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Parmenter
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2025 Official Accountability Report - Parmenter
Organization Information
DISTRICT NAME
Franklin (01010000)		TITLE I STATUS
Title I School
SCHOOL
Parmenter (01010032)		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
54% - Substantial progress toward targets77

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage68%45%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
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 achievement34-24-
Mathematics achievement34-04-
Science achievement14----
Achievement total71267.52867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total6.110.3-2.47.6-
Percentage of possible points 59%-32%-
2025 Annual criterion-referenced target percentage45%

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 achievement34-24-
Mathematics achievement34-24-
Science achievement44----
Achievement total101267.54867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total8.210.3-4.27.6-
Percentage of possible points 80%-55%-
2024 Annual criterion-referenced target percentage68%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
78

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage90%51%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		66%
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 achievement34-
Science achievement14-
Achievement total61267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.210.3-
Percentage of possible points 51%-
2025 Annual criterion-referenced target percentage51%

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 achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121267.5
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 total9.310.3-
Percentage of possible points 90%-
2024 Annual criterion-referenced target percentage90%

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 503.1 503.7 0.6 506.3 1413Recovery Path: Met Target
Lowest Performing 477.6 481.5 3.9 483.0 222Recovery Path: Improved Below Target
High Needs 493.3 493.5 0.2 496.5 622Recovery Path: Improved Below Target
English Learners and Former English Learners---- 11--
Low Income 494.4 494.6 0.2 497.5 412Recovery Path: Improved Below Target
Students with Disabilities 479.9 482.1 2.2 483.6 272Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 10--
Black or African American---- 5--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 505.0 504.4 -0.6 507.7 1053Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 508.7 510.1 1.4 510.2 1423Path Forward: Met Target
Lowest Performing 486.1 485.2 -0.9 491.1 220Recovery Path: Declined
High Needs 498.4 498.3 -0.1 500.9 633Path Forward: Met Target
English Learners and Former English Learners---- 12--
Low Income 499.0 495.7 -3.3 501.4 410Path Forward: Declined
Students with Disabilities 484.0 486.0 2.0 487.2 272Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 11--
Black or African American---- 5--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 510.0 510.8 0.8 511.7 1054Path 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 502.9 502.8 -0.1 504.3 551Recovery Path: No Change
Lowest Performing---- 15--
High Needs 491.7 491.3 -0.4 495.2 281Path Forward: No Change
English Learners and Former English Learners---- 6--
Low Income 492.0 490.8 -1.2 496.4 200Path Forward: Declined
Students with Disabilities---- 11--
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White 503.0 507.6 4.6 504.3 414Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.2 963Typical Growth - High
Lowest Performing 45.7 222Typical Growth - Low
High Needs 50.7 423Typical Growth - High
English Learners and Former English Learners- 8--
Low Income 50.1 313Typical Growth - High
Students with Disabilities- 15--
American Indian or Alaska Native- 1--
Asian- 6--
Black or African American- 4--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 52.2 723Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.8 963Typical Growth - High
Lowest Performing 47.0 222Typical Growth - Low
High Needs 49.8 422Typical Growth - Low
English Learners and Former English Learners- 8--
Low Income 45.8 312Typical Growth - Low
Students with Disabilities- 15--
American Indian or Alaska Native- 1--
Asian- 6--
Black or African American- 4--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 53.0 723Typical 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 7.4 10.8 3.4 6.3 2690Declined
Lowest Performing 13.6 13.6 0.0 10.3 221No Change
High Needs 13.5 18.6 5.1 11.4 1290Declined
English Learners and Former English Learners---- 32--
Low Income 19.7 25.0 5.3 15.4 920Declined
Students with Disabilities 10.6 17.4 6.8 8.1 460Declined
American Indian or Alaska Native---- 2--
Asian---- 22--
Black or African American---- 15--
Hispanic or Latino---- 41--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 5.2 6.7 1.5 4.0 1793Met 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 150 14999Yes 1 151 151100Yes 1 58 58100Yes 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 70 69 71 71 30 30 171 17099Yes1
English Learners and Former English Learners 16 15 16 16 7 7 39----
Low Income 46 46 47 47 22 22 115 115100Yes1
Students with Disabilities 28 28 28 28 11 11 67 67100Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 11 10 11 11 3 3 25----
Black or African American 6 6 6 6 4 4 16----
Hispanic or Latino 19 19 19 19 7 7 45----
Multi-Race, Not Hispanic or Latino 5 5 6 6 0 0 11----
Native Hawaiian or Other Pacific Islander-----------
White 108 108 108 108 43 43 259 259100Yes1


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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