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Clara Barton
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2025
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2025 Official Accountability Report - Clara Barton
Organization Information
DISTRICT NAME
Oxford (02260000)		TITLE I STATUS
Title I School
REGION
West/Central		GRADES SERVED
03,04,05

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
48% - Moderate progress toward targets27

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage32%58%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		48%
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 achievement44-24-
Mathematics achievement24-24-
Science achievement34----
Achievement total91267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.010.3-3.67.6-
Percentage of possible points 68%-47%-
2025 Annual criterion-referenced target percentage58%

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 achievement04-04-
Mathematics achievement04-44-
Science achievement------
Achievement total0867.54867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4822.53822.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total1.37.6-3.67.6-
Percentage of possible points 17%-47%-
2024 Annual criterion-referenced target percentage32%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
25

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage15%42%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		31%
Moderate 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 achievement14-
Science achievement24-
Achievement total51267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.310.3-
Percentage of possible points 42%-
2025 Annual criterion-referenced target percentage42%

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 growth14-
Mathematics growth24-
Growth total3822.5
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 total1.17.6-
Percentage of possible points 15%-
2024 Annual criterion-referenced target percentage15%

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 488.5 491.9 3.4 490.9 2984Recovery Path: Exceeded Target
Lowest Performing 466.6 471.0 4.4 471.7 462Path Forward: Improved Below Target
High Needs 481.2 483.9 2.7 484.7 1512Path Forward: Improved Below Target
English Learners and Former English Learners 472.3 479.8 7.5 476.0 274Path Forward: Exceeded Target
Low Income 482.7 484.4 1.7 484.8 1233Recovery Path: Met Target
Students with Disabilities 471.5 474.9 3.4 474.4 693Recovery Path: Met Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 8--
Hispanic or Latino 474.2 482.8 8.6 477.6 544Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 491.9 493.4 1.5 495.2 2132Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.0 493.1 1.1 495.2 2992Path Forward: Improved Below Target
Lowest Performing 465.7 469.4 3.7 470.4 462Recovery Path: Improved Below Target
High Needs 484.0 483.8 -0.2 487.3 1521Path Forward: No Change
English Learners and Former English Learners 481.4 478.9 -2.5 484.9 270Path Forward: Declined
Low Income 484.6 484.3 -0.3 487.4 1241Path Forward: No Change
Students with Disabilities 473.5 472.9 -0.6 477.2 700Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 8--
Hispanic or Latino 479.9 486.6 6.7 483.0 544Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 494.6 494.4 -0.2 498.3 2141Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 485.5 489.8 4.3 489.8 1033Path Forward: Met Target
Lowest Performing---- 29--
High Needs 480.9 481.7 0.8 485.2 542Path Forward: Improved Below Target
English Learners and Former English Learners---- 8--
Low Income 481.8 482.1 0.3 485.9 472Path Forward: Improved Below Target
Students with Disabilities 473.7 468.5 -5.2 477.7 260Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 1--
Hispanic or Latino 472.1 479.9 7.8 476.0 214Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 489.0 492.6 3.6 493.9 702Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 42.0 1892Typical Growth - Low
Lowest Performing 46.3 462Typical Growth - Low
High Needs 41.9 942Typical Growth - Low
English Learners and Former English Learners 57.5 203Typical Growth - High
Low Income 41.6 792Typical Growth - Low
Students with Disabilities 41.8 442Typical Growth - Low
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino 43.3 352Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 10--
Native Hawaiian or Other Pacific Islander----
White 40.9 1382Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 41.8 1892Typical Growth - Low
Lowest Performing 47.6 462Typical Growth - Low
High Needs 42.9 942Typical Growth - Low
English Learners and Former English Learners 47.2 202Typical Growth - Low
Low Income 43.5 792Typical Growth - Low
Students with Disabilities 39.8 441Low Growth
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino 42.5 352Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 10--
Native Hawaiian or Other Pacific Islander----
White 42.1 1382Typical Growth - Low

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 10.8 11.9 1.1 8.6 3200Declined
Lowest Performing 12.8 15.2 2.4 7.9 460Declined
High Needs 15.3 18.3 3.0 12.8 1690Declined
English Learners and Former English Learners 28.1 22.9 -5.2 24.8 354Exceeded Target
Low Income 16.9 20.0 3.1 14.2 1400Declined
Students with Disabilities 14.3 17.1 2.8 10.0 700Declined
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 12--
Hispanic or Latino 25.4 23.1 -2.3 21.6 652Improved Below Target
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 7.1 8.6 1.5 4.2 2200Declined

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 313 31099Yes 1 313 31199Yes 1 107 10598Yes 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 166 163 166 164 57 56 389 38398Yes1
English Learners and Former English Learners 32 31 32 31 9 8 73 7096Yes1
Low Income 135 133 135 134 49 49 319 31699Yes1
Students with Disabilities 71 70 71 71 26 26 168 16799Yes1
American Indian or Alaska Native-----------
Asian 3 3 3 3 3 3 9----
Black or African American 10 10 10 10 1 1 21----
Hispanic or Latino 61 60 61 60 23 22 145 14298Yes1
Multi-Race, Not Hispanic or Latino 20 20 20 20 8 8 48 48100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 219 217 219 218 72 71 510 50699Yes1


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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