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Eastham
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2025 Official Accountability Report - Eastham
Organization Information
DISTRICT NAME
Eastham (00850000)		TITLE I STATUS
Title I District
REGION
Coastal		GRADES SERVED
PK,K,01,02,03,04,05

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 percentage37%48%
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 achievement24-34-
Mathematics achievement14-34-
Science achievement04----
Achievement total31267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3822.54822.5
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 total3.110.3-5.07.6-
Percentage of possible points 30%-66%-
2025 Annual criterion-referenced target percentage48%

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 achievement04-24-
Mathematics achievement24-24-
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total2.810.3-3.67.6-
Percentage of possible points 27%-47%-
2024 Annual criterion-referenced target percentage37%

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage21%74%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		53%
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 achievement44-
Mathematics achievement24-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 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 achievement14-
Science achievement---
Achievement total1867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.67.6-
Percentage of possible points 21%-
2024 Annual criterion-referenced target percentage21%

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 500.2 502.1 1.9 503.3 922Recovery Path: Improved Below Target
Lowest Performing 487.5 490.0 2.5 492.6 223Path Forward: Met Target
High Needs 493.3 497.0 3.7 495.7 494Recovery Path: Exceeded Target
English Learners and Former English Learners---- 9--
Low Income 492.9 500.8 7.9 495.8 364Recovery Path: Exceeded Target
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 12--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 500.8 502.4 1.6 503.6 662Recovery 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 502.7 502.6 -0.1 505.2 941Path Forward: No Change
Lowest Performing 492.5 491.2 -1.3 497.6 223Path Forward: Met Target
High Needs 494.5 496.3 1.8 497.2 512Path Forward: Improved Below Target
English Learners and Former English Learners---- 10--
Low Income 494.3 498.2 3.9 496.2 374Recovery Path: Exceeded Target
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 12--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 503.9 503.3 -0.6 506.7 670Path 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 504.8 503.7 -1.1 508.4 280Path Forward: Declined
Lowest Performing---- 13--
High Needs---- 16--
English Learners and Former English Learners---- 4--
Low Income---- 11--
Students with Disabilities---- 7--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 2--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 507.1 503.0 -4.1 510.8 210Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.5 502Typical Growth - Low
Lowest Performing 48.0 222Typical Growth - Low
High Needs 53.7 253Typical Growth - High
English Learners and Former English Learners- 6--
Low Income- 19--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 6--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 52.5 343Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.9 501Low Growth
Lowest Performing 41.9 222Typical Growth - Low
High Needs 44.0 252Typical Growth - Low
English Learners and Former English Learners- 6--
Low Income- 19--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 6--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 40.5 342Typical 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 20.4 18.3 -2.1 18.9 1534Exceeded Target
Lowest Performing 9.1 18.2 9.1 4.5 220Declined
High Needs 25.3 20.2 -5.1 22.9 894Exceeded Target
English Learners and Former English Learners---- 22--
Low Income 23.3 22.4 -0.9 20.1 672Improved Below Target
Students with Disabilities---- 30--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 21--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 15--
Native Hawaiian or Other Pacific Islander-------
White 19.4 18.9 -0.5 17.6 1062Improved Below 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 96 9599Yes 1 97 97100Yes 1 28 28100Yes 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 53 52 54 54 16 16 123 12299Yes1
English Learners and Former English Learners 13 12 13 13 4 4 30----
Low Income 40 39 40 40 11 11 91 9099Yes1
Students with Disabilities 17 17 18 18 7 7 42----
American Indian or Alaska Native-----------
Asian-----------
Black or African American 15 15 15 15 2 2 32----
Hispanic or Latino 7 6 7 7 4 4 18----
Multi-Race, Not Hispanic or Latino 8 8 8 8 1 1 17----
Native Hawaiian or Other Pacific Islander-----------
White 66 66 67 67 21 21 154 154100Yes1

School Accountability Information
School Accountability information School accountability percentile
Eastham ElementaryNot requiring assistance or intervention 62


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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