3  100        
 Hispanic  136  96  4  31  37  29
 Native American  1  100        
 White  186  99  13  49  30  9
 LOW INCOME  206  98  5  25  44  26
 MIGRANT  5  83        
ALL STUDENTS  
 2004  449  99  8  38  38  17
 2003  398  100  9  37  34  20
DISTRICT  
 2004  1324  94  4  28  39  29
 2003  1456  99  5  25  36  34
STATE  
 2004  69808  96  19  43  27  11
 2003  69607  99  20  40  28  12
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 School Report Card - Springfield Central High
Grade 10 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  380  99  12  23  40  24
 Disabled  47  96  0  2  6  91
 Limited English Proficient  23  100  4  13  22  61
GENDER  
 Female  221  99  7  24  38  31
 Male  229  99  14  17  33  36
RACE/ETHNICITY  
 African American/Black  123  100  2  19  33  46
 Asian or Pacific Islander  3  100        
 Hispanic  136  96  7  10  37  46
 Native American  1  100        
 White  187  100  19  29  36  16
 LOW INCOME  207  98  4  16  33  47
 MIGRANT  6  100        
ALL STUDENTS  
 2004  450  99  11  20  36  33
 2003  403  100  8  14  35  43
DISTRICT  
 2004  1339  95  7  16  38  39
 2003  1500  99  5  12  29  54
STATE  
 2004  70293  97  29  28  28  15
 2003  70263  100  24  27  28  21
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 School Report Card - Springfield Central High
2004 Adequate Yearly Progress (AYP) Report

ENGLISH LANGUAGE ARTS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement CD Attainment
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Met
Target
Aggregate 449 426 95 Yes 806 75.1 No 12.0 Yes 84 Yes Yes
Lim. English Prof. 27 24 - - 35 40.0 - 28.0 - 44 - -
Spec. Ed. 46 35 - - 84 39.6 - 0.7 - 28 - -
Low Income 206 188 91 No 388 65.9 No 12.2 Yes 74 Yes No
Afr. Amer./Black 123 116 94 No 223 69.5 No 8.1 Yes 82 Yes No
Asian or Pacif. Isl. 3 - - - - - - - - - - -
Hispanic 136 123 90 No 216 63.1 No 12.5 Yes 74 Yes No
Native American 1 - - - - - - - - - - -
White 186 183 98 Yes 354 85.9 Yes 11.4 Yes 92 Yes Yes

MATHEMATICS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement CD Attainment
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Met
Target
Aggregate 450 419 93 No 801 59.1 No 6.9 Yes 84 Yes No
Lim. English Prof. 28 24 - - 35 45.0 - 17.2 - 44 - -
Spec. Ed. 47 33 - - 83 33.7 - 2.9 - 28 - -
Low Income 207 183 88 No 384 50.1 No 4.8 Yes 74 Yes No
Afr. Amer./Black 123 113 92 No 220 48.8 No 2.1 Yes 82 Yes No
Asian or Pacif. Isl. 3 - - - - - - - - - - -
Hispanic 136 122 90 No 215 47.8 No 6.4 Yes 74 Yes No
Native American 1 - - - - - - - - - - -
White 187 180 96 Yes 353 72.0 Yes 8.5 Yes 92 Yes Yes

Adequate Yearly Progress History 2004
Accountability Status		 Cycle III
Performance Rating		 Cycle III
Improvement Rating
  1999 2000 2001 2002 2003 2004
ELA Aggregate Yes Yes Yes Yes Yes Yes Identified for Improvement - Subgroups only Moderate Above Target
All subgroups N/A N/A N/A N/A No No
MATH Aggregate Yes Yes Yes Yes Yes No Identified for Improvement - Subgroups only Very Low On Target
All subgroups N/A N/A N/A N/A No No

Data Definitions

Enrollment - This information reflects the public school enrollment on October 1, 2004.

Race/Ethnicity:
African-American - A person having origins in any of the black racial groups in Africa.
Asian - A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent or the Pacific Islands. This area includes, for example, China, India, Japan, Korea, the Philippine Islands and Samoa.
Hispanic - A person of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race.
Native American - A person having origins in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community attachment.
White - A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
Selected Populations:
Limited English Proficient: A student whose first language is a language other than English who is unable to perform ordinary classroom work in English is identified as limited English proficient.
Low Income: An indication of whether a student meets ANY ONE of the following definitions of low income:
1. The student is eligible for free or reduced price lunch; or
2. The student receives Transitional Aid to Families benefits; or
3. The student is eligible for food stamps
Special Education: Students who have an Individualized Education Plan (IEP).
Migrant: An indication of whether an individual or a parent/guardian accompanying an individual maintains primary employment in one or more agricultural or fishing activities on a seasonal or other temporary basis and establishes a temporary residence for the purposes of such employment.

Educator Quality - Educator information is as of October 1, 2004.

Percent of teachers licensed in the area in which teaching: The percentage of teachers with Preliminary, Initial, or Professional licensure (all teaching staff, including long-term substitutes) in the area in which they are teaching. Charter schools are not required to hire licensed teachers.
Percentage of core academic classes taught by highly-qualified teachers: The percentage of staff, measured in "full-time equivalency", teaching in core academic areas, that meet the NCLB definition of highly-qualified. To meet the definition, teachers must possess a valid Massachusetts teaching license at the Preliminary, Initial, or Professional level AND demonstrate subject matter competency in the areas they teach. The core academic areas are defined as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. NCLB subject matter competence requirements are applied differently to those who teach at different levels. For more information on the definition and requirements of highly-qualified, please see http://www.doe.mass.edu/nclb/hq/hq_memo.html.
High-Poverty Schools: Schools in the bottom quartile statewide by low-income percentage.
Low-Poverty Schools: Schools in the top quartile statewide by low-income percentage.

MCAS Results

Performance Level Definitions
(A) Advanced - Students demonstrate a superior understanding of challenging subject matter, and solve a wide variety of problems.
(P) Proficient - Students demonstrate a solid understanding of challenging subject matter, and solve a wide variety of problems.
(NI) Needs Improvement - Students demonstrate partial understanding of subject matter, and solve some simple problems.
(W/F) Warning/Failing - Students demonstrate minimal understanding of subject matter, and do not solve simple problems.
Student Subgroup Definitions
Regular - Students who do not meet the definition for Students with Disabilities or for Limited English Proficient.
Students with Disabilities - Students who have an Individualized Education Plan (IEP) or a plan of instructional accommodations provided under Section 504 of the Rehabilitation Act of 1973.
Limited English Proficient, Race/Ethnicity, Low income, Migrant - See definitions under Enrollment.
*2003 MCAS results may differ slightly from earlier published figures because Alternately Assessed students whose portfolios were incomplete have now been included.

Adequate Yearly Progress - According to federal law, a measure of the extent to which students in a school, taken as a whole and certain groups within the school, demonstrate proficiency in English language arts and mathematics. All schools are rated, and AYP determinations are made, based on an analysis of the performance and improvement schools and districts demonstrate toward achieving this goal. Detailed information on AYP determinations can be found on the MA Department of Education website at http://www.doe.mass.edu/sda/ayp/cycleIII/.

Accountability Status Labels:
II-S Identified for Improvement - Subgroups only
II-A Identified for Improvement
CA-A Identified for Corrective Action
RST Identified for Restructuring
UR Status Under Review