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Jackson Street
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2025 Official Accountability Report - Jackson Street
Organization Information
DISTRICT NAME
Northampton (02100000)		TITLE I STATUS
Title I School
SCHOOL
Jackson Street (02100020)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
39% - Moderate progress toward targets62

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage49%33%
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 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 achievement04----
Achievement total01267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total1.310.3-4.07.6-
Percentage of possible points 13%-53%-
2025 Annual criterion-referenced target percentage33%

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 achievement24-44-
Science achievement04----
Achievement total21267.56867.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total3.110.3-5.17.6-
Percentage of possible points 30%-67%-
2024 Annual criterion-referenced target percentage49%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
37

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage38%38%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		38%
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 achievement04-
Science achievement---
Achievement total2867.5
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 total2.97.6-
Percentage of possible points 38%-
2025 Annual criterion-referenced target percentage38%

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 achievement04-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 total2.97.6-
Percentage of possible points 38%-
2024 Annual criterion-referenced target percentage38%

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 500.0 498.8 -1.2 502.7 1500Recovery Path: Declined
Lowest Performing 470.2 473.7 3.5 475.3 252Path Forward: Improved Below Target
High Needs 485.1 485.8 0.7 487.1 632Recovery Path: Improved Below Target
English Learners and Former English Learners---- 14--
Low Income 483.2 484.7 1.5 486.1 462Recovery Path: Improved Below Target
Students with Disabilities 477.2 479.5 2.3 479.8 373Recovery Path: Met Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino 480.1 481.4 1.3 482.8 222Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 503.3 502.4 -0.9 506.0 1100Recovery 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 498.9 496.7 -2.2 501.7 1490Recovery Path: Declined
Lowest Performing 467.9 470.1 2.2 472.9 252Recovery Path: Improved Below Target
High Needs 482.5 480.2 -2.3 485.5 630Recovery Path: Declined
English Learners and Former English Learners---- 13--
Low Income 480.5 476.2 -4.3 483.0 460Recovery Path: Declined
Students with Disabilities 474.6 473.1 -1.5 478.2 370Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino 478.9 471.1 -7.8 482.1 220Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 503.1 501.0 -2.1 505.1 1090Recovery 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 503.0 497.3 -5.7 506.6 550Path Forward: Declined
Lowest Performing---- 14--
High Needs---- 23--
English Learners and Former English Learners---- 3--
Low Income---- 20--
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 505.9 503.8 -2.1 509.6 390Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.0 1032Typical Growth - Low
Lowest Performing 50.8 253Typical Growth - High
High Needs 50.9 463Typical Growth - High
English Learners and Former English Learners- 8--
Low Income 49.8 352Typical Growth - Low
Students with Disabilities 49.0 252Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American- 3--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 49.6 742Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.8 1032Typical Growth - Low
Lowest Performing 47.8 252Typical Growth - Low
High Needs 43.8 472Typical Growth - Low
English Learners and Former English Learners- 8--
Low Income 40.7 362Typical Growth - Low
Students with Disabilities 44.8 252Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American- 3--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 47.1 742Typical 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 13.4 9.7 -3.7 11.9 2574Exceeded Target
Lowest Performing 15.4 12.0 -3.4 10.8 252Improved Below Target
High Needs 22.1 13.7 -8.4 19.7 1174Exceeded Target
English Learners and Former English Learners---- 27--
Low Income 26.8 15.1 -11.7 23.6 934Exceeded Target
Students with Disabilities 26.2 14.1 -12.1 22.6 644Exceeded Target
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 8--
Hispanic or Latino 36.4 19.6 -16.8 32.2 514Exceeded Target
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 5.9 7.0 1.1 4.1 1723Met 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 156 15197Yes 1 155 15197Yes 1 56 5598Yes 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 67 63 66 64 24 23 157 15096Yes1
English Learners and Former English Learners 15 14 14 13 3 3 32----
Low Income 49 46 48 47 20 20 117 11397Yes1
Students with Disabilities 39 37 39 38 14 13 92 8896Yes1
American Indian or Alaska Native-----------
Asian 3 3 3 3 1 1 7----
Black or African American 3 3 3 3 2 2 8----
Hispanic or Latino 22 22 22 22 11 11 55 55100Yes1
Multi-Race, Not Hispanic or Latino 12 12 12 12 2 2 26----
Native Hawaiian or Other Pacific Islander-----------
White 116 111 115 111 40 39 271 26196Yes1


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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