2014–2015 Match School Results

Dear Friends of Match Education,
I am writing to share our school results for 2014–2015. They are our best ever.

We are proud of our students, staff, teachers and tutors who work so hard every day.

  • We have one of the lowest student attrition rates of any public school in Boston.
  • Our students mirror, in background and need, the students of Boston Public Schools (BPS).
  • Our students thrived on the PARCC in grades 3-8, on the MCAS in grade 10, and on the AP and SAT in grades 11 and 12.
  • Graduates from our high school continue to enter and finish 4-year college at exceptionally high rates.

This letter covers our work and results in schools.
Later this year, I will write with updates from our graduate school of education (Sposato GSE), from our new college and jobs organization (Match Beyond), and from our expanding work to share best practices (Match Export).
Thank you for your belief in Match Education. Come by and visit any time.
All the best,
Stig Leschly
CEO, Match Education 

INDICATOR 1: Student Attrition
Match has one of the lowest student attrition rates of any public school in Boston

In 2014-2015, attrition across our schools was approximately 9%. We are immensely proud of this attrition result. It compares favorably to almost all public schools in Boston.

The graph below compares the attrition rates of every public school in Boston. "School year attrition" is the percent of students who transfer during the academic year, and "summer attrition" is the percent of students who transfer during the summer.

INDICATOR 2: Demographics
Demographics at Match and BPS are Similar

Black and Hispanic students comprise 92% of Match's enrollment, as compared to 74% of BPS students.
Match students resemble BPS students on key measures of high need, including income status, English as a second language, and special education needs.

A student is classified as high need if she is designated an English Language Learner, a special education student, or economically disadvantaged. A student is classified as economically disadvantaged if she qualifies for food stamps, Medicaid, or certain other public subsidies. 

A student is classified as high need if she is designated an English Language Learner, a special education student, or economically disadvantaged. A student is classified as economically disadvantaged if she qualifies for food stamps, Medicaid, or certain other public subsidies. 


At Match Community Day, 78% of students are English Language Learners (ELLs). The Ortiz family speaks Spanish at home. Their daughter is one of 390 students in our elementary school.

INDICATOR 3: PARCC Growth Scores
Match Students Make Outstanding Growth Gains on PARCC

Our Student Growth Percentile (SGP) results in 2014-2015 on PARCC were outstanding and placed us among a small group of Boston public schools that powerfully transform student outcomes.

SGPs measure how students perform on PARCC compared to peers statewide who have similar prior results on statewide tests. For example, a student with a SGP of 70 outscored 70% of students statewide with similar prior test score performance.
SGPs are a high-quality measure of student academic gains across schools with different student inputs. SGPs are not sensitive, for example, to income levels of a school's student population.
Below, we graph median student SGPs in ELA and math for all public schools in Boston for PARCC exams grades 4-8.

INDICATOR 4: PARCC Elementary School Results
Elementary School Students, 78% of whom are English language learners, Thrived on PARCC.

The Match 3rd, 4th and 5th graders who took the PARCC test last year arrived at Match as 2nd graders. They had 12 to 36 months of schooling at Match when they took PARCC last year.
As the charts below make clear, our elementary school students – including the large majority of them who are English Language Learners – did beautifully on the PARCC exams. They clearly out-performed their peer group in Boston and statewide. 

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INDICATOR 5: PARCC Middle School Results
Middle School Students Also Thrived on PARCC

The Match 6th, 7th and 8th graders who took the PARCC exams last year arrived at our middle school in 6th grade. Like our elementary school students, they performed strongly on PARCC.

In addition, our 10th graders continue their long track record of excellence on the MCAS test. Specifically, 93% and 89% of 10th graders were proficient or advanced on the ELA and math tests, respectively, in 2014-2015. (Note: the state retained the old MCAS test in 10th grade last year, even as it rolled out the new PARCC test in lower grades.)

Match students leading the way on the SAT

All Match upperclassmen take the SAT in high school, and their success on the test has been steadily increasing over the past few years.
Last year, our high school upperclassmen averaged 1518 on the SAT, a result that is near the national average and well ahead of their peers in Boston's non-exam high schools where the average SAT score was 1162.
The graph below plots all public high schools in Boston. The Y-axis plots schools by the percentage of students who are high need. The X-axis plots the schools' average SAT score.


Success on the SAT is important for college admission. Meyling, pictured here at Match High School graduation, attended Match Charter Public School for seven years. She had one of the highest SAT scores in Match history and is currently a freshman attending Harvard University. 

INDICATOR 7: Advanced Placement
Match students succeed on Advanced Placement Exams

Participation in AP courses and success on AP exams is our most revered preK-12 academic metric. In our view, AP coursework and success are true measures of college readiness.
As the graph below makes clear, upperclassmen at Match High School are achieving outstanding results on AP examinations. The graph below plots all public high schools in Boston. The Y-axis plots high schools by the percentage of students who are high need. The X-axis plots schools by an AP success index. The index is the product of the rate at which students participate in AP exams and the rate at which they pass those exams. 


