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Wood End Elementary School
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2025 Official Accountability Report - Wood End Elementary School
Organization Information
DISTRICT NAME
Reading (02460000)		TITLE I STATUS
Non-Title I School
SCHOOL
Wood End Elementary School (02460020)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
58% - Substantial progress toward targets90

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage74%47%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		58%
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 achievement04----
Mathematics achievement04----
Science achievement44----
Achievement total41267.5---
GrowthEnglish language arts growth44----
Mathematics growth44----
Growth total8822.5---
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 total4.810.3----
Percentage of possible points 47%---
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 achievement34-24-
Mathematics achievement24-44-
Science achievement34----
Achievement total81267.56867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-44-
Growth total8822.57822.5
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 total7.610.3-5.77.6-
Percentage of possible points 74%-75%-
2024 Annual criterion-referenced target percentage74%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
68

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage43%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
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 achievement24-
Mathematics achievement24-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total4.77.6-
Percentage of possible points 62%-
2025 Annual criterion-referenced target percentage62%

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 achievement24-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total3.37.6-
Percentage of possible points 43%-
2024 Annual criterion-referenced target percentage43%

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 503.3 502.5 -0.8 504.7 1210Path Forward: Declined
Lowest Performing---- 19--
High Needs 486.7 487.2 0.5 488.6 342Recovery Path: Improved Below Target
English Learners and Former English Learners---- 1--
Low Income---- 13--
Students with Disabilities 478.0 482.1 4.1 480.4 244Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 2--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 502.8 501.6 -1.2 504.3 1060Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 504.6 502.9 -1.7 506.1 1210Path Forward: Declined
Lowest Performing---- 19--
High Needs 484.8 485.2 0.4 486.9 342Recovery Path: Improved Below Target
English Learners and Former English Learners---- 1--
Low Income---- 13--
Students with Disabilities 476.6 479.5 2.9 478.6 244Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 2--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 504.9 501.6 -3.3 506.6 1060Path 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 505.9 510.2 4.3 508.1 474Path Forward: Exceeded Target
Lowest Performing---- 14--
High Needs---- 20--
English Learners and Former English Learners-------
Low Income---- 9--
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 1--
Hispanic or Latino---- 1--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White 508.6 509.3 0.7 510.8 433Path Forward: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 60.8 744Exceeded Typical Growth
Lowest Performing- 19--
High Needs 54.0 213Typical Growth - High
English Learners and Former English Learners----
Low Income- 10--
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 2--
Hispanic or Latino- 4--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 60.8 644Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 63.9 744Exceeded Typical Growth
Lowest Performing- 19--
High Needs 67.2 214Exceeded Typical Growth
English Learners and Former English Learners----
Low Income- 10--
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 2--
Hispanic or Latino- 4--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 62.5 644Exceeded Typical Growth

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 6.3 5.9 -0.4 5.2 2023Met Target
Lowest Performing---- 19--
High Needs 15.7 10.2 -5.5 13.6 494Exceeded Target
English Learners and Former English Learners---- 2--
Low Income---- 16--
Students with Disabilities 9.1 5.4 -3.7 6.6 374Exceeded Target
American Indian or Alaska Native-------
Asian---- 14--
Black or African American---- 2--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 5.1 5.2 0.1 3.9 1724Exceeded 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 122 12199Yes 1 122 12199Yes 1 47 47100Yes 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 35 34 35 34 20 20 90 8898Yes1
English Learners and Former English Learners 1 1 1 1 0 0 2----
Low Income 14 13 14 13 9 9 37----
Students with Disabilities 25 24 25 24 15 15 65 6397Yes1
American Indian or Alaska Native-----------
Asian 5 5 5 5 2 2 12----
Black or African American 2 2 2 2 1 1 5----
Hispanic or Latino 4 4 4 4 1 1 9----
Multi-Race, Not Hispanic or Latino 4 4 4 4 0 0 8----
Native Hawaiian or Other Pacific Islander-----------
White 107 106 107 106 43 43 257 25599Yes1


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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