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Petersham
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2025
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2025 Official Accountability Report - Petersham
Organization Information
DISTRICT NAME
Petersham (02340000)		TITLE I STATUS
Title I District
REGION
West/Central		GRADES SERVED
K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
74% - Substantial progress toward targets-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage57%86%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		74%
Substantial 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 achievement34-24-
Mathematics achievement44-44-
Science achievement44----
Achievement total111267.56867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-44-
Growth total8822.57822.5
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 total9.610.3-6.07.6-
Percentage of possible points 93%-79%-
2025 Annual criterion-referenced target percentage86%

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 achievement44----
Mathematics achievement04----
Science achievement------
Achievement total4867.5---
GrowthEnglish language arts growth44----
Mathematics growth34----
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 total4.37.6----
Percentage of possible points 57%---
2024 Annual criterion-referenced target percentage57%

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage47%88%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		72%
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 achievement34-
Mathematics achievement44-
Science achievement---
Achievement total7867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.77.6-
Percentage of possible points 88%-
2025 Annual criterion-referenced target percentage88%

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 achievement44-
Mathematics achievement04-
Science achievement---
Achievement total4890.0
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 total3.67.6-
Percentage of possible points 47%-
2024 Annual criterion-referenced target percentage47%

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 499.7 502.4 2.7 502.2 833Recovery Path: Met Target
Lowest Performing 480.1 484.3 4.2 485.2 202Path Forward: Improved Below Target
High Needs 492.1 494.1 2.0 494.6 343Recovery Path: Met Target
English Learners and Former English Learners---- 4--
Low Income 490.6 497.0 6.4 492.9 244Path Forward: Exceeded Target
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 499.6 503.3 3.7 502.1 754Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 491.0 495.3 4.3 494.5 824Recovery Path: Exceeded Target
Lowest Performing 475.9 482.7 6.8 479.6 204Recovery Path: Exceeded Target
High Needs 485.6 490.4 4.8 488.4 344Recovery Path: Exceeded Target
English Learners and Former English Learners---- 4--
Low Income 483.1 488.0 4.9 485.5 244Path Forward: Exceeded Target
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 492.3 496.1 3.8 495.6 743Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.2 512.0 14.8 499.9 214Path Forward: Exceeded Target
Lowest Performing---- 4--
High Needs---- 7--
English Learners and Former English Learners---- 1--
Low Income---- 6--
Students with Disabilities---- 2--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 19--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 65.6 624Exceeded Typical Growth
Lowest Performing 56.2 203Typical Growth - High
High Needs 59.1 273Typical Growth - High
English Learners and Former English Learners- 2--
Low Income- 19--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian----
Black or African American- 0--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White 66.3 574Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 67.6 634Exceeded Typical Growth
Lowest Performing 62.4 204Exceeded Typical Growth
High Needs 64.1 284Exceeded Typical Growth
English Learners and Former English Learners- 3--
Low Income 64.8 204Exceeded Typical Growth
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White 68.3 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 27.3 13.5 -13.8 26.0 1264Exceeded Target
Lowest Performing 30.0 25.0 -5.0 26.5 204Exceeded Target
High Needs 32.7 12.5 -20.2 30.1 484Exceeded Target
English Learners and Former English Learners---- 5--
Low Income 41.9 15.8 -26.1 38.2 384Exceeded Target
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 3--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 27.9 13.5 -14.4 26.5 1114Exceeded Target

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 85 8398Yes 1 85 8296Yes 1 21 21100Yes 1

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 34 34 34 34 7 7 75 75100Yes1
English Learners and Former English Learners 4 4 4 4 1 1 9----
Low Income 24 24 24 24 6 6 54 54100Yes1
Students with Disabilities 15 15 15 15 2 2 32----
American Indian or Alaska Native-----------
Asian-----------
Black or African American 1 1 1 1 0 0 2----
Hispanic or Latino 6 6 6 6 2 2 14----
Multi-Race, Not Hispanic or Latino 1 1 1 1 0 0 2----
Native Hawaiian or Other Pacific Islander-----------
White 77 75 77 74 19 19 173 16897Yes1

School Accountability Information
School Accountability information School accountability percentile
Petersham CenterNot requiring assistance or intervention 72


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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