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Chesterfield-Goshen

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2025 Official Accountability Report - Chesterfield-Goshen

Organization Information
DISTRICT NAME
Chesterfield-Goshen (06320000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
PK,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
69% - Substantial progress toward targets-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%80%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)
69%
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 achievement44-44-
Mathematics achievement24-34-
Science achievement------
Achievement total6867.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7822.57822.5
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 absenteeism04-34-
Advanced coursework completion------
Additional indicators total0410.03410.0
Weighted total5.67.6-6.67.6-
Percentage of possible points 74%-87%-
2025 Annual criterion-referenced target percentage80%

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 achievement44-44-
Science achievement------
Achievement total4867.54867.5
GrowthEnglish language arts growth14-14-
Mathematics growth44-44-
Growth total5822.55822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.27.6-3.87.6-
Percentage of possible points 55%-50%-
2024 Annual criterion-referenced target percentage53%

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage41%87%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)
68%
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 total7890.0
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total6.67.6-
Percentage of possible points 87%-
2025 Annual criterion-referenced target percentage87%

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 achievement24-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth24-
Mathematics growth44-
Growth total6822.5
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 total3.17.6-
Percentage of possible points 41%-
2024 Annual criterion-referenced target percentage41%

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 487.7 492.7 5.0 488.8 674Recovery Path: Exceeded Target
Lowest Performing 471.8 479.4 7.6 476.9 204Path Forward: Exceeded Target
High Needs 478.0 480.5 2.5 480.8 293Path Forward: Met Target
English Learners and Former English Learners-------
Low Income 484.6 484.8 0.2 486.9 232Path Forward: Improved Below Target
Students with Disabilities---- 12--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 487.8 493.7 5.9 489.7 644Recovery 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 498.1 498.9 0.8 500.2 672Path Forward: Improved Below Target
Lowest Performing 481.1 485.7 4.6 486.2 203Path Forward: Met Target
High Needs 484.3 488.7 4.4 486.9 304Path Forward: Exceeded Target
English Learners and Former English Learners-------
Low Income 488.0 490.1 2.1 490.4 233Path Forward: Met Target
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 499.4 500.3 0.9 501.5 642Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 16--
Lowest Performing---- 7--
High Needs---- 6--
English Learners and Former English Learners-------
Low Income---- 4--
Students with Disabilities---- 3--
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---- 16--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 57.2 433Typical Growth - High
Lowest Performing 55.7 203Typical Growth - High
High Needs- 17--
English Learners and Former English Learners----
Low Income- 13--
Students with Disabilities- 8--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 1--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 59.1 413Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 62.2 434Exceeded Typical Growth
Lowest Performing 62.9 204Exceeded Typical Growth
High Needs- 18--
English Learners and Former English Learners----
Low Income- 13--
Students with Disabilities- 9--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 1--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 62.5 414Exceeded 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 11.5 13.3 1.8 10.2 980Declined
Lowest Performing 19.0 15.0 -4.0 15.5 203Met Target
High Needs 22.4 19.5 -2.9 19.8 413Met Target
English Learners and Former English Learners-------
Low Income 22.5 18.8 -3.7 18.8 323Met Target
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 12.4 13.8 1.4 11.0 940Declined

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 68 6799Yes 1 68 6799Yes 1 17----

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 30 29 30 30 6 6 66 6598Yes1
English Learners and Former English Learners-----------
Low Income 23 23 23 23 4 4 50 50100Yes1
Students with Disabilities 13 12 13 13 3 3 29----
American Indian or Alaska Native-----------
Asian-----------
Black or African American-----------
Hispanic or Latino 2 2 2 2 0 0 4----
Multi-Race, Not Hispanic or Latino 1 1 1 1 0 0 2----
Native Hawaiian or Other Pacific Islander-----------
White 65 64 65 64 17 16 147 14498Yes1

School Accountability Information
School Accountability information School accountability percentile
New Hingham Regional ElementaryNot requiring assistance or intervention 59


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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