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Royalston Community School
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2025 Official Accountability Report - Royalston Community School
Organization Information
DISTRICT NAME
Athol-Royalston (06150000)		TITLE I STATUS
Non-Title I School
SCHOOL
Royalston Community School (06150050)		GRADES SERVED
PK,K,01,02,03,04,05,06
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
48% - Moderate progress toward targets43

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage65%38%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		48%
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 achievement04-14-
Science achievement------
Achievement total1867.53867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total2.17.6-3.67.6-
Percentage of possible points 28%-47%-
2025 Annual criterion-referenced target percentage38%

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----
Mathematics achievement34----
Science achievement------
Achievement total5867.5---
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 total4.97.6----
Percentage of possible points 65%---
2024 Annual criterion-referenced target percentage65%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
76

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage88%18%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		46%
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 growth44-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.47.6-
Percentage of possible points 18%-
2025 Annual criterion-referenced target percentage18%

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 achievement34-
Mathematics achievement44-
Science achievement---
Achievement total7867.5
GrowthEnglish language arts growth44-
Mathematics growth34-
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 total6.77.6-
Percentage of possible points 88%-
2024 Annual criterion-referenced target percentage88%

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 492.3 492.1 -0.2 495.0 711Recovery Path: No Change
Lowest Performing 481.8 482.8 1.0 486.9 202Path Forward: Improved Below Target
High Needs 490.7 488.4 -2.3 493.4 360Recovery Path: Declined
English Learners and Former English Learners-------
Low Income 490.3 488.0 -2.3 493.4 330Recovery Path: Declined
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 492.4 491.7 -0.7 495.1 680Recovery 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 492.7 491.4 -1.3 495.1 710Recovery Path: Declined
Lowest Performing 480.6 480.6 0.0 485.4 201Recovery Path: No Change
High Needs 495.6 488.8 -6.8 498.2 360Path Forward: Declined
English Learners and Former English Learners-------
Low Income 495.0 488.2 -6.8 497.6 330Recovery Path: Declined
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 492.7 491.5 -1.2 495.0 680Recovery 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---- 19--
Lowest Performing---- 8--
High Needs---- 8--
English Learners and Former English Learners-------
Low Income---- 6--
Students with Disabilities---- 4--
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---- 19--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.5 473Typical Growth - High
Lowest Performing 51.8 203Typical Growth - High
High Needs 60.3 274Exceeded Typical Growth
English Learners and Former English Learners----
Low Income 58.5 253Typical Growth - High
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 2--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 53.8 443Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.4 472Typical Growth - Low
Lowest Performing 48.5 202Typical Growth - Low
High Needs 48.0 272Typical Growth - Low
English Learners and Former English Learners----
Low Income 44.7 252Typical Growth - Low
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 2--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 46.3 442Typical 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 2.8 6.7 3.9 1.5 1193Met Target
Lowest Performing 0.0 0.0 0.0 1.0 204Exceeded Target
High Needs 3.6 7.1 3.5 1.0 700Declined
English Learners and Former English Learners-------
Low Income 3.8 6.5 2.7 1.0 623Met Target
Students with Disabilities---- 32--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 3.1 6.4 3.3 1.7 1103Met 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 75 75100Yes 1 75 75100Yes 1 21 21100Yes 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 40 40 40 40 10 10 90 90100Yes1
English Learners and Former English Learners-----------
Low Income 37 37 37 37 8 8 82 82100Yes1
Students with Disabilities 19 19 19 19 6 6 44----
American Indian or Alaska Native-----------
Asian-----------
Black or African American-----------
Hispanic or Latino 2 2 2 2 0 0 4----
Multi-Race, Not Hispanic or Latino 1 1 1 1 0 0 2----
Native Hawaiian or Other Pacific Islander-----------
White 72 72 72 72 21 21 165 165100Yes1


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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