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Gerard A. Guilmette
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2025 Official Accountability Report - Gerard A. Guilmette
Organization Information
DISTRICT NAME
Lawrence (01490000)		TITLE I STATUS
Title I School
SCHOOL
Gerard A. Guilmette (01490022)		GRADES SERVED
01,02,03,04
REGION
Strategic Transformation		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low student group performance: Students with Disabilities -Low Income -English Learners and Former English Learners -High Needs
Progress toward improvement targetsAccountability percentile
45% - Moderate progress toward targets2

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage38%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		45%
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 achievement04-24-
Mathematics achievement24-44-
Science achievement------
Achievement total2860.06867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4820.03822.5
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 total0410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total2.47.2-5.17.6-
Percentage of possible points 33%-67%-
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 achievement04----
Mathematics achievement24----
Science achievement------
Achievement total2860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 total4410.0---
Additional indicatorsChronic absenteeism34----
Advanced coursework completion------
Additional indicators total3410.0---
Weighted total2.77.2----
Percentage of possible points 38%---
2024 Annual criterion-referenced target percentage38%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
2

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage25%32%
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 High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement24-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total2.47.6-
Percentage of possible points 32%-
2025 Annual criterion-referenced target percentage32%

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 achievement14-
Science achievement---
Achievement total1867.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.97.6-
Percentage of possible points 25%-
2024 Annual criterion-referenced target percentage25%

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 471.0 469.6 -1.4 475.0 2350Recovery Path: Declined
Lowest Performing 450.7 454.6 3.9 455.8 232Path Forward: Improved Below Target
High Needs 470.1 468.4 -1.7 473.9 2170Recovery Path: Declined
English Learners and Former English Learners 466.3 464.3 -2.0 470.1 1140Recovery Path: Declined
Low Income 470.1 468.1 -2.0 473.9 2090Recovery Path: Declined
Students with Disabilities 459.1 462.0 2.9 461.5 443Recovery Path: Met Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino 470.7 469.0 -1.7 474.7 2230Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander---- 1--
White---- 2--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 468.3 470.1 1.8 473.1 2362Recovery Path: Improved Below Target
Lowest Performing 449.4 456.3 6.9 453.5 234Recovery Path: Exceeded Target
High Needs 467.0 469.0 2.0 471.6 2182Recovery Path: Improved Below Target
English Learners and Former English Learners 465.5 466.6 1.1 469.9 1142Recovery Path: Improved Below Target
Low Income 466.7 468.6 1.9 471.3 2102Recovery Path: Improved Below Target
Students with Disabilities 457.6 459.4 1.8 462.3 442Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino 467.8 469.3 1.5 472.7 2242Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander---- 1--
White---- 2--

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 41.6 1042Typical Growth - Low
Lowest Performing 37.0 231Low Growth
High Needs 39.5 961Low Growth
English Learners and Former English Learners 38.0 511Low Growth
Low Income 39.7 901Low Growth
Students with Disabilities 35.7 201Low Growth
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino 41.1 1022Typical Growth - Low
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White- 1--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 43.9 1042Typical Growth - Low
Lowest Performing 42.0 232Typical Growth - Low
High Needs 44.3 962Typical Growth - Low
English Learners and Former English Learners 44.0 512Typical Growth - Low
Low Income 44.9 902Typical Growth - Low
Students with Disabilities 38.1 201Low Growth
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino 43.9 1022Typical Growth - Low
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White- 1--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 43.9 37.4 -6.5 49.3 1790Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 43.9 37.4 -6.5 49.3 1790Declined
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 22.6 19.1 -3.5 20.4 4984Exceeded Target
Lowest Performing 37.0 17.4 -19.6 32.1 234Exceeded Target
High Needs 23.2 19.8 -3.4 20.7 4654Exceeded Target
English Learners and Former English Learners 21.7 16.8 -4.9 18.4 2624Exceeded Target
Low Income 23.4 20.7 -2.7 20.7 4443Met Target
Students with Disabilities 33.8 29.2 -4.6 29.5 893Met Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 10--
Hispanic or Latino 21.4 18.8 -2.6 17.6 4682Improved Below Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 2--
White---- 11--

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 255 254100Yes 1 255 255100Yes 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 237 236 237 237 0 0 474 473100Yes1
English Learners and Former English Learners 132 132 132 132 0 0 264 264100Yes1
Low Income 227 226 227 227 0 0 454 453100Yes1
Students with Disabilities 45 45 45 45 0 0 90 90100Yes1
American Indian or Alaska Native-----------
Asian 3 3 3 3 0 0 6----
Black or African American 6 6 6 6 0 0 12----
Hispanic or Latino 242 241 242 242 0 0 484 483100Yes1
Multi-Race, Not Hispanic or Latino 1 1 1 1 0 0 2----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 2 2 2 2 0 0 4----


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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Accountability Terms Glossary of Accountability Terms

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