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Heritage School
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2025 Official Accountability Report - Heritage School
Organization Information
DISTRICT NAME
Dudley-Charlton Reg (06580000)		TITLE I STATUS
Title I School
SCHOOL
Heritage School (06580030)		GRADES SERVED
02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
59% - Substantial progress toward targets58

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage73%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		59%
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 achievement14-24-
Mathematics achievement04-44-
Science achievement------
Achievement total1867.56867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.47.6-5.27.6-
Percentage of possible points 32%-68%-
2025 Annual criterion-referenced target percentage50%

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 achievement14-44-
Mathematics achievement24-44-
Science achievement------
Achievement total3860.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7820.07822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total3.87.2-7.17.6-
Percentage of possible points 53%-93%-
2024 Annual criterion-referenced target percentage73%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
43

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%17%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		31%
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 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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.37.6-
Percentage of possible points 17%-
2025 Annual criterion-referenced target percentage17%

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 achievement---
Achievement total3867.5
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 total4.07.6-
Percentage of possible points 53%-
2024 Annual criterion-referenced target percentage53%

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 492.9 492.4 -0.5 495.9 2861Recovery Path: No Change
Lowest Performing 469.2 470.1 0.9 473.6 342Recovery Path: Improved Below Target
High Needs 484.0 482.7 -1.3 486.5 1310Recovery Path: Declined
English Learners and Former English Learners 493.5 482.6 -10.9 497.5 290Recovery Path: Declined
Low Income 484.3 484.5 0.2 487.9 872Recovery Path: Improved Below Target
Students with Disabilities 470.6 474.6 4.0 473.5 604Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 6--
Hispanic or Latino 489.4 488.4 -1.0 493.3 320Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 493.2 493.5 0.3 495.8 2332Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.5 493.6 -1.9 498.1 2850Recovery Path: Declined
Lowest Performing 462.9 470.5 7.6 468.9 344Recovery Path: Exceeded Target
High Needs 485.8 482.6 -3.2 487.6 1310Recovery Path: Declined
English Learners and Former English Learners 496.8 487.8 -9.0 500.4 290Path Forward: Declined
Low Income 485.0 482.6 -2.4 487.8 880Recovery Path: Declined
Students with Disabilities 473.5 472.8 -0.7 476.8 590Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 6--
Hispanic or Latino 491.5 490.1 -1.4 494.5 320Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 496.0 494.4 -1.6 497.5 2320Recovery 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-------
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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.1 1403Typical Growth - High
Lowest Performing 47.4 342Typical Growth - Low
High Needs 47.3 662Typical Growth - Low
English Learners and Former English Learners- 14--
Low Income 45.0 452Typical Growth - Low
Students with Disabilities 44.4 282Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American- 2--
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 51.8 1103Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 56.3 1393Typical Growth - High
Lowest Performing 52.6 343Typical Growth - High
High Needs 50.1 653Typical Growth - High
English Learners and Former English Learners- 13--
Low Income 48.4 452Typical Growth - Low
Students with Disabilities 45.3 272Typical Growth - Low
American Indian or Alaska Native----
Asian- 1--
Black or African American- 2--
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 55.4 1103Typical 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 8.7 6.5 -2.2 7.4 4304Exceeded Target
Lowest Performing 16.7 20.6 3.9 13.2 340Declined
High Needs 11.3 9.5 -1.8 8.7 2012Improved Below Target
English Learners and Former English Learners 11.8 10.3 -1.5 8.8 392Improved Below Target
Low Income 14.0 9.9 -4.1 10.3 1413Met Target
Students with Disabilities 15.8 8.0 -7.8 12.5 884Exceeded Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 11--
Hispanic or Latino 10.9 13.7 2.8 7.2 510Declined
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander-------
White 8.9 5.7 -3.2 7.5 3494Exceeded 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 294 29199Yes 1 294 29199Yes 1 0----

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 138 136 138 137 0 0 276 27399Yes1
English Learners and Former English Learners 30 29 30 30 0 0 60 5998Yes1
Low Income 93 92 93 93 0 0 186 18599Yes1
Students with Disabilities 61 60 61 60 0 0 122 12098Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 0 0 4----
Black or African American 8 8 8 8 0 0 16----
Hispanic or Latino 35 35 35 35 0 0 70 70100Yes1
Multi-Race, Not Hispanic or Latino 13 13 13 13 0 0 26----
Native Hawaiian or Other Pacific Islander-----------
White 236 233 236 233 0 0 472 46699Yes1


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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