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Peter W Reilly
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2025 Official Accountability Report - Peter W Reilly
Organization Information
DISTRICT NAME
Lowell (01600000)		TITLE I STATUS
Title I School
SCHOOL
Peter W Reilly (01600040)		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
53% - Substantial progress toward targets44

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage17%78%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		53%
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 achievement34----
Science achievement------
Achievement total6860.0---
GrowthEnglish language arts growth34----
Mathematics growth34----
Growth total6820.0---
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 total5.67.2----
Percentage of possible points 78%---
2025 Annual criterion-referenced target percentage78%

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 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 total0410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total1.27.2----
Percentage of possible points 17%---
2024 Annual criterion-referenced target percentage17%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
33

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage15%55%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		39%
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 achievement34-
Mathematics achievement14-
Science achievement---
Achievement total4867.5
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 total4.27.6-
Percentage of possible points 55%-
2025 Annual criterion-referenced target percentage55%

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 growth14-
Mathematics growth24-
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 total1.17.6-
Percentage of possible points 15%-
2024 Annual criterion-referenced target percentage15%

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 489.7 491.8 2.1 492.0 1813Path Forward: Met Target
Lowest Performing---- 18--
High Needs 480.3 482.5 2.2 482.5 1243Recovery Path: Met Target
English Learners and Former English Learners 473.3 479.2 5.9 476.9 524Recovery Path: Exceeded Target
Low Income 480.0 484.0 4.0 482.2 984Recovery Path: Exceeded Target
Students with Disabilities 473.7 466.7 -7.0 477.0 450Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 17--
Black or African American---- 6--
Hispanic or Latino 479.4 482.8 3.4 483.0 633Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 496.7 499.4 2.7 499.1 833Path Forward: 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 492.3 495.1 2.8 494.8 1823Path Forward: Met Target
Lowest Performing---- 18--
High Needs 484.4 484.2 -0.2 487.1 1251Path Forward: No Change
English Learners and Former English Learners 474.2 479.2 5.0 477.7 534Path Forward: Exceeded Target
Low Income 483.6 484.9 1.3 486.4 992Path Forward: Improved Below Target
Students with Disabilities 483.0 468.8 -14.2 486.4 450Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 17--
Black or African American---- 6--
Hispanic or Latino 480.1 483.3 3.2 482.7 644Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 500.3 504.7 4.4 503.1 834Path 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-------
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 57.5 853Typical Growth - High
Lowest Performing- 18--
High Needs 52.3 533Typical Growth - High
English Learners and Former English Learners 50.5 273Typical Growth - High
Low Income 54.3 403Typical Growth - High
Students with Disabilities- 17--
American Indian or Alaska Native----
Asian- 10--
Black or African American- 2--
Hispanic or Latino 46.2 262Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 60.5 424Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 56.2 863Typical Growth - High
Lowest Performing- 18--
High Needs 48.1 542Typical Growth - Low
English Learners and Former English Learners 46.5 282Typical Growth - Low
Low Income 50.2 413Typical Growth - High
Students with Disabilities- 17--
American Indian or Alaska Native----
Asian- 10--
Black or African American- 2--
Hispanic or Latino 43.9 272Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 62.9 424Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 41.6 53.1 11.5 43.8 814Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 41.6 53.1 11.5 43.8 814Exceeded 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 19.3 15.7 -3.6 17.8 3764Exceeded Target
Lowest Performing---- 18--
High Needs 25.1 20.8 -4.3 22.7 2644Exceeded Target
English Learners and Former English Learners 29.3 25.0 -4.3 25.8 1244Exceeded Target
Low Income 28.3 24.3 -4.0 25.1 2184Exceeded Target
Students with Disabilities 23.7 13.2 -10.5 20.1 764Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 40--
Black or African American---- 21--
Hispanic or Latino 30.6 25.2 -5.4 26.4 1434Exceeded Target
Multi-Race, Not Hispanic or Latino---- 26--
Native Hawaiian or Other Pacific Islander-------
White 11.7 6.9 -4.8 9.9 1454Exceeded 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 189 18899Yes 1 189 189100Yes 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 132 131 132 132 0 0 264 263100Yes1
English Learners and Former English Learners 60 59 60 60 0 0 120 11999Yes1
Low Income 105 104 105 105 0 0 210 209100Yes1
Students with Disabilities 45 45 45 45 0 0 90 90100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 18 18 18 18 0 0 36----
Black or African American 8 8 8 8 0 0 16----
Hispanic or Latino 68 67 68 68 0 0 136 13599Yes1
Multi-Race, Not Hispanic or Latino 11 11 11 11 0 0 22----
Native Hawaiian or Other Pacific Islander-----------
White 83 83 83 83 0 0 166 166100Yes1


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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