Massachusetts School and District Profiles

John Avery Parker
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - John Avery Parker
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
John Avery Parker (02010115)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
33% - Moderate progress toward targets9

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage49%23%
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 achievement24----
Achievement total21260.0---
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 total0410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total2.29.6----
Percentage of possible points 23%---
2025 Annual criterion-referenced target percentage23%

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 achievement14-44-
Mathematics achievement04-24-
Science achievement------
Achievement total1860.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth14-04-
Growth total4820.03822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total2.27.2-5.17.6-
Percentage of possible points 31%-67%-
2024 Annual criterion-referenced target percentage49%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
11

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage32%23%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
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 achievement24-
Achievement total21267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.410.3-
Percentage of possible points 23%-
2025 Annual criterion-referenced target percentage23%

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 achievement04-
Science achievement---
Achievement total2867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.47.6-
Percentage of possible points 32%-
2024 Annual criterion-referenced target percentage32%

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 483.2 477.3 -5.9 486.1 1020Recovery Path: Declined
Lowest Performing---- 19--
High Needs 481.5 475.7 -5.8 484.5 950Recovery Path: Declined
English Learners and Former English Learners 475.5 472.6 -2.9 479.5 460Recovery Path: Declined
Low Income 481.8 475.6 -6.2 485.1 890Recovery Path: Declined
Students with Disabilities---- 23--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 19--
Hispanic or Latino 480.4 477.3 -3.1 483.6 500Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 489.1 477.9 -11.2 491.5 230Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 476.2 474.0 -2.2 479.2 1010Recovery Path: Declined
Lowest Performing---- 19--
High Needs 474.9 472.9 -2.0 477.9 940Recovery Path: Declined
English Learners and Former English Learners 470.8 471.0 0.2 474.3 462Recovery Path: Improved Below Target
Low Income 474.3 472.3 -2.0 477.8 880Recovery Path: Declined
Students with Disabilities---- 23--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 18--
Hispanic or Latino 474.1 472.2 -1.9 477.4 500Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 481.9 479.8 -2.1 484.5 230Recovery 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 478.0 479.0 1.0 482.3 262Path Forward: Improved Below Target
Lowest Performing---- 9--
High Needs 475.3 475.7 0.4 479.6 232Path Forward: Improved Below Target
English Learners and Former English Learners---- 12--
Low Income 477.2 475.1 -2.1 481.3 220Path Forward: Declined
Students with Disabilities---- 8--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 5--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 5--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 35.4 571Low Growth
Lowest Performing- 19--
High Needs 34.4 511Low Growth
English Learners and Former English Learners 39.1 231Low Growth
Low Income 33.5 471Low Growth
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 9--
Hispanic or Latino 42.7 272Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White- 16--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 42.2 582Typical Growth - Low
Lowest Performing- 19--
High Needs 40.5 522Typical Growth - Low
English Learners and Former English Learners 37.3 231Low Growth
Low Income 40.7 482Typical Growth - Low
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 9--
Hispanic or Latino 38.6 281Low Growth
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White- 16--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 63.5 39.4 -24.1 65.7 660Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 63.5 39.4 -24.1 65.7 660Declined
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 21.0 11.0 -10.0 18.8 2004Exceeded Target
Lowest Performing---- 19--
High Needs 21.0 11.2 -9.8 18.5 1874Exceeded Target
English Learners and Former English Learners 13.2 11.8 -1.4 9.9 932Improved Below Target
Low Income 22.2 12.0 -10.2 19.5 1754Exceeded Target
Students with Disabilities---- 42--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 37--
Hispanic or Latino 25.3 13.1 -12.2 21.5 994Exceeded Target
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 27.5 15.9 -11.6 24.6 444Exceeded 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 111 111100Yes 1 110 110100Yes 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 104 104 103 103 27 27 234 234100Yes1
English Learners and Former English Learners 54 54 54 54 16 16 124 124100Yes1
Low Income 98 98 97 97 26 26 221 221100Yes1
Students with Disabilities 25 25 25 25 8 8 58 58100Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 1 1 5----
Black or African American 23 23 22 22 6 6 51 51100Yes1
Hispanic or Latino 53 53 53 53 15 15 121 121100Yes1
Multi-Race, Not Hispanic or Latino 9 9 9 9 2 2 20----
Native Hawaiian or Other Pacific Islander-----------
White 24 24 24 24 6 6 54 54100Yes1


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

School and District Profiles