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Peter Thacher Elementary School
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2025 Official Accountability Report - Peter Thacher Elementary School
Organization Information
DISTRICT NAME
Attleboro (00160000)		TITLE I STATUS
Title I School
SCHOOL
Peter Thacher Elementary School (00160050)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
41% - Moderate progress toward targets46

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage25%51%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		41%
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 achievement24-24-
Mathematics achievement24-24-
Science achievement------
Achievement total4860.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total3.87.2-3.87.6-
Percentage of possible points 53%-50%-
2025 Annual criterion-referenced target percentage51%

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 achievement04----
Science achievement------
Achievement total0860.0---
GrowthEnglish language arts growth34----
Mathematics growth24----
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 total4410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total1.87.2----
Percentage of possible points 25%---
2024 Annual criterion-referenced target percentage25%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
49

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage17%25%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		22%
Limited or no 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 achievement14-
Mathematics achievement04-
Science achievement---
Achievement total1867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total1.97.6-
Percentage of possible points 25%-
2025 Annual criterion-referenced target percentage25%

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 achievement---
Achievement total0867.5
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 total1.37.6-
Percentage of possible points 17%-
2024 Annual criterion-referenced target percentage17%

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 490.8 492.9 2.1 493.6 1652Recovery Path: Improved Below Target
Lowest Performing 470.2 472.3 2.1 475.6 222Recovery Path: Improved Below Target
High Needs 484.6 484.6 0.0 487.5 1011Recovery Path: No Change
English Learners and Former English Learners 484.0 475.8 -8.2 486.4 220Path Forward: Declined
Low Income 485.0 485.6 0.6 488.2 762Recovery Path: Improved Below Target
Students with Disabilities 474.7 475.1 0.4 477.8 472Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 20--
Hispanic or Latino 485.4 485.7 0.3 487.3 422Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 493.9 499.1 5.2 497.6 924Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.9 494.5 1.6 495.3 1662Recovery Path: Improved Below Target
Lowest Performing 461.1 466.1 5.0 469.6 222Recovery Path: Improved Below Target
High Needs 487.6 486.9 -0.7 489.7 1020Recovery Path: Declined
English Learners and Former English Learners 485.9 475.4 -10.5 489.5 220Path Forward: Declined
Low Income 487.7 487.5 -0.2 489.6 771Recovery Path: No Change
Students with Disabilities 471.6 477.5 5.9 474.8 474Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 20--
Hispanic or Latino 485.8 490.0 4.2 488.6 424Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 497.3 499.9 2.6 500.5 932Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 57.1 733Typical Growth - High
Lowest Performing 50.2 223Typical Growth - High
High Needs 54.0 473Typical Growth - High
English Learners and Former English Learners- 11--
Low Income 57.6 363Typical Growth - High
Students with Disabilities- 18--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 8--
Hispanic or Latino 50.4 213Typical Growth - High
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 60.0 404Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.9 742Typical Growth - Low
Lowest Performing 43.6 222Typical Growth - Low
High Needs 47.6 482Typical Growth - Low
English Learners and Former English Learners- 11--
Low Income 49.7 372Typical Growth - Low
Students with Disabilities- 18--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 8--
Hispanic or Latino 53.4 213Typical Growth - High
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 42.9 412Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 67.7 69.7 2.0 69.9 333Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 67.7 69.7 2.0 69.9 333Met 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 14.4 14.6 0.2 13.1 3831No Change
Lowest Performing 36.4 40.9 4.5 32.9 220Declined
High Needs 19.7 19.8 0.1 17.1 2481No Change
English Learners and Former English Learners 19.0 21.7 2.7 16.0 600Declined
Low Income 21.3 21.8 0.5 17.6 2021No Change
Students with Disabilities 26.9 24.4 -2.5 23.6 862Improved Below Target
American Indian or Alaska Native---- 3--
Asian---- 19--
Black or African American---- 47--
Hispanic or Latino 23.9 24.1 0.2 20.2 871No Change
Multi-Race, Not Hispanic or Latino---- 23--
Native Hawaiian or Other Pacific Islander-------
White 11.2 11.3 0.1 9.8 2041No Change

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 175 17499Yes 1 175 175100Yes 1 0----

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 109 108 109 109 0 0 218 217100Yes1
English Learners and Former English Learners 26 26 26 26 0 0 52 52100Yes1
Low Income 84 83 84 84 0 0 168 16799Yes1
Students with Disabilities 47 47 47 47 0 0 94 94100Yes1
American Indian or Alaska Native-----------
Asian 5 5 5 5 0 0 10----
Black or African American 22 22 22 22 0 0 44 44100Yes1
Hispanic or Latino 43 43 43 43 0 0 86 86100Yes1
Multi-Race, Not Hispanic or Latino 7 7 7 7 0 0 14----
Native Hawaiian or Other Pacific Islander-----------
White 98 97 98 98 0 0 196 19599Yes1


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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