Massachusetts School and District Profiles

Ware

Districts
Schools

2025

2025 Official Accountability Report - Ware

Organization Information

DISTRICT NAME
Ware (03090000)

TITLE I STATUS
Title I District

REGION
West/Central

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08,09,10,11,12

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
41% - Moderate progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	54%	31%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	41%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	0	4	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	2	4	-	0	4	-	-	-	-
	Science achievement	3	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	4	12	67.5	2	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	1	4	-	-	-	-
	Mathematics growth	2	4	-	2	4	-	3	4	-	-	-	-
	Growth total	4	8	22.5	4	8	22.5	4	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	2	4	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0	5	8	10.0	-	-	-
Weighted total		4.0	10.3	-	2.5	7.6	-	2.2	10.7	-	-	-	-
Percentage of possible points		39%		-	33%		-	21%		-	-		-
Percentage of possible points by gradespan		36% Weight of non-high school results:71%						21% Weight of high school results:29%
2025 Annual criterion-referenced target percentage		31%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	2	4	-	0	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-	0	4	-	4	4	-
	Science achievement	1	4	-	-	-	-	2	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5	2	12	47.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-	4	4	-	3	4	-
	Growth total	4	8	22.5	4	8	22.5	6	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	8	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0	4	8	10.0	0	4	10.0
Weighted total		4.0	10.3	-	5.3	7.6	-	4.3	10.7	-	5.2	7.6	-
Percentage of possible points		39%		-	70%		-	40%		-	68%		-
Percentage of possible points by gradespan		54% Weight of non-high school results:70%						54% Weight of high school results:30%
2024 Annual criterion-referenced target percentage		54%

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	47%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	27%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	67.5	0	12	47.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	4	4	-
	Extended engagement rate	-	-	-	0	4	-
	Annual dropout rate	-	-	-	0	4	-
	High school completion total	-	-	-	4	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	1	4	-
	Additional indicators total	4	4	10.0	2	8	10.0
Weighted total		1.3	10.3	-	1.9	10.7	-
Percentage of possible points		13%		-	18%		-
Percentage of possible points by gradespan		13% Weight of non-high school results:71%			18% Weight of high school results:29%
2025 Annual criterion-referenced target percentage		14%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	1	4	-	1	4	-
	Achievement total	6	12	67.5	1	12	47.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	0	4	-
	Extended engagement rate	-	-	-	4	4	-
	Annual dropout rate	-	-	-	4	4	-
	High school completion total	-	-	-	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	3	4	-
	Additional indicators total	3	4	10.0	7	8	10.0
Weighted total		5.3	10.3	-	3.9	10.7	-
Percentage of possible points		52%		-	36%		-
Percentage of possible points by gradespan		52% Weight of non-high school results:70%			36% Weight of high school results:30%
2024 Annual criterion-referenced target percentage		47%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	486.1	485.7	-0.4	488.9	489	1	Recovery Path: No Change
Lowest Performing	459.6	458.2	-1.4	466.0	87	0	Recovery Path: Declined
High Needs	482.0	480.8	-1.2	483.9	353	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	482.3	481.5	-0.8	484.6	331	0	Recovery Path: Declined
Students with Disabilities	464.7	462.4	-2.3	466.8	88	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	475.4	475.3	-0.1	477.9	70	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	490.5	490.7	0.2	492.4	29	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.1	487.4	0.3	489.6	370	2	Recovery Path: Improved Below Target

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	491.8	481.4	-10.4	495.6	64	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	485.9	475.3	-10.6	489.3	46	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	487.3	474.0	-13.3	491.2	40	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.8	482.4	-7.4	493.1	44	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	485.6	484.2	-1.4	487.6	488	0	Recovery Path: Declined
Lowest Performing	461.6	463.2	1.6	464.9	87	2	Recovery Path: Improved Below Target
High Needs	481.8	480.2	-1.6	483.2	352	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	482.2	480.9	-1.3	483.9	330	0	Recovery Path: Declined
Students with Disabilities	467.6	464.1	-3.5	469.8	88	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	477.2	476.5	-0.7	479.6	69	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	483.4	486.8	3.4	485.3	29	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.9	485.7	-1.2	488.7	370	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	491.5	486.9	-4.6	495.7	63	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	482.2	477.7	-4.5	485.5	45	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	484.2	478.4	-5.8	487.5	39	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.0	490.1	0.1	493.7	43	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	487.9	489.5	1.6	489.6	167	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	32	-	-
High Needs	484.1	483.1	-1.0	486.1	116	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	484.8	483.5	-1.3	487.4	107	0	Recovery Path: Declined
Students with Disabilities	469.1	471.8	2.7	472.5	31	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	478.6	482.1	3.5	481.3	22	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.8	490.8	1.0	492.4	127	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	490.9	484.5	-6.4	494.8	63	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	484.6	477.2	-7.4	488.0	46	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	485.5	478.3	-7.2	489.1	40	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.0	486.6	-3.4	493.6	42	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	44.8	387	2	Typical Growth - Low
Lowest Performing	40.3	86	2	Typical Growth - Low
High Needs	43.5	270	2	Typical Growth - Low
English Learners and Former English Learners	-	10	-	-
Low Income	43.4	252	2	Typical Growth - Low
Students with Disabilities	42.8	70	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	2	-	-
Black or African American	-	10	-	-
Hispanic or Latino	48.9	45	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	41.5	21	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.7	307	2	Typical Growth - Low

