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Richmond
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2025 Official Accountability Report - Richmond
Organization Information
DISTRICT NAME
Richmond (02490000)		TITLE I STATUS
Title I District
REGION
West/Central		GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
44% - Moderate progress toward targets-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%38%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		44%
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 achievement24-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total21267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.910.3-3.67.6-
Percentage of possible points 28%-47%-
2025 Annual criterion-referenced target percentage38%

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 achievement24-24-
Mathematics achievement14-24-
Science achievement44----
Achievement total71267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4822.55822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total5.610.3-3.97.6-
Percentage of possible points 54%-51%-
2024 Annual criterion-referenced target percentage53%

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage83%43%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		59%
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 achievement04-
Science achievement---
Achievement total3867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.37.6-
Percentage of possible points 43%-
2025 Annual criterion-referenced target percentage43%

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 achievement44-
Science achievement---
Achievement total8867.5
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 total6.37.6-
Percentage of possible points 83%-
2024 Annual criterion-referenced target percentage83%

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 500.6 503.0 2.4 504.0 982Recovery Path: Improved Below Target
Lowest Performing 485.5 485.9 0.4 489.9 202Recovery Path: Improved Below Target
High Needs 495.0 496.5 1.5 497.6 393Recovery Path: Met Target
English Learners and Former English Learners---- 2--
Low Income 496.2 500.0 3.8 499.1 294Recovery Path: Exceeded Target
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 501.2 504.1 2.9 503.7 863Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.8 497.9 -0.9 501.1 970Recovery Path: Declined
Lowest Performing 482.3 483.0 0.7 487.4 202Path Forward: Improved Below Target
High Needs 496.7 494.6 -2.1 499.3 370Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income 498.6 496.5 -2.1 501.0 283Path Forward: Met Target
Students with Disabilities---- 12--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 499.4 498.6 -0.8 501.4 850Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 506.4 501.3 -5.1 509.1 300Path Forward: Declined
Lowest Performing---- 7--
High Needs---- 9--
English Learners and Former English Learners-------
Low Income---- 7--
Students with Disabilities---- 4--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 1--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 507.9 503.4 -4.5 510.9 270Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.9 733Typical Growth - High
Lowest Performing 49.4 202Typical Growth - Low
High Needs 47.5 242Typical Growth - Low
English Learners and Former English Learners----
Low Income- 17--
Students with Disabilities- 10--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 1--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 53.9 673Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 42.5 732Typical Growth - Low
Lowest Performing 47.9 202Typical Growth - Low
High Needs 41.0 242Typical Growth - Low
English Learners and Former English Learners----
Low Income- 17--
Students with Disabilities- 10--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 1--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 42.7 672Typical 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 14.5 11.4 -3.1 13.2 1324Exceeded Target
Lowest Performing 10.0 15.0 5.0 6.5 200Declined
High Needs 25.0 14.3 -10.7 22.4 494Exceeded Target
English Learners and Former English Learners---- 3--
Low Income 26.3 13.2 -13.1 22.6 384Exceeded Target
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 14.3 10.3 -4.0 12.9 1174Exceeded 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 100 9999Yes 1 98 98100Yes 1 30 30100Yes 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 40 40 38 38 9 9 87 87100Yes1
English Learners and Former English Learners 3 3 3 3 0 0 6----
Low Income 29 29 28 28 7 7 64 64100Yes1
Students with Disabilities 13 13 12 12 4 4 29----
American Indian or Alaska Native-----------
Asian-----------
Black or African American 1 1 1 1 0 0 2----
Hispanic or Latino 2 2 2 2 1 1 5----
Multi-Race, Not Hispanic or Latino 10 10 10 10 2 2 22----
Native Hawaiian or Other Pacific Islander-----------
White 87 86 85 85 27 27 199 19899Yes1

School Accountability Information
School Accountability information School accountability percentile
Richmond ConsolidatedNot requiring assistance or intervention 65


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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