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Greenhalge
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2025
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2025 Official Accountability Report - Greenhalge
Organization Information
DISTRICT NAME
Lowell (01600000)		TITLE I STATUS
Title I School
SCHOOL
Greenhalge (01600015)		GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
57% - Substantial progress toward targets12

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage32%74%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		57%
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----
Mathematics achievement44----
Science achievement------
Achievement total7860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 total1410.0---
Additional indicatorsChronic absenteeism24----
Advanced coursework completion------
Additional indicators total2410.0---
Weighted total5.37.2----
Percentage of possible points 74%---
2025 Annual criterion-referenced target percentage74%

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 achievement04-24-
Science achievement------
Achievement total0860.04867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total1.57.2-3.37.6-
Percentage of possible points 21%-43%-
2024 Annual criterion-referenced target percentage32%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
13

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage17%84%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		57%
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 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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total6.47.6-
Percentage of possible points 84%-
2025 Annual criterion-referenced target percentage84%

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 474.8 477.6 2.8 477.5 1613Recovery Path: Met Target
Lowest Performing---- 19--
High Needs 473.6 476.7 3.1 475.9 1484Recovery Path: Exceeded Target
English Learners and Former English Learners 468.2 472.5 4.3 471.5 764Recovery Path: Exceeded Target
Low Income 473.4 476.5 3.1 475.8 1304Recovery Path: Exceeded Target
Students with Disabilities 463.3 462.6 -0.7 465.7 300Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 16--
Black or African American---- 15--
Hispanic or Latino 471.8 477.5 5.7 475.2 904Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 485.4 477.4 -8.0 487.7 330Recovery 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 477.7 482.9 5.2 480.3 1624Recovery Path: Exceeded Target
Lowest Performing---- 19--
High Needs 476.9 481.6 4.7 479.5 1494Recovery Path: Exceeded Target
English Learners and Former English Learners 473.5 478.4 4.9 477.0 774Path Forward: Exceeded Target
Low Income 476.7 481.8 5.1 479.4 1314Recovery Path: Exceeded Target
Students with Disabilities 464.8 461.2 -3.6 468.5 300Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 16--
Black or African American---- 15--
Hispanic or Latino 473.6 482.8 9.2 476.1 914Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 491.2 483.2 -8.0 494.9 330Path Forward: Declined

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 47.0 762Typical Growth - Low
Lowest Performing- 19--
High Needs 46.6 702Typical Growth - Low
English Learners and Former English Learners 48.5 372Typical Growth - Low
Low Income 46.4 652Typical Growth - Low
Students with Disabilities- 15--
American Indian or Alaska Native----
Asian- 4--
Black or African American- 5--
Hispanic or Latino 45.8 452Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White- 17--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.5 762Typical Growth - Low
Lowest Performing- 19--
High Needs 47.2 702Typical Growth - Low
English Learners and Former English Learners 45.3 372Typical Growth - Low
Low Income 47.7 652Typical Growth - Low
Students with Disabilities- 15--
American Indian or Alaska Native----
Asian- 4--
Black or African American- 5--
Hispanic or Latino 50.5 453Typical Growth - High
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White- 17--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 55.0 54.1 -0.9 59.0 1351No Change
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 55.0 54.1 -0.9 59.0 1351No Change
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 15.7 15.5 -0.2 13.5 3682Improved Below Target
Lowest Performing---- 19--
High Needs 16.3 16.6 0.3 13.8 3441No Change
English Learners and Former English Learners 12.1 13.5 1.4 8.8 1930Declined
Low Income 16.4 16.6 0.2 13.7 3141No Change
Students with Disabilities 18.3 15.4 -2.9 14.0 652Improved Below Target
American Indian or Alaska Native-------
Asian---- 31--
Black or African American---- 51--
Hispanic or Latino 18.9 15.6 -3.3 15.1 2113Met Target
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 18.5 27.4 8.9 15.6 620Declined

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 185 18298Yes 1 185 18499Yes 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 171 168 171 170 0 0 342 33899Yes1
English Learners and Former English Learners 96 94 96 96 0 0 192 19099Yes1
Low Income 151 148 151 150 0 0 302 29899Yes1
Students with Disabilities 33 32 33 32 0 0 66 6497Yes1
American Indian or Alaska Native-----------
Asian 17 17 17 17 0 0 34----
Black or African American 21 20 21 21 0 0 42 4198Yes1
Hispanic or Latino 102 100 102 101 0 0 204 20199Yes1
Multi-Race, Not Hispanic or Latino 8 8 8 8 0 0 16----
Native Hawaiian or Other Pacific Islander-----------
White 37 37 37 37 0 0 74 74100Yes1


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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