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Essex Elementary
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2025 Official Accountability Report - Essex Elementary
Organization Information
DISTRICT NAME
Manchester Essex Regional (06980000)		TITLE I STATUS
Title I School
SCHOOL
Essex Elementary (06980020)		GRADES SERVED
K,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
53% - Substantial progress toward targets59

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage85%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		53%
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 achievement04-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total1.410.3-3.77.6-
Percentage of possible points 14%-49%-
2025 Annual criterion-referenced target percentage31%

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 achievement44----
Science achievement44----
Achievement total101267.5---
GrowthEnglish language arts growth34----
Mathematics growth44----
Growth total7822.5---
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 total8.710.3----
Percentage of possible points 85%---
2024 Annual criterion-referenced target percentage85%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
50

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage83%36%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		55%
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 achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
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 total2.77.6-
Percentage of possible points 36%-
2025 Annual criterion-referenced target percentage36%

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 achievement34-
Mathematics achievement44-
Science achievement---
Achievement total7867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.37.6-
Percentage of possible points 83%-
2024 Annual criterion-referenced target percentage83%

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 499.7 496.4 -3.3 502.2 1200Recovery Path: Declined
Lowest Performing 475.8 476.0 0.2 481.5 212Recovery Path: Improved Below Target
High Needs 486.4 487.3 0.9 489.2 542Recovery Path: Improved Below Target
English Learners and Former English Learners---- 3--
Low Income 490.4 491.7 1.3 492.7 312Path Forward: Improved Below Target
Students with Disabilities 478.2 479.7 1.5 481.1 342Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American-------
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 499.8 497.1 -2.7 502.2 1120Recovery 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 503.3 497.8 -5.5 505.0 1200Recovery Path: Declined
Lowest Performing 475.9 477.3 1.4 481.0 212Path Forward: Improved Below Target
High Needs 487.7 486.8 -0.9 490.3 540Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income 492.5 491.5 -1.0 494.9 310Path Forward: Declined
Students with Disabilities 477.5 476.7 -0.8 480.8 340Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 1--
Black or African American-------
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 503.2 498.3 -4.9 504.7 1120Recovery 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 499.6 497.6 -2.0 502.3 460Path Forward: Declined
Lowest Performing---- 11--
High Needs---- 18--
English Learners and Former English Learners---- 1--
Low Income---- 9--
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American-------
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 499.8 499.4 -0.4 502.8 401Path Forward: No Change

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 41.7 812Typical Growth - Low
Lowest Performing 43.5 212Typical Growth - Low
High Needs 41.8 352Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income 42.7 222Typical Growth - Low
Students with Disabilities 35.1 201Low Growth
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 41.8 762Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.6 813Typical Growth - High
Lowest Performing 48.0 212Typical Growth - Low
High Needs 48.0 352Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income 56.2 223Typical Growth - High
Students with Disabilities 34.7 201Low Growth
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 51.7 763Typical 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 7.3 6.9 -0.4 6.0 1893Met Target
Lowest Performing 14.3 14.3 0.0 10.8 211No Change
High Needs 8.6 5.4 -3.2 6.0 744Exceeded Target
English Learners and Former English Learners---- 3--
Low Income 14.0 7.5 -6.5 10.3 404Exceeded Target
Students with Disabilities 5.3 4.3 -1.0 2.0 474Exceeded Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American-------
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 7.7 7.3 -0.4 6.3 1782Improved Below 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 120 120100Yes 1 120 120100Yes 1 46 46100Yes 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 54 54 54 54 18 18 126 126100Yes1
English Learners and Former English Learners 3 3 3 3 1 1 7----
Low Income 31 31 31 31 9 9 71 71100Yes1
Students with Disabilities 34 34 34 34 15 15 83 83100Yes1
American Indian or Alaska Native-----------
Asian 1 1 1 1 1 1 3----
Black or African American-----------
Hispanic or Latino 5 5 5 5 3 3 13----
Multi-Race, Not Hispanic or Latino 2 2 2 2 2 2 6----
Native Hawaiian or Other Pacific Islander-----------
White 112 112 112 112 40 40 264 264100Yes1


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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