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Thomas R Rodman
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2025 Official Accountability Report - Thomas R Rodman
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
Thomas R Rodman (02010125)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

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: White
Progress toward improvement targetsAccountability percentile
19% - Limited or no progress toward targets10

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage31%10%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		19%
Limited or no 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 achievement04----
Achievement total01260.0---
GrowthEnglish language arts growth14----
Mathematics growth04----
Growth total1820.0---
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 absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total1.09.6----
Percentage of possible points 10%---
2025 Annual criterion-referenced target percentage10%

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 achievement04----
Science achievement44----
Achievement total41260.0---
GrowthEnglish language arts growth24----
Mathematics growth14----
Growth total3820.0---
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 total0410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total3.09.6----
Percentage of possible points 31%---
2024 Annual criterion-referenced target percentage31%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
14

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage40%6%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		19%
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 achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth04-
Growth total1822.5
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 total0.610.3-
Percentage of possible points 6%-
2025 Annual criterion-referenced target percentage6%

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 achievement04-
Science achievement44-
Achievement total51267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.110.3-
Percentage of possible points 40%-
2024 Annual criterion-referenced target percentage40%

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 488.0 480.5 -7.5 493.7 970Recovery Path: Declined
Lowest Performing---- 17--
High Needs 486.6 479.2 -7.4 491.6 880Recovery Path: Declined
English Learners and Former English Learners 485.2 474.9 -10.3 487.7 320Path Forward: Declined
Low Income 486.7 478.4 -8.3 491.3 770Recovery Path: Declined
Students with Disabilities 472.2 466.3 -5.9 475.5 240Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 9--
Hispanic or Latino 486.3 476.3 -10.0 491.4 400Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 491.1 487.9 -3.2 497.6 400Recovery 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 482.7 473.7 -9.0 487.9 960Recovery Path: Declined
Lowest Performing---- 17--
High Needs 481.5 472.3 -9.2 486.4 870Recovery Path: Declined
English Learners and Former English Learners 479.5 467.8 -11.7 483.0 320Path Forward: Declined
Low Income 481.8 472.4 -9.4 486.5 760Recovery Path: Declined
Students with Disabilities 468.5 463.7 -4.8 471.9 230Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 9--
Hispanic or Latino 480.8 466.8 -14.0 485.2 400Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 485.6 482.0 -3.6 491.3 390Recovery 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 490.3 479.5 -10.8 493.9 280Path Forward: Declined
Lowest Performing---- 7--
High Needs 490.2 477.0 -13.2 494.0 250Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 490.4 474.3 -16.1 494.4 200Path Forward: Declined
Students with Disabilities---- 7--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White---- 13--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.2 621Low Growth
Lowest Performing- 17--
High Needs 38.6 571Low Growth
English Learners and Former English Learners 36.2 211Low Growth
Low Income 37.4 491Low Growth
Students with Disabilities- 17--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 3--
Hispanic or Latino 38.8 271Low Growth
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 42.4 252Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 27.4 610Very Low Growth
Lowest Performing- 17--
High Needs 27.1 560Very Low Growth
English Learners and Former English Learners 31.9 211Low Growth
Low Income 26.1 480Very Low Growth
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 3--
Hispanic or Latino 26.3 270Very Low Growth
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 31.6 241Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 44.1 60.7 16.6 46.3 284Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 44.1 60.7 16.6 46.3 284Exceeded Target
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 25.7 17.2 -8.5 24.2 1804Exceeded Target
Lowest Performing---- 17--
High Needs 27.6 17.8 -9.8 25.2 1574Exceeded Target
English Learners and Former English Learners 17.3 12.5 -4.8 13.8 484Exceeded Target
Low Income 30.0 19.7 -10.3 26.8 1374Exceeded Target
Students with Disabilities 27.0 16.7 -10.3 23.4 364Exceeded Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 23--
Hispanic or Latino 25.0 19.2 -5.8 20.8 734Exceeded Target
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 26.1 17.8 -8.3 24.3 734Exceeded 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 106 106100Yes 1 105 105100Yes 1 29 29100Yes 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 97 97 96 96 26 26 219 219100Yes1
English Learners and Former English Learners 35 35 35 35 10 10 80 80100Yes1
Low Income 84 84 83 83 21 21 188 188100Yes1
Students with Disabilities 29 29 28 28 7 7 64 64100Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 1 1 5----
Black or African American 9 9 9 9 1 1 19----
Hispanic or Latino 47 47 47 47 10 10 104 104100Yes1
Multi-Race, Not Hispanic or Latino 6 6 6 6 4 4 16----
Native Hawaiian or Other Pacific Islander-----------
White 42 42 41 41 13 13 96 96100Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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