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Annie L Sargent School
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2025 Official Accountability Report - Annie L Sargent School
Organization Information
DISTRICT NAME
North Andover (02110000)		TITLE I STATUS
Non-Title I School
SCHOOL
Annie L Sargent School (02110018)		GRADES SERVED
01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
62% - Substantial progress toward targets76

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage71%56%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		62%
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 achievement04-44-
Mathematics achievement24-34-
Science achievement04----
Achievement total21267.57867.5
GrowthEnglish language arts growth34-44-
Mathematics growth34-34-
Growth total6822.57822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total2.710.3-6.57.6-
Percentage of possible points 26%-86%-
2025 Annual criterion-referenced target percentage56%

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 achievement24-24-
Mathematics achievement24-44-
Science achievement34----
Achievement total71267.56867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7822.56822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.710.3-5.87.6-
Percentage of possible points 65%-76%-
2024 Annual criterion-referenced target percentage71%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
66

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage19%71%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		50%
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 achievement34-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.47.6-
Percentage of possible points 71%-
2025 Annual criterion-referenced target percentage71%

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 achievement04-
Science achievement14-
Achievement total11267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.010.3-
Percentage of possible points 19%-
2024 Annual criterion-referenced target percentage19%

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 499.3 498.6 -0.7 501.7 2600Recovery Path: Declined
Lowest Performing 475.0 483.3 8.3 480.1 414Path Forward: Exceeded Target
High Needs 485.3 487.5 2.2 487.7 743Recovery Path: Met Target
English Learners and Former English Learners---- 1--
Low Income 485.9 486.4 0.5 488.7 242Recovery Path: Improved Below Target
Students with Disabilities 482.0 486.5 4.5 484.3 644Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 18--
Black or African American---- 2--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 499.6 498.2 -1.4 502.3 2100Recovery 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 501.9 502.2 0.3 504.4 2602Recovery Path: Improved Below Target
Lowest Performing 480.0 484.0 4.0 484.0 413Recovery Path: Met Target
High Needs 487.2 489.9 2.7 489.7 743Path Forward: Met Target
English Learners and Former English Learners---- 1--
Low Income 484.9 484.0 -0.9 486.9 250Recovery Path: Declined
Students with Disabilities 483.9 488.7 4.8 487.1 634Path Forward: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 18--
Black or African American---- 2--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 502.3 501.6 -0.7 503.6 2100Recovery 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 504.7 503.9 -0.8 506.9 850Path Forward: Declined
Lowest Performing---- 17--
High Needs---- 19--
English Learners and Former English Learners-------
Low Income---- 6--
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 1--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White 506.3 505.2 -1.1 508.5 713Path Forward: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 55.9 1663Typical Growth - High
Lowest Performing 61.8 414Exceeded Typical Growth
High Needs 50.8 383Typical Growth - High
English Learners and Former English Learners----
Low Income- 12--
Students with Disabilities 51.6 343Typical Growth - High
American Indian or Alaska Native----
Asian- 9--
Black or African American- 2--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 56.2 1353Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 55.0 1663Typical Growth - High
Lowest Performing 55.0 413Typical Growth - High
High Needs 54.9 383Typical Growth - High
English Learners and Former English Learners----
Low Income- 13--
Students with Disabilities 55.0 333Typical Growth - High
American Indian or Alaska Native----
Asian- 9--
Black or African American- 2--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 54.8 1353Typical Growth - High

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 4.5 9.4 4.9 3.4 4480Declined
Lowest Performing 13.6 12.2 -1.4 10.3 412Improved Below Target
High Needs 9.6 15.0 5.4 7.5 1400Declined
English Learners and Former English Learners---- 11--
Low Income 18.0 29.2 11.2 13.7 480Declined
Students with Disabilities 9.9 10.4 0.5 7.4 1061No Change
American Indian or Alaska Native---- 1--
Asian---- 32--
Black or African American---- 3--
Hispanic or Latino---- 37--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 4.0 8.6 4.6 2.8 3610Declined

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 265 264100Yes 1 266 265100Yes 1 86 86100Yes 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 78 77 78 77 19 19 175 17399Yes1
English Learners and Former English Learners 2 2 2 2 0 0 4----
Low Income 27 26 27 27 6 6 60 5998Yes1
Students with Disabilities 65 65 65 64 16 16 146 14599Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 19 19 20 20 4 4 43 43100Yes1
Black or African American 2 2 2 2 1 1 5----
Hispanic or Latino 21 21 21 21 10 10 52 52100Yes1
Multi-Race, Not Hispanic or Latino 10 10 10 10 0 0 20----
Native Hawaiian or Other Pacific Islander-----------
White 212 211 212 211 71 71 495 493100Yes1


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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