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Tynan Elementary School
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2025 Official Accountability Report - Tynan Elementary School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Tynan Elementary School (00350181)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
33% - Moderate progress toward targets32

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage63%14%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		33%
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 achievement04----
Mathematics achievement04----
Science achievement04----
Achievement total01260.0---
GrowthEnglish language arts growth24----
Mathematics growth34----
Growth total5820.0---
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 total3410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total1.39.6----
Percentage of possible points 14%---
2025 Annual criterion-referenced target percentage14%

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----
Mathematics achievement24----
Science achievement------
Achievement total4860.0---
GrowthEnglish language arts growth34----
Mathematics growth44----
Growth total7820.0---
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 total3410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total4.57.2----
Percentage of possible points 63%---
2024 Annual criterion-referenced target percentage63%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
61

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage59%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		32%
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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.17.6-
Percentage of possible points 15%-
2025 Annual criterion-referenced target percentage15%

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 achievement24-
Mathematics achievement24-
Science achievement---
Achievement total4867.5
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 total4.57.6-
Percentage of possible points 59%-
2024 Annual criterion-referenced target percentage59%

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 493.2 488.0 -5.2 496.6 990Path Forward: Declined
Lowest Performing-------
High Needs 492.9 488.6 -4.3 496.4 960Path Forward: Declined
English Learners and Former English Learners 496.0 485.5 -10.5 500.2 340Recovery Path: Declined
Low Income 493.1 488.3 -4.8 496.1 840Path Forward: Declined
Students with Disabilities 491.0 488.6 -2.4 493.3 490Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 4--
Black or African American 488.7 487.2 -1.5 492.0 450Path Forward: Declined
Hispanic or Latino 492.9 488.4 -4.5 496.2 290Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White---- 12--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.6 487.2 -5.4 495.8 990Path Forward: Declined
Lowest Performing-------
High Needs 492.2 487.3 -4.9 495.5 960Path Forward: Declined
English Learners and Former English Learners 494.6 485.7 -8.9 498.1 340Path Forward: Declined
Low Income 491.9 487.1 -4.8 494.7 840Path Forward: Declined
Students with Disabilities 493.0 492.7 -0.3 496.7 493Path Forward: Met Target
American Indian or Alaska Native-------
Asian---- 4--
Black or African American 489.3 487.4 -1.9 492.8 450Path Forward: Declined
Hispanic or Latino 493.1 487.4 -5.7 496.2 290Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White---- 12--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 484.1 478.5 -5.6 488.4 210Path Forward: Declined
Lowest Performing-------
High Needs---- 20--
English Learners and Former English Learners---- 7--
Low Income---- 19--
Students with Disabilities---- 12--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 10--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 1--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.9 402Typical Growth - Low
Lowest Performing----
High Needs 47.6 392Typical Growth - Low
English Learners and Former English Learners- 11--
Low Income 49.4 362Typical Growth - Low
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 14--
Hispanic or Latino- 15--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White- 5--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 59.7 423Typical Growth - High
Lowest Performing----
High Needs 59.7 413Typical Growth - High
English Learners and Former English Learners- 11--
Low Income 61.6 384Exceeded Typical Growth
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 16--
Hispanic or Latino- 15--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White- 5--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 52.9 56.0 3.1 58.3 503Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 52.9 56.0 3.1 58.3 503Met 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 33.3 34.4 1.1 31.1 1830Declined
Lowest Performing-------
High Needs 33.6 36.0 2.4 31.1 1750Declined
English Learners and Former English Learners 29.0 30.0 1.0 25.7 700Declined
Low Income 38.1 37.7 -0.4 35.4 1512Improved Below Target
Students with Disabilities 30.3 32.9 2.6 26.0 790Declined
American Indian or Alaska Native-------
Asian---- 12--
Black or African American 28.8 26.0 -2.8 25.2 772Improved Below Target
Hispanic or Latino 32.7 47.4 14.7 28.9 570Declined
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White---- 23--

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 118 118100Yes 1 117 117100Yes 1 24 24100Yes 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 115 115 114 114 23 23 252 252100Yes1
English Learners and Former English Learners 47 47 46 46 10 10 103 103100Yes1
Low Income 100 100 99 99 21 21 220 220100Yes1
Students with Disabilities 54 54 54 54 13 13 121 121100Yes1
American Indian or Alaska Native-----------
Asian 6 6 6 6 1 1 13----
Black or African American 54 54 54 54 11 11 119 119100Yes1
Hispanic or Latino 34 34 33 33 11 11 78 78100Yes1
Multi-Race, Not Hispanic or Latino 10 10 10 10 0 0 20----
Native Hawaiian or Other Pacific Islander-----------
White 14 14 14 14 1 1 29----


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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