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Littleville Elementary School
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2025 Official Accountability Report - Littleville Elementary School
Organization Information
DISTRICT NAME
Gateway (06720000)		TITLE I STATUS
Title I School
SCHOOL
Littleville Elementary School (06720143)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
60% - Substantial progress toward targets42

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage65%57%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		60%
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 achievement24----
Mathematics achievement34----
Science achievement24----
Achievement total71267.5---
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 total5.910.3----
Percentage of possible points 57%---
2025 Annual criterion-referenced target percentage57%

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 achievement44----
Science achievement44----
Achievement total81267.5---
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 total6.710.3----
Percentage of possible points 65%---
2024 Annual criterion-referenced target percentage65%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
52

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage46%46%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		46%
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 achievement14-
Science achievement44-
Achievement total51267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total4.710.3-
Percentage of possible points 46%-
2025 Annual criterion-referenced target percentage46%

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 achievement34-
Achievement total51267.5
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 total4.710.3-
Percentage of possible points 46%-
2024 Annual criterion-referenced target percentage46%

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 489.9 490.2 0.3 493.1 1022Recovery Path: Improved Below Target
Lowest Performing---- 18--
High Needs 484.6 482.9 -1.7 487.4 580Recovery Path: Declined
English Learners and Former English Learners---- 4--
Low Income 487.4 483.4 -4.0 490.3 520Recovery Path: Declined
Students with Disabilities 467.9 470.5 2.6 470.1 243Recovery Path: Met Target
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 1--
White 490.1 490.4 0.3 493.2 912Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 491.9 493.8 1.9 493.8 1023Recovery Path: Met Target
Lowest Performing---- 18--
High Needs 487.9 487.7 -0.2 490.6 581Path Forward: No Change
English Learners and Former English Learners---- 4--
Low Income 489.4 488.3 -1.1 491.4 520Recovery Path: Declined
Students with Disabilities 472.4 473.7 1.3 475.8 242Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 1--
White 492.3 493.4 1.1 493.8 913Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 501.5 503.4 1.9 504.4 302Recovery Path: Improved Below Target
Lowest Performing---- 8--
High Needs 493.6 498.1 4.5 497.4 204Path Forward: Exceeded Target
English Learners and Former English Learners---- 2--
Low Income---- 16--
Students with Disabilities---- 5--
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 501.4 504.8 3.4 503.8 274Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.7 622Typical Growth - Low
Lowest Performing- 18--
High Needs 47.4 402Typical Growth - Low
English Learners and Former English Learners- 4--
Low Income 45.5 362Typical Growth - Low
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander- 1--
White 50.7 543Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.0 633Typical Growth - High
Lowest Performing- 18--
High Needs 57.1 413Typical Growth - High
English Learners and Former English Learners- 4--
Low Income 56.7 373Typical Growth - High
Students with Disabilities- 13--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander- 1--
White 56.8 553Typical 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 20.1 22.8 2.7 18.6 1930Declined
Lowest Performing---- 18--
High Needs 27.1 26.4 -0.7 24.7 1212Improved Below Target
English Learners and Former English Learners---- 9--
Low Income 28.4 27.9 -0.5 25.2 1042Improved Below Target
Students with Disabilities 29.8 28.3 -1.5 26.2 462Improved Below Target
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander---- 1--
White 18.5 20.6 2.1 16.7 1700Declined

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 106 10599Yes 1 106 10599Yes 1 33 33100Yes 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 62 61 62 61 23 23 147 14599Yes1
English Learners and Former English Learners 4 4 4 4 2 2 10----
Low Income 56 55 56 55 19 19 131 12998Yes1
Students with Disabilities 27 26 27 26 7 7 61 5997Yes1
American Indian or Alaska Native-----------
Asian-----------
Black or African American-----------
Hispanic or Latino 10 10 10 10 4 4 24----
Multi-Race, Not Hispanic or Latino 2 2 2 2 1 1 5----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 93 92 93 92 28 28 214 21299Yes1


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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