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Betsey B Winslow
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2025 Official Accountability Report - Betsey B Winslow
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
Betsey B Winslow (02010140)		GRADES SERVED
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
29% - Moderate progress toward targets22

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage32%26%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		29%
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----
Mathematics achievement04----
Science achievement24----
Achievement total21267.5---
GrowthEnglish language arts growth24----
Mathematics growth24----
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 absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total2.710.3----
Percentage of possible points 26%---
2025 Annual criterion-referenced target percentage26%

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 achievement04-24-
Science achievement04----
Achievement total01267.54867.5
GrowthEnglish language arts growth34-34-
Mathematics growth14-24-
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 absenteeism24-34-
Advanced coursework completion------
Additional indicators total2410.03410.0
Weighted total1.110.3-4.17.6-
Percentage of possible points 11%-54%-
2024 Annual criterion-referenced target percentage32%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
26

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage12%26%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		20%
Limited or no 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 achievement24-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.710.3-
Percentage of possible points 26%-
2025 Annual criterion-referenced target percentage26%

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 achievement04-
Science achievement04-
Achievement total01267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.210.3-
Percentage of possible points 12%-
2024 Annual criterion-referenced target percentage12%

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 490.1 486.8 -3.3 493.2 1110Recovery Path: Declined
Lowest Performing---- 19--
High Needs 486.0 482.6 -3.4 488.4 820Recovery Path: Declined
English Learners and Former English Learners---- 17--
Low Income 486.9 482.2 -4.7 489.7 770Recovery Path: Declined
Students with Disabilities 473.1 470.3 -2.8 477.2 230Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 16--
Hispanic or Latino 488.5 482.7 -5.8 491.8 220Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 491.1 489.5 -1.6 494.1 640Recovery 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 485.8 481.8 -4.0 489.0 1110Path Forward: Declined
Lowest Performing---- 19--
High Needs 481.8 476.9 -4.9 485.1 820Path Forward: Declined
English Learners and Former English Learners---- 17--
Low Income 481.7 476.6 -5.1 484.2 770Recovery Path: Declined
Students with Disabilities 473.8 467.4 -6.4 477.5 230Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 16--
Hispanic or Latino 478.9 475.5 -3.4 482.0 220Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 489.0 485.7 -3.3 492.7 640Path 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 484.8 485.2 0.4 489.1 302Path Forward: Improved Below Target
Lowest Performing---- 8--
High Needs 479.0 479.5 0.5 483.3 232Path Forward: Improved Below Target
English Learners and Former English Learners---- 4--
Low Income 478.8 479.8 1.0 482.9 222Path Forward: Improved Below Target
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 5--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 18--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.3 682Typical Growth - Low
Lowest Performing- 19--
High Needs 42.3 532Typical Growth - Low
English Learners and Former English Learners- 11--
Low Income 41.2 512Typical Growth - Low
Students with Disabilities- 18--
American Indian or Alaska Native- 1--
Asian- 2--
Black or African American- 9--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 52.7 393Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.4 682Typical Growth - Low
Lowest Performing- 19--
High Needs 44.2 532Typical Growth - Low
English Learners and Former English Learners- 11--
Low Income 44.5 512Typical Growth - Low
Students with Disabilities- 18--
American Indian or Alaska Native- 1--
Asian- 2--
Black or African American- 9--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 48.0 392Typical 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 17.8 12.4 -5.4 15.6 1864Exceeded Target
Lowest Performing---- 19--
High Needs 18.2 14.3 -3.9 15.7 1334Exceeded Target
English Learners and Former English Learners---- 27--
Low Income 19.4 15.6 -3.8 16.7 1224Exceeded Target
Students with Disabilities 17.9 8.3 -9.6 13.6 364Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 4--
Black or African American---- 24--
Hispanic or Latino 26.2 21.6 -4.6 22.4 374Exceeded Target
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 14.7 9.8 -4.9 11.8 1024Exceeded 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 117 117100Yes 1 117 117100Yes 1 30 30100Yes 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 86 86 86 86 23 23 195 195100Yes1
English Learners and Former English Learners 17 17 17 17 4 4 38----
Low Income 81 81 81 81 22 22 184 184100Yes1
Students with Disabilities 25 25 25 25 10 10 60 60100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 3 3 3 3 1 1 7----
Black or African American 20 20 20 20 5 5 45 45100Yes1
Hispanic or Latino 22 22 22 22 5 5 49 49100Yes1
Multi-Race, Not Hispanic or Latino 5 5 5 5 1 1 11----
Native Hawaiian or Other Pacific Islander-----------
White 66 66 66 66 18 18 150 150100Yes1


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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