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Parker
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2025 Official Accountability Report - Parker
Organization Information
DISTRICT NAME
Billerica (00310000)		TITLE I STATUS
Title I School
SCHOOL
Parker (00310015)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
35% - Moderate progress toward targets59

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage51%24%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		35%
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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----
Mathematics achievement04----
Science achievement------
Achievement total0867.5---
GrowthEnglish language arts growth44----
Mathematics growth44----
Growth total8822.5---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total1.87.6----
Percentage of possible points 24%---
2025 Annual criterion-referenced target percentage24%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-14-
Mathematics achievement44-24-
Science achievement------
Achievement total4867.53867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.57.6-3.37.6-
Percentage of possible points 59%-43%-
2024 Annual criterion-referenced target percentage51%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
50

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage16%74%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		51%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement44-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.67.6-
Percentage of possible points 74%-
2025 Annual criterion-referenced target percentage74%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.27.6-
Percentage of possible points 16%-
2024 Annual criterion-referenced target percentage16%

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 492.5 490.2 -2.3 495.9 1660Recovery Path: Declined
Lowest Performing---- 17--
High Needs 482.0 482.1 0.1 484.9 892Recovery Path: Improved Below Target
English Learners and Former English Learners---- 8--
Low Income 487.9 482.8 -5.1 490.6 610Recovery Path: Declined
Students with Disabilities 475.9 472.7 -3.2 478.6 470Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 17--
Black or African American---- 17--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 493.4 492.2 -1.2 496.2 1100Recovery 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 501.6 499.9 -1.7 503.1 1660Recovery Path: Declined
Lowest Performing---- 17--
High Needs 486.4 491.0 4.6 488.1 894Recovery Path: Exceeded Target
English Learners and Former English Learners---- 8--
Low Income 490.6 493.5 2.9 493.0 613Path Forward: Met Target
Students with Disabilities 478.6 483.6 5.0 480.8 464Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 16--
Black or African American---- 17--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 503.4 502.1 -1.3 505.5 1100Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 60.7 754Exceeded Typical Growth
Lowest Performing- 17--
High Needs 54.7 383Typical Growth - High
English Learners and Former English Learners- 2--
Low Income 54.9 243Typical Growth - High
Students with Disabilities 47.5 212Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 5--
Black or African American- 8--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White 61.4 564Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 63.1 764Exceeded Typical Growth
Lowest Performing- 17--
High Needs 61.3 394Exceeded Typical Growth
English Learners and Former English Learners- 2--
Low Income 62.2 244Exceeded Typical Growth
Students with Disabilities 58.8 223Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 5--
Black or African American- 8--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White 61.5 574Exceeded Typical Growth

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-------

Chronic absenteeism - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 10.7 12.4 1.7 9.4 3540Declined
Lowest Performing---- 17--
High Needs 13.1 18.9 5.8 10.5 1750Declined
English Learners and Former English Learners---- 23--
Low Income 18.3 20.5 2.2 14.6 1270Declined
Students with Disabilities 13.2 20.8 7.6 9.9 770Declined
American Indian or Alaska Native---- 3--
Asian---- 51--
Black or African American---- 48--
Hispanic or Latino---- 35--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 13.0 13.5 0.5 11.6 2081No Change

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 173 17299Yes 1 173 17299Yes 1 0----

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 96 95 96 95 0 0 192 19099Yes1
English Learners and Former English Learners 8 8 8 8 0 0 16----
Low Income 67 66 67 66 0 0 134 13299Yes1
Students with Disabilities 51 51 50 49 0 0 101 10099Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 19 19 19 18 0 0 38----
Black or African American 19 19 20 20 0 0 39 39100Yes1
Hispanic or Latino 17 16 17 17 0 0 34----
Multi-Race, Not Hispanic or Latino 6 6 5 5 0 0 11----
Native Hawaiian or Other Pacific Islander-----------
White 111 111 111 111 0 0 222 222100Yes1


About this report

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.


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Accountability Terms Glossary of Accountability Terms

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