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Martinson Elementary
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2025 Official Accountability Report - Martinson Elementary
Organization Information
DISTRICT NAME
Marshfield (01710000)		TITLE I STATUS
Title I School
SCHOOL
Martinson Elementary (01710025)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Students with Disabilities
Progress toward improvement targetsAccountability percentile
53% - Substantial progress toward targets67

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage58%50%
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 achievement24-34-
Mathematics achievement04-04-
Science achievement44----
Achievement total61260.03867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6820.05822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total5.19.6-3.67.6-
Percentage of possible points 53%-47%-
2025 Annual criterion-referenced target percentage50%

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 achievement34-44-
Science achievement14----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.29.6-5.47.6-
Percentage of possible points 44%-71%-
2024 Annual criterion-referenced target percentage58%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
64

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage75%12%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		37%
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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.97.6-
Percentage of possible points 12%-
2025 Annual criterion-referenced target percentage12%

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 achievement24-
Mathematics achievement44-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total5.77.6-
Percentage of possible points 75%-
2024 Annual criterion-referenced target percentage75%

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 498.8 499.1 0.3 502.3 2302Recovery Path: Improved Below Target
Lowest Performing 473.4 478.8 5.4 478.7 333Recovery Path: Met Target
High Needs 490.4 487.6 -2.8 493.4 890Recovery Path: Declined
English Learners and Former English Learners---- 19--
Low Income 489.3 486.8 -2.5 492.5 540Recovery Path: Declined
Students with Disabilities 490.3 486.5 -3.8 492.7 460Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 6--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 501.1 501.0 -0.1 504.8 2031Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 505.5 503.2 -2.3 508.1 2300Recovery Path: Declined
Lowest Performing 483.2 481.3 -1.9 487.3 330Recovery Path: Declined
High Needs 499.1 491.9 -7.2 501.6 890Path Forward: Declined
English Learners and Former English Learners---- 19--
Low Income 499.5 492.1 -7.4 501.9 540Path Forward: Declined
Students with Disabilities 497.7 489.6 -8.1 500.9 460Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 6--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 507.3 504.7 -2.6 509.3 2030Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 493.1 497.9 4.8 495.5 824Recovery Path: Exceeded Target
Lowest Performing---- 20--
High Needs---- 29--
English Learners and Former English Learners---- 6--
Low Income---- 17--
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 3--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 493.9 500.2 6.3 496.3 714Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.3 1403Typical Growth - High
Lowest Performing 53.5 333Typical Growth - High
High Needs 48.5 522Typical Growth - Low
English Learners and Former English Learners- 11--
Low Income 49.0 282Typical Growth - Low
Students with Disabilities 47.0 312Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American- 4--
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 52.8 1223Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.5 1413Typical Growth - High
Lowest Performing 45.0 332Typical Growth - Low
High Needs 41.6 532Typical Growth - Low
English Learners and Former English Learners- 12--
Low Income 42.6 292Typical Growth - Low
Students with Disabilities 44.0 312Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American- 4--
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 52.6 1233Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 71.4 72.4 1.0 73.6 293Met Target
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 9.2 10.2 1.0 8.1 3920Declined
Lowest Performing 17.1 9.1 -8.0 13.8 334Exceeded Target
High Needs 15.0 15.8 0.8 12.9 1650Declined
English Learners and Former English Learners---- 41--
Low Income 17.2 14.7 -2.5 12.9 1092Improved Below Target
Students with Disabilities 10.8 16.9 6.1 8.3 830Declined
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 16--
Hispanic or Latino---- 21--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 8.5 9.7 1.2 7.3 3390Declined

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 243 23295Yes 1 242 23296Yes 1 87 8296Yes 2

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 97 91 96 91 33 29 226 21195Yes2
English Learners and Former English Learners 21 21 21 21 7 6 49 4898Yes1
Low Income 56 55 56 55 18 17 130 12798Yes1
Students with Disabilities 51 46 50 46 19 17 120 10992No2
American Indian or Alaska Native-----------
Asian 2 2 2 2 2 1 6----
Black or African American 6 6 6 6 3 3 15----
Hispanic or Latino 14 14 14 14 5 5 33----
Multi-Race, Not Hispanic or Latino 5 5 5 5 2 2 12----
Native Hawaiian or Other Pacific Islander-----------
White 216 205 215 205 75 71 506 48195Yes1


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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