Of the 20 students who took Eddie Jou's AP Calculus class last year, 19 passed the exam. For the second year in a row, Match High School had more African-American students pass the Calculus AB exam than any other high school in Massachusetts. 


For the last decade, Match has sent 80-95% of our high school graduates each year to 4-year colleges. We now have firm college completion data on our high school graduates from 2004 to 2009, all of whom have been given six years to finish 4-year college.
Among these six early graduating classes from our high school, 52% have completed a 4-year degree and 93% enrolled in a 4-year college. In these early cohorts, an additional 13% of the high school graduates are still enrolled in a 4-year college and might still earn a degree, and 8% have obtained a 2-year degree.  
Our early college completion results are similar to recently released college-completion results at KIPP, YES Prep, and other national high-performing charter organizations. And, as the chart below makes clear, our college results are far ahead of the norm for low-income high school graduates nationally.

Notes and Sources

Definitions common across indicators:

Economically disadvantaged: This measure replaces the “free/reduced” measure that DESE previously reported.  A student is defined as economically disadvantaged if the student participates in one or more of the following state-administered programs: the Supplemental Nutrition Assistance Program (SNAP); the Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid).  According to DESE, “Because of this change in methodology, the number of ‘economically disadvantaged’ students reported as enrolled on October 1, 2014, in most schools will be lower than the number of ‘low income’ students reported in 2013-14 and prior years.  It is important for users of this data to understand that enrollment percentages and achievement data for ‘economically disadvantaged’ students cannot be directly compared to "low income" data in prior years.”

High Needs: As defined by DESE, a student is defined as “high needs” if the student falls into at least one of the following categories: economically disadvantaged, English Language Learner, student with a disability.

Exam schools: In Boston, the following public schools select students based on GPA and performance on a standardized test and are categorized as “exam schools:” Boston Latin Academy; Boston Latin School; John D. O’Bryant School of Math & Science.

District Non-Exam: All public district schools except for the exam schools listed above and the following schools: Carter Developmental Center, Horace Mann School for the Deaf, Boston Middle School Academy, Boston Adult Academy.


Notes on individual indicators:

Indicator 1 - Attrition – School year attrition represents the complement of the school-level stability rates reported on the DESE website (http://profiles.doe.mass.edu/state_report/mobilityrates.aspx).  According to DESE, “School-level stability is based on the students enrolled in a public school, as reported by districts in the October data collection, who are enrolled in the school throughout the year, as reported by districts in the March and End of Year data collections.”  Summer attrition represents the school-level summer attrition data reported on the DESE website (http://profiles.doe.mass.edu/state_report/attrition.aspx).   Due to the consolidation of Match Community Day and Match Charter Public School in June 2014, the DESE data for Match summer attrition reflect only grades 6-12; therefore, the summer attrition number reported here for Match combines the publicly reported attrition for grades 6-12 with our internal data regarding attrition in grades K-5.

Indicator 2: Demographics – All data are from 2014-15 as reported on the Selected Populations report on the DESE website (http://profiles.doe.mass.edu/state_report/selectedpopulations.aspx).  Data reported for Match reflect the preK-12 student body.

Indicators 3-5: PARCC – Indicator 3, the Student Growth Percentile (SGP) graph, represents the median ELA SGP in grades 4-8 and the median Math SGP in grades 4-8.  SGPs are reported on a network-wide basis for the charter schools operated by Edward Brooke.  Network-wide SGP data from Edward Brooke are shared here with permission. For Indicators 4 and 5, PARCC data reflect the performance of students in grades 3-8 as reported by DESE(http://www.doe.mass.edu/parcc/results.html).  Students are considered “proficient” if they score a 4 or 5 on PARCC. 

Indicator 6: SAT – All SAT data are based upon the publicly reported DESE data for 2014-2015 (http://profiles.doe.mass.edu/state_report/sat_perf.aspx).  According to DESE, these data include all students reported to have graduated in 2015 and reflect the student’s most recent SAT score as reported by the College Board.

Indicator 7: Advanced Placement – All AP data are from 2014-15 as reported on the Advanced Placement Performance and Advanced Placement Participation sections of the DESE website (http://profiles.doe.mass.edu/state_report/ap.aspx; http://profiles.doe.mass.edu/state_report/ap_part.aspx).  The pass rate is computed as the percent of total tests taken that yielded a score of 3-5.  The participation rate is computed as the total number of unique test takers divided by the total number of juniors and seniors enrolled in the school according to the 2013-14 DESE enrollment report (http://profiles.doe.mass.edu/state_report/enrollmentbygrade.aspx).  In one school, Boston Latin, a large number of sophomores takes AP tests.  As a result, the participation rate for Boston Latin exceeds 100%  (i..e there are more unique test takers than there are juniors and seniors at Boston Latin school) The metric graphed here is AP pass rate * AP participation rate, an index that reflect overall AP participation and success in a given school.

Figure 8: College Success Among High School Graduates – Match data are based on data from the National Student Clearinghouse as well as internal tracking of alumni.  National data are based on the following research study: Mortensen, Tom. “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2009.” Accessed at www.postsecondary.org.