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Sippican
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2025 Official Accountability Report - Sippican
Organization Information
DISTRICT NAME
Marion (01690000)		TITLE I STATUS
Title I School
SCHOOL
Sippican (01690005)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
40% - Moderate progress toward targets59

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage31%47%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
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 achievement14-24-
Mathematics achievement14-44-
Science achievement04----
Achievement total21267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4822.56822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.310.3-5.47.6-
Percentage of possible points 22%-71%-
2025 Annual criterion-referenced target percentage47%

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 achievement04-04-
Science achievement44----
Achievement total41267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.610.3-2.07.6-
Percentage of possible points 35%-26%-
2024 Annual criterion-referenced target percentage31%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
47

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage9%49%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		33%
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 achievement44-
Science achievement04-
Achievement total61267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.010.3-
Percentage of possible points 49%-
2025 Annual criterion-referenced target percentage49%

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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.77.6-
Percentage of possible points 9%-
2024 Annual criterion-referenced target percentage9%

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 497.5 497.3 -0.2 501.4 2141Recovery Path: No Change
Lowest Performing 469.8 473.4 3.6 474.7 352Recovery Path: Improved Below Target
High Needs 484.4 484.5 0.1 487.0 832Recovery Path: Improved Below Target
English Learners and Former English Learners---- 3--
Low Income 486.0 486.0 0.0 488.6 571Recovery Path: No Change
Students with Disabilities 474.3 477.1 2.8 477.3 453Recovery Path: Met Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 5--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 498.1 497.1 -1.0 501.4 1760Recovery 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 500.7 500.7 0.0 502.8 2131Recovery Path: No Change
Lowest Performing 472.8 478.6 5.8 476.6 354Recovery Path: Exceeded Target
High Needs 487.4 489.9 2.5 488.9 824Recovery Path: Exceeded Target
English Learners and Former English Learners---- 3--
Low Income 489.4 491.5 2.1 491.5 563Recovery Path: Met Target
Students with Disabilities 478.0 484.2 6.2 481.2 444Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 5--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 501.1 500.8 -0.3 503.0 1751Recovery Path: 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 502.8 497.6 -5.2 505.0 510Path Forward: Declined
Lowest Performing---- 13--
High Needs 492.3 484.1 -8.2 495.8 220Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income---- 16--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 3--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 502.2 497.4 -4.8 504.4 380Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.1 1582Typical Growth - Low
Lowest Performing 52.8 353Typical Growth - High
High Needs 45.8 662Typical Growth - Low
English Learners and Former English Learners- 3--
Low Income 44.2 472Typical Growth - Low
Students with Disabilities 48.0 342Typical Growth - Low
American Indian or Alaska Native----
Asian- 4--
Black or African American- 5--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 13--
Native Hawaiian or Other Pacific Islander----
White 49.3 1282Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.2 1602Typical Growth - Low
Lowest Performing 53.2 353Typical Growth - High
High Needs 47.1 652Typical Growth - Low
English Learners and Former English Learners- 3--
Low Income 45.4 462Typical Growth - Low
Students with Disabilities 45.2 332Typical Growth - Low
American Indian or Alaska Native----
Asian- 4--
Black or African American- 5--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 13--
Native Hawaiian or Other Pacific Islander----
White 47.2 1302Typical 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 12.0 13.2 1.2 10.9 3100Declined
Lowest Performing 15.4 17.1 1.7 12.1 350Declined
High Needs 17.1 21.3 4.2 15.0 1270Declined
English Learners and Former English Learners---- 6--
Low Income 16.5 20.4 3.9 12.2 980Declined
Students with Disabilities 19.4 25.4 6.0 16.9 710Declined
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 11--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 21--
Native Hawaiian or Other Pacific Islander-------
White 11.1 13.3 2.2 9.9 2560Declined

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 221 21899Yes 1 221 21798Yes 1 51 51100Yes 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 90 87 90 86 22 22 202 19597Yes1
English Learners and Former English Learners 4 4 4 4 1 1 9----
Low Income 64 61 64 60 16 16 144 13795Yes1
Students with Disabilities 50 47 50 46 10 10 110 10395Yes2
American Indian or Alaska Native-----------
Asian 5 5 5 5 0 0 10----
Black or African American 6 6 6 6 3 3 15----
Hispanic or Latino 11 11 11 11 4 4 26----
Multi-Race, Not Hispanic or Latino 18 18 18 18 6 6 42----
Native Hawaiian or Other Pacific Islander-----------
White 181 178 181 177 38 38 400 39398Yes1


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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