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Van Sickle Prep
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2025 Official Accountability Report - Van Sickle Prep
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
Van Sickle Prep (02810480)		GRADES SERVED
06,07,08
REGION
Strategic Transformation		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of broad/comprehensive support
Underperforming school

Low student group performance: Students with Disabilities -English Learners and Former English Learners

Low participation rate: Black or African American -Students with Disabilities -All Students
Progress toward improvement targetsAccountability percentile
64% - Substantial progress toward targets3

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%61%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		64%
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 achievement44-44-
Mathematics achievement04-44-
Science achievement04----
Achievement total41260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth14-34-
Growth total4820.06822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.29.6-6.87.6-
Percentage of possible points 33%-90%-
2025 Annual criterion-referenced target percentage61%

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 achievement24-24-
Mathematics achievement44-44-
Science achievement44----
Achievement total101260.06867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3820.03822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.99.6-4.77.6-
Percentage of possible points 72%-62%-
2024 Annual criterion-referenced target percentage67%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
7

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage66%35%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		47%
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 achievement44-
Mathematics achievement04-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth34-
Mathematics growth14-
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 total3.610.3-
Percentage of possible points 35%-
2025 Annual criterion-referenced target percentage35%

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 achievement14-
Mathematics achievement44-
Science achievement44-
Achievement total91267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.810.3-
Percentage of possible points 66%-
2024 Annual criterion-referenced target percentage66%

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 471.2 477.1 5.9 474.0 1904Recovery Path: Exceeded Target
Lowest Performing 448.4 460.1 11.7 453.5 254Recovery Path: Exceeded Target
High Needs 470.1 476.6 6.5 472.4 1864Recovery Path: Exceeded Target
English Learners and Former English Learners 465.3 466.8 1.5 468.7 432Recovery Path: Improved Below Target
Low Income 469.9 476.2 6.3 472.2 1774Recovery Path: Exceeded Target
Students with Disabilities 459.5 462.7 3.2 463.6 632Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian-------
Black or African American 473.3 477.6 4.3 475.5 364Recovery Path: Exceeded Target
Hispanic or Latino 469.8 476.5 6.7 472.7 1364Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 15--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 477.0 471.7 -5.3 479.9 1900Recovery Path: Declined
Lowest Performing 454.9 460.8 5.9 459.9 254Recovery Path: Exceeded Target
High Needs 476.7 471.4 -5.3 479.4 1860Recovery Path: Declined
English Learners and Former English Learners 473.4 465.7 -7.7 476.9 430Recovery Path: Declined
Low Income 476.8 471.6 -5.2 479.5 1770Recovery Path: Declined
Students with Disabilities 465.9 462.0 -3.9 469.6 630Path Forward: Declined
American Indian or Alaska Native-------
Asian-------
Black or African American 477.9 470.5 -7.4 481.4 360Path Forward: Declined
Hispanic or Latino 476.3 471.6 -4.7 479.3 1360Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 15--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 485.3 481.0 -4.3 489.6 520Path Forward: Declined
Lowest Performing---- 13--
High Needs 484.4 480.5 -3.9 488.7 490Path Forward: Declined
English Learners and Former English Learners---- 12--
Low Income 484.2 480.8 -3.4 488.3 450Path Forward: Declined
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 10--
Hispanic or Latino 483.9 484.3 0.4 487.8 362Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 5--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.5 1773Typical Growth - High
Lowest Performing 59.8 253Typical Growth - High
High Needs 53.3 1733Typical Growth - High
English Learners and Former English Learners 48.0 422Typical Growth - Low
Low Income 52.4 1663Typical Growth - High
Students with Disabilities 43.2 582Typical Growth - Low
American Indian or Alaska Native----
Asian----
Black or African American 45.2 272Typical Growth - Low
Hispanic or Latino 54.3 1333Typical Growth - High
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 14--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.4 1771Low Growth
Lowest Performing 50.8 253Typical Growth - High
High Needs 38.1 1731Low Growth
English Learners and Former English Learners 33.3 421Low Growth
Low Income 38.3 1661Low Growth
Students with Disabilities 35.2 581Low Growth
American Indian or Alaska Native----
Asian----
Black or African American 36.4 281Low Growth
Hispanic or Latino 37.9 1321Low Growth
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 14--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 13.6 3.7 -9.9 18.8 270Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 13.6 3.7 -9.9 18.8 270Declined
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 48.6 58.0 9.4 46.4 2070Declined
Lowest Performing 57.7 60.0 2.3 52.8 250Declined
High Needs 48.6 59.4 10.8 46.1 2020Declined
English Learners and Former English Learners 36.0 53.2 17.2 32.7 470Declined
Low Income 50.0 60.1 10.1 47.3 1930Declined
Students with Disabilities 60.0 69.9 9.9 55.7 730Declined
American Indian or Alaska Native-------
Asian-------
Black or African American 52.1 60.0 7.9 48.5 400Declined
Hispanic or Latino 49.7 58.5 8.8 45.9 1470Declined
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White---- 16--

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 210 20698Yes 1 212 20798Yes 1 72 5487No 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 205 201 207 202 68 50 480 45395Yes2
English Learners and Former English Learners 48 47 49 48 17 12 114 10796Yes2
Low Income 196 192 198 193 64 46 458 43195Yes2
Students with Disabilities 72 69 73 69 24 17 169 15593No2
American Indian or Alaska Native-----------
Asian-----------
Black or African American 41 40 42 40 16 11 99 9193No2
Hispanic or Latino 150 147 151 148 49 37 350 33295Yes1
Multi-Race, Not Hispanic or Latino 4 4 4 4 1 1 9----
Native Hawaiian or Other Pacific Islander-----------
White 15 15 15 15 6 5 36----


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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