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	38.8	54	1	Low Growth
Lowest Performing	-	16	-	-
High Needs	40.5	37	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	36.1	31	1	Low Growth
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.1	36	1	Low Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	44.9	389	2	Typical Growth - Low
Lowest Performing	44.9	86	2	Typical Growth - Low
High Needs	45.0	272	2	Typical Growth - Low
English Learners and Former English Learners	-	11	-	-
Low Income	45.7	254	2	Typical Growth - Low
Students with Disabilities	40.0	70	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	2	-	-
Black or African American	-	10	-	-
Hispanic or Latino	53.9	46	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	55.0	21	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.7	308	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.7	57	3	Typical Growth - High
Lowest Performing	-	16	-	-
High Needs	44.5	40	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	44.6	34	2	Typical Growth - Low
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.1	38	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	76.6	79.3	2.7	78.6	87	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	60.5	71.0	10.5	64.8	62	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	61.1	70.7	9.6	65.7	58	4	Exceeded Target
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	78.6	78.7	0.1	80.6	75	2	Improved Below Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	88.1	84.4	-3.7	89.7	64	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	83.3	73.7	-9.6	86.7	38	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	84.4	72.2	-12.2	88.2	36	0	Declined
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	89.8	87.5	-2.3	91.4	56	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	2.7	4.8	2.1	2.4	291	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.1	6.2	2.1	3.7	178	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	3.2	5.5	2.3	2.9	164	0	Declined
Students with Disabilities	-	-	-	-	69	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	34	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	2.8	3.5	0.7	2.5	226	0	Declined

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 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	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	20.6	18.8	-1.8	19.6	680	4	Exceeded Target
Lowest Performing	26.9	26.4	-0.5	24.8	87	2	Improved Below Target
High Needs	25.0	22.0	-3.0	23.2	499	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	35	-	-
Low Income	25.6	22.6	-3.0	23.2	469	4	Exceeded Target
Students with Disabilities	27.5	20.0	-7.5	25.1	125	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	31.8	23.9	-7.9	28.9	117	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	21.1	21.6	0.5	20.1	37	1	No Change
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	18.9	17.5	-1.4	17.7	497	3	Met Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	32.1	30.6	-1.5	30.5	281	3	Met Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	39.8	40.3	0.5	36.9	181	1	No Change
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	41.4	40.2	-1.2	36.9	164	2	Improved Below Target
Students with Disabilities	-	-	-	-	63	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	29.3	28.9	-0.4	27.5	218	2	Improved Below Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	45.0	45.7	0.7	48.4	140	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	31.8	31.7	-0.1	37.5	82	1	No Change
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	33.3	32.0	-1.3	39.5	75	0	Declined
Students with Disabilities	-	-	-	-	29	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	50.4	47.8	-2.6	54.0	115	0	Declined

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	560	553	99	Yes	1	559	551	99	Yes	1	237	235	99	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	404	399	403	397	168	166	975	962	99	Yes	1
English Learners and Former English Learners	21	21	21	21	6	6	48	48	100	Yes	1
Low Income	376	371	375	369	153	151	904	891	99	Yes	1
Students with Disabilities	109	108	109	108	52	51	270	267	99	Yes	1
American Indian or Alaska Native	3	3	3	3	1	1	7	-	-	-	-
Asian	3	3	3	3	2	2	8	-	-	-	-
Black or African American	15	15	15	15	6	6	36	-	-	-	-
Hispanic or Latino	80	79	79	79	32	32	191	190	99	Yes	1
Multi-Race, Not Hispanic or Latino	38	38	38	37	20	20	96	95	99	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	420	414	420	413	176	174	1,016	1,001	99	Yes	1

School Accountability Information
About the Data
School	Accountability information	School accountability percentile
Stanley M Koziol Elementary School	Not requiring assistance or intervention	-
Ware Junior/Senior High School	Not requiring assistance or intervention	18
Ware Middle School	Not requiring assistance or intervention	32

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