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Thomas Prince
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2025 Official Accountability Report - Thomas Prince
Organization Information
DISTRICT NAME
Wachusett (07750000)		TITLE I STATUS
Non-Title I School
SCHOOL
Thomas Prince (07750045)		GRADES SERVED
K,01,02,03,04,05,06,07,08
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
54% - Substantial progress toward targets82

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%46%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
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 achievement34-24-
Mathematics achievement04-04-
Science achievement34----
Achievement total61267.52867.5
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 total5.510.3-2.97.6-
Percentage of possible points 53%-38%-
2025 Annual criterion-referenced target percentage46%

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 achievement34-24-
Mathematics achievement34-24-
Science achievement44----
Achievement total101267.54867.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total8.310.3-4.17.6-
Percentage of possible points 81%-54%-
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
84

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage75%34%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		50%
Substantial 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 achievement34-
Mathematics achievement04-
Science achievement04-
Achievement total31267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total3.510.3-
Percentage of possible points 34%-
2025 Annual criterion-referenced target percentage34%

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 achievement34-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total5.77.6-
Percentage of possible points 75%-
2024 Annual criterion-referenced target percentage75%

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 507.0 506.8 -0.2 509.8 2353Recovery Path: Met Target
Lowest Performing 478.0 482.5 4.5 483.1 462Path Forward: Improved Below Target
High Needs 496.4 496.8 0.4 499.0 673Recovery Path: Met Target
English Learners and Former English Learners---- 2--
Low Income 500.7 509.0 8.3 503.4 274Recovery Path: Exceeded Target
Students with Disabilities 490.6 489.4 -1.2 493.7 463Recovery Path: Met Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 4--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 507.4 506.1 -1.3 510.2 2123Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 505.8 503.5 -2.3 507.8 2390Recovery Path: Declined
Lowest Performing 483.0 481.2 -1.8 486.4 460Recovery Path: Declined
High Needs 494.7 491.3 -3.4 496.1 680Recovery Path: Declined
English Learners and Former English Learners---- 2--
Low Income 496.9 497.8 0.9 499.3 283Path Forward: Met Target
Students with Disabilities 490.9 486.3 -4.6 493.3 460Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 4--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 506.1 503.4 -2.7 508.1 2160Recovery 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 512.1 508.7 -3.4 514.3 863Path Forward: Met Target
Lowest Performing---- 26--
High Needs 503.1 492.5 -10.6 506.6 200Path Forward: Declined
English Learners and Former English Learners-------
Low Income---- 6--
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 513.9 508.3 -5.6 515.2 793Recovery Path: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.3 1983Typical Growth - High
Lowest Performing 51.3 463Typical Growth - High
High Needs 51.2 583Typical Growth - High
English Learners and Former English Learners- 1--
Low Income 59.0 243Typical Growth - High
Students with Disabilities 49.1 392Typical Growth - Low
American Indian or Alaska Native----
Asian- 1--
Black or African American- 3--
Hispanic or Latino- 11--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 51.0 1803Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.7 2012Typical Growth - Low
Lowest Performing 43.5 462Typical Growth - Low
High Needs 42.8 592Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 40.9 252Typical Growth - Low
Students with Disabilities 41.6 392Typical Growth - Low
American Indian or Alaska Native----
Asian- 1--
Black or African American- 3--
Hispanic or Latino- 11--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 45.5 1832Typical 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 8.5 8.6 0.1 7.4 3273Met Target
Lowest Performing 4.1 2.2 -1.9 1.0 464Exceeded Target
High Needs 11.5 10.0 -1.5 9.4 903Met Target
English Learners and Former English Learners---- 6--
Low Income 18.2 16.7 -1.5 13.9 362Improved Below Target
Students with Disabilities 6.3 6.9 0.6 3.8 584Exceeded Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander---- 1--
White 8.7 9.2 0.5 7.5 2943Met 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 245 24098Yes 1 247 24499Yes 1 88 8698Yes 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 72 70 72 71 21 20 165 16198Yes1
English Learners and Former English Learners 4 4 4 4 0 0 8----
Low Income 30 29 30 30 7 6 67 6597Yes1
Students with Disabilities 47 46 47 46 15 15 109 10798Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 0 0 4----
Black or African American 4 4 4 4 1 1 9----
Hispanic or Latino 14 14 14 14 3 3 31----
Multi-Race, Not Hispanic or Latino 4 4 4 4 3 3 11----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 220 215 222 219 81 79 523 51398Yes1


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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