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Morse
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2025
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2025 Official Accountability Report - Morse
Organization Information
DISTRICT NAME
Cambridge (00490000)		TITLE I STATUS
Non-Title I School
SCHOOL
Morse (00490045)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
46% - Moderate progress toward targets76

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage63%35%
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 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 achievement34-14-
Mathematics achievement04-04-
Science achievement24----
Achievement total51267.51867.5
GrowthEnglish language arts growth34-24-
Mathematics growth14-14-
Growth total4822.53822.5
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 total4.710.3-1.87.6-
Percentage of possible points 46%-24%-
2025 Annual criterion-referenced target percentage35%

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 achievement34----
Mathematics achievement44----
Science achievement04----
Achievement total71267.5---
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 absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total6.510.3----
Percentage of possible points 63%---
2024 Annual criterion-referenced target percentage63%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
63

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage24%32%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		28%
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 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%-
2025 Annual criterion-referenced target percentage32%

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 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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.87.6-
Percentage of possible points 24%-
2024 Annual criterion-referenced target percentage24%

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 507.3 507.5 0.2 509.3 1223Path Forward: Met Target
Lowest Performing 470.3 470.3 0.0 475.4 201Path Forward: No Change
High Needs 489.0 491.8 2.8 492.8 642Recovery Path: Improved Below Target
English Learners and Former English Learners---- 15--
Low Income 487.3 485.3 -2.0 491.0 500Recovery Path: Declined
Students with Disabilities 480.3 485.3 5.0 485.1 433Recovery Path: Met Target
American Indian or Alaska Native-------
Asian---- 18--
Black or African American 487.7 486.4 -1.3 490.4 280Recovery Path: Declined
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 522.0 524.1 2.1 524.0 524Path Forward: 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 510.1 505.0 -5.1 512.2 1220Path Forward: Declined
Lowest Performing 467.3 464.9 -2.4 472.6 200Recovery Path: Declined
High Needs 488.7 487.5 -1.2 491.1 640Recovery Path: Declined
English Learners and Former English Learners---- 15--
Low Income 484.8 480.6 -4.2 487.6 500Recovery Path: Declined
Students with Disabilities 480.2 481.3 1.1 483.5 432Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 18--
Black or African American 488.1 482.6 -5.5 490.8 280Recovery Path: Declined
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 525.6 521.6 -4.0 527.7 524Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.4 502.1 1.7 503.1 322Path Forward: Improved Below Target
Lowest Performing---- 9--
High Needs---- 17--
English Learners and Former English Learners---- 3--
Low Income---- 15--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 9--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White---- 7--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 56.9 703Typical Growth - High
Lowest Performing 40.9 202Typical Growth - Low
High Needs 45.2 332Typical Growth - Low
English Learners and Former English Learners- 9--
Low Income 42.8 282Typical Growth - Low
Students with Disabilities 37.7 201Low Growth
American Indian or Alaska Native----
Asian- 12--
Black or African American- 17--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 64.2 294Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 36.9 701Low Growth
Lowest Performing 30.7 201Low Growth
High Needs 32.7 331Low Growth
English Learners and Former English Learners- 9--
Low Income 34.0 281Low Growth
Students with Disabilities 32.3 201Low Growth
American Indian or Alaska Native----
Asian- 12--
Black or African American- 17--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 32.5 291Low Growth

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 18.7 13.3 -5.4 17.4 2254Exceeded Target
Lowest Performing 25.0 15.0 -10.0 21.5 204Exceeded Target
High Needs 24.3 17.5 -6.8 21.7 1144Exceeded Target
English Learners and Former English Learners---- 38--
Low Income 28.8 23.4 -5.4 25.1 774Exceeded Target
Students with Disabilities 22.6 15.2 -7.4 19.3 664Exceeded Target
American Indian or Alaska Native-------
Asian---- 36--
Black or African American 14.6 14.6 0.0 11.1 481No Change
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 23--
Native Hawaiian or Other Pacific Islander-------
White 14.6 9.2 -5.4 13.2 984Exceeded 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 128 12598Yes 1 129 12698Yes 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 67 66 67 66 18 18 152 15099Yes1
English Learners and Former English Learners 17 17 17 17 4 4 38----
Low Income 51 50 51 50 15 15 117 11598Yes1
Students with Disabilities 44 43 44 43 10 10 98 9698Yes1
American Indian or Alaska Native-----------
Asian 18 18 18 18 7 7 43----
Black or African American 28 28 28 28 9 9 65 65100Yes1
Hispanic or Latino 15 14 15 14 5 5 35----
Multi-Race, Not Hispanic or Latino 13 12 13 12 5 5 31----
Native Hawaiian or Other Pacific Islander-----------
White 54 53 54 53 7 7 115 11398Yes1


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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