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Clyde F Brown
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2025
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2025 Official Accountability Report - Clyde F Brown
Organization Information
DISTRICT NAME
Millis (01870000)		TITLE I STATUS
Title I School
SCHOOL
Clyde F Brown (01870005)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
43% - Moderate progress toward targets59

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage64%29%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		43%
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 achievement04-04-
Mathematics achievement04-44-
Science achievement04----
Achievement total01267.54867.5
GrowthEnglish language arts growth14-14-
Mathematics growth34-44-
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total0.910.3-3.87.6-
Percentage of possible points 9%-50%-
2025 Annual criterion-referenced target percentage29%

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 achievement44----
Achievement total61267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.610.3-5.67.6-
Percentage of possible points 54%-74%-
2024 Annual criterion-referenced target percentage64%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
52

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage61%16%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		34%
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 achievement14-
Science achievement04-
Achievement total11267.5
GrowthEnglish language arts growth14-
Mathematics growth34-
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 total1.610.3-
Percentage of possible points 16%-
2025 Annual criterion-referenced target percentage16%

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 achievement24-
Science achievement44-
Achievement total71267.5
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 total6.310.3-
Percentage of possible points 61%-
2024 Annual criterion-referenced target percentage61%

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 497.0 492.9 -4.1 500.2 2830Recovery Path: Declined
Lowest Performing 475.5 474.9 -0.6 480.2 430Recovery Path: Declined
High Needs 486.9 483.7 -3.2 489.7 1190Path Forward: Declined
English Learners and Former English Learners 483.1 488.3 5.2 485.5 214Path Forward: Exceeded Target
Low Income 489.4 487.4 -2.0 491.7 480Path Forward: Declined
Students with Disabilities 482.2 479.2 -3.0 485.1 750Path Forward: Declined
American Indian or Alaska Native---- 2--
Asian---- 12--
Black or African American---- 4--
Hispanic or Latino 488.2 483.7 -4.5 490.1 390Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 498.3 494.8 -3.5 501.4 2130Recovery 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 499.0 496.9 -2.1 501.1 2830Recovery Path: Declined
Lowest Performing 472.2 479.7 7.5 477.1 434Recovery Path: Exceeded Target
High Needs 489.0 488.5 -0.5 491.6 1191Path Forward: No Change
English Learners and Former English Learners 486.4 493.9 7.5 490.0 214Path Forward: Exceeded Target
Low Income 490.8 489.4 -1.4 493.2 480Path Forward: Declined
Students with Disabilities 484.0 484.1 0.1 487.3 752Path Forward: Improved Below Target
American Indian or Alaska Native---- 2--
Asian---- 12--
Black or African American---- 4--
Hispanic or Latino 486.2 486.2 0.0 489.0 391Path Forward: No Change
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 500.4 498.9 -1.5 502.5 2130Path 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 504.5 497.5 -7.0 507.2 1020Path Forward: Declined
Lowest Performing---- 25--
High Needs 490.3 485.9 -4.4 493.7 450Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 495.4 484.1 -11.3 498.8 210Path Forward: Declined
Students with Disabilities---- 29--
American Indian or Alaska Native---- 2--
Asian---- 4--
Black or African American---- 1--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 505.1 500.4 -4.7 508.1 780Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 39.5 1811Low Growth
Lowest Performing 38.7 431Low Growth
High Needs 37.5 761Low Growth
English Learners and Former English Learners- 15--
Low Income 40.1 352Typical Growth - Low
Students with Disabilities 36.8 461Low Growth
American Indian or Alaska Native- 2--
Asian- 7--
Black or African American- 4--
Hispanic or Latino 41.8 252Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 38.6 1341Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 57.1 1813Typical Growth - High
Lowest Performing 60.7 434Exceeded Typical Growth
High Needs 55.0 763Typical Growth - High
English Learners and Former English Learners- 15--
Low Income 55.1 353Typical Growth - High
Students with Disabilities 54.4 463Typical Growth - High
American Indian or Alaska Native- 2--
Asian- 7--
Black or African American- 4--
Hispanic or Latino 57.2 253Typical Growth - High
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 56.4 1343Typical Growth - High

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 5.6 9.2 3.6 4.3 4870Declined
Lowest Performing 4.7 9.3 4.6 1.2 430Declined
High Needs 8.7 14.1 5.4 6.1 2060Declined
English Learners and Former English Learners 5.1 15.0 9.9 2.1 400Declined
Low Income 10.3 22.2 11.9 6.6 990Declined
Students with Disabilities 5.6 12.0 6.4 2.3 1250Declined
American Indian or Alaska Native---- 2--
Asian---- 19--
Black or African American---- 8--
Hispanic or Latino 11.5 17.6 6.1 7.8 740Declined
Multi-Race, Not Hispanic or Latino---- 28--
Native Hawaiian or Other Pacific Islander-------
White 4.0 5.9 1.9 2.6 3563Met 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 289 289100Yes 1 289 289100Yes 1 107 107100Yes 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 125 125 125 125 50 50 300 300100Yes1
English Learners and Former English Learners 25 25 25 25 12 12 62 62100Yes1
Low Income 54 54 54 54 26 26 134 134100Yes1
Students with Disabilities 79 79 79 79 33 33 191 191100Yes1
American Indian or Alaska Native 2 2 2 2 2 2 6----
Asian 12 12 12 12 4 4 28----
Black or African American 4 4 4 4 1 1 9----
Hispanic or Latino 44 44 44 44 17 17 105 105100Yes1
Multi-Race, Not Hispanic or Latino 13 13 13 13 4 4 30----
Native Hawaiian or Other Pacific Islander-----------
White 214 214 214 214 79 79 507 507100Yes1


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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