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Conley Elementary School
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2025 Official Accountability Report - Conley Elementary School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Conley Elementary School (00350122)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low student group performance: Low Income -High Needs
Progress toward improvement targetsAccountability percentile
35% - Moderate progress toward targets8

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage33%36%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		35%
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----
Mathematics achievement14----
Science achievement------
Achievement total3860.0---
GrowthEnglish language arts growth14----
Mathematics growth24----
Growth total3820.0---
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 total2410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total2.67.2----
Percentage of possible points 36%---
2025 Annual criterion-referenced target percentage36%

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----
Mathematics achievement24----
Science achievement------
Achievement total2860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 total4410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total2.47.2----
Percentage of possible points 33%---
2024 Annual criterion-referenced target percentage33%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
3

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage21%9%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		14%
Limited or no 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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.77.6-
Percentage of possible points 9%-
2025 Annual criterion-referenced target percentage9%

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 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 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 483.0 483.6 0.6 485.6 632Recovery Path: Improved Below Target
Lowest Performing-------
High Needs 478.0 473.7 -4.3 480.5 500Recovery Path: Declined
English Learners and Former English Learners 478.4 473.6 -4.8 481.6 220Recovery Path: Declined
Low Income 476.1 473.5 -2.6 479.2 370Recovery Path: Declined
Students with Disabilities 463.5 463.3 -0.2 466.5 271Recovery Path: No Change
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 13--
Hispanic or Latino 478.8 477.2 -1.6 481.6 310Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander---- 2--
White---- 14--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 480.6 480.4 -0.2 482.9 621Recovery Path: No Change
Lowest Performing-------
High Needs 475.1 470.5 -4.6 478.0 490Recovery Path: Declined
English Learners and Former English Learners 476.1 474.0 -2.1 479.6 210Recovery Path: Declined
Low Income 473.3 468.9 -4.4 476.7 360Recovery Path: Declined
Students with Disabilities 458.2 461.5 3.3 463.5 262Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 13--
Hispanic or Latino 475.3 473.5 -1.8 478.0 300Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander---- 2--
White---- 14--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 19--
Lowest Performing-------
High Needs---- 14--
English Learners and Former English Learners---- 4--
Low Income---- 10--
Students with Disabilities---- 7--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 2--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander---- 1--
White---- 6--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.4 361Low Growth
Lowest Performing----
High Needs 38.1 291Low Growth
English Learners and Former English Learners- 13--
Low Income 37.8 231Low Growth
Students with Disabilities- 13--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 5--
Hispanic or Latino 33.4 211Low Growth
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander- 1--
White- 7--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 42.1 352Typical Growth - Low
Lowest Performing----
High Needs 44.9 282Typical Growth - Low
English Learners and Former English Learners- 12--
Low Income 44.4 222Typical Growth - Low
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 5--
Hispanic or Latino 44.5 202Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander- 1--
White- 7--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 50.0 51.9 1.9 55.4 272Improved Below Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 50.0 51.9 1.9 55.4 272Improved Below Target
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 28.4 33.9 5.5 26.2 1090Declined
Lowest Performing-------
High Needs 34.0 38.6 4.6 31.5 880Declined
English Learners and Former English Learners 23.9 31.7 7.8 20.6 410Declined
Low Income 36.7 46.4 9.7 34.0 690Declined
Students with Disabilities 40.8 38.3 -2.5 36.5 472Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 27--
Hispanic or Latino 37.7 45.5 7.8 33.9 550Declined
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander---- 2--
White---- 19--

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 69 6899Yes 1 70 6897Yes 1 21 2095Yes 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 55 54 56 54 16 15 127 12397Yes1
English Learners and Former English Learners 25 24 26 24 5 4 56 5296Yes2
Low Income 41 40 42 40 12 11 95 9196Yes1
Students with Disabilities 32 31 32 30 9 8 73 6995Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 1 1 1 1 0 0 2----
Black or African American 16 16 17 17 3 3 36----
Hispanic or Latino 34 33 34 32 10 9 78 7495Yes1
Multi-Race, Not Hispanic or Latino 1 1 1 1 1 1 3----
Native Hawaiian or Other Pacific Islander 2 2 2 2 1 1 5----
White 14 14 14 14 6 6 34----


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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