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Eastham Elementary
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2025
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2025 Official Accountability Report - Eastham Elementary
Organization Information
DISTRICT NAME
Eastham (00850000)		TITLE I STATUS
Title I School
SCHOOL
Eastham Elementary (00850005)		GRADES SERVED
PK,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
50% - Substantial progress toward targets62

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage37%58%
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 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 achievement24-34-
Mathematics achievement14-34-
Science achievement34----
Achievement total61267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3822.54822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total5.110.3-5.07.6-
Percentage of possible points 50%-66%-
2025 Annual criterion-referenced target percentage58%

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 achievement04-24-
Mathematics achievement24-24-
Science achievement04----
Achievement total21267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total2.810.3-3.67.6-
Percentage of possible points 27%-47%-
2024 Annual criterion-referenced target percentage37%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
77

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage12%91%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		59%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.97.6-
Percentage of possible points 91%-
2025 Annual criterion-referenced target percentage91%

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 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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total0.97.6-
Percentage of possible points 12%-
2024 Annual criterion-referenced target percentage12%

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 499.7 501.9 2.2 502.8 892Recovery Path: Improved Below Target
Lowest Performing 487.5 490.0 2.5 492.6 223Path Forward: Met Target
High Needs 492.2 496.5 4.3 494.6 474Recovery Path: Exceeded Target
English Learners and Former English Learners---- 9--
Low Income 491.6 500.4 8.8 494.7 344Recovery Path: Exceeded Target
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 11--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 500.4 502.1 1.7 503.2 642Recovery 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 503.5 503.3 -0.2 506.0 891Path Forward: No Change
Lowest Performing 492.5 491.2 -1.3 497.6 223Path Forward: Met Target
High Needs 493.5 497.3 3.8 496.2 474Path Forward: Exceeded Target
English Learners and Former English Learners---- 9--
Low Income 493.0 499.1 6.1 494.9 344Recovery Path: Exceeded Target
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 11--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 503.3 503.3 0.0 506.1 641Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 504.8 506.6 1.8 508.4 253Path Forward: Met Target
Lowest Performing---- 13--
High Needs---- 13--
English Learners and Former English Learners---- 3--
Low Income---- 9--
Students with Disabilities---- 6--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 507.1 503.3 -3.8 510.8 200Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.5 502Typical Growth - Low
Lowest Performing 48.0 222Typical Growth - Low
High Needs 53.7 253Typical Growth - High
English Learners and Former English Learners- 6--
Low Income- 19--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 6--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 52.5 343Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.9 501Low Growth
Lowest Performing 41.9 222Typical Growth - Low
High Needs 44.0 252Typical Growth - Low
English Learners and Former English Learners- 6--
Low Income- 19--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 6--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 40.5 342Typical Growth - Low

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 20.5 18.4 -2.1 19.0 1524Exceeded Target
Lowest Performing 9.1 18.2 9.1 4.5 220Declined
High Needs 25.6 20.5 -5.1 23.2 884Exceeded Target
English Learners and Former English Learners---- 22--
Low Income 23.6 22.7 -0.9 20.4 662Improved Below Target
Students with Disabilities---- 29--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 20--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 15--
Native Hawaiian or Other Pacific Islander-------
White 19.4 18.9 -0.5 17.6 1062Improved 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 96 9599Yes 1 97 97100Yes 1 28 28100Yes 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 53 52 54 54 16 16 123 12299Yes1
English Learners and Former English Learners 13 12 13 13 4 4 30----
Low Income 40 39 40 40 11 11 91 9099Yes1
Students with Disabilities 17 17 18 18 7 7 42----
American Indian or Alaska Native-----------
Asian-----------
Black or African American 15 15 15 15 2 2 32----
Hispanic or Latino 7 6 7 7 4 4 18----
Multi-Race, Not Hispanic or Latino 8 8 8 8 1 1 17----
Native Hawaiian or Other Pacific Islander-----------
White 66 66 67 67 21 21 154 154100Yes1


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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