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Mosier
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2025 Official Accountability Report - Mosier
Organization Information
DISTRICT NAME
South Hadley (02780000)		TITLE I STATUS
Title I School
SCHOOL
Mosier (02780020)		GRADES SERVED
02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
32% - Moderate progress toward targets29

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage36%30%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		32%
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 achievement04-24-
Science achievement------
Achievement total0867.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3822.53822.5
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 total0.97.6-3.77.6-
Percentage of possible points 12%-49%-
2025 Annual criterion-referenced target percentage30%

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 achievement04-04-
Mathematics achievement14-44-
Science achievement------
Achievement total1867.54867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4822.53822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total1.67.6-3.87.6-
Percentage of possible points 21%-50%-
2024 Annual criterion-referenced target percentage36%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
22

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage12%29%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		22%
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 achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.27.6-
Percentage of possible points 29%-
2025 Annual criterion-referenced target percentage29%

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 achievement---
Achievement total0867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.97.6-
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 492.9 489.6 -3.3 495.5 2490Recovery Path: Declined
Lowest Performing 472.5 472.9 0.4 477.6 242Path Forward: Improved Below Target
High Needs 482.2 482.9 0.7 484.7 1282Recovery Path: Improved Below Target
English Learners and Former English Learners---- 21--
Low Income 483.4 483.8 0.4 486.0 1032Recovery Path: Improved Below Target
Students with Disabilities 478.6 476.0 -2.6 481.0 530Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino 479.8 477.4 -2.4 482.7 450Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 495.7 493.4 -2.3 498.4 1830Recovery 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 494.4 488.2 -6.2 497.7 2510Recovery Path: Declined
Lowest Performing 467.2 467.7 0.5 472.2 242Recovery Path: Improved Below Target
High Needs 483.2 481.2 -2.0 485.9 1290Recovery Path: Declined
English Learners and Former English Learners---- 21--
Low Income 483.4 480.8 -2.6 486.2 1030Recovery Path: Declined
Students with Disabilities 477.3 473.4 -3.9 480.7 540Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino 477.8 474.4 -3.4 480.9 450Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 497.5 492.0 -5.5 500.7 1850Recovery 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 45.5 1022Typical Growth - Low
Lowest Performing 47.7 242Typical Growth - Low
High Needs 46.0 452Typical Growth - Low
English Learners and Former English Learners- 4--
Low Income 49.3 352Typical Growth - Low
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 45.4 842Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 36.1 1021Low Growth
Lowest Performing 38.8 241Low Growth
High Needs 38.4 451Low Growth
English Learners and Former English Learners- 4--
Low Income 38.5 351Low Growth
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 35.6 841Low Growth

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 12.6 11.9 -0.7 11.1 3712Improved Below Target
Lowest Performing 12.5 8.3 -4.2 7.9 243Met Target
High Needs 19.7 18.2 -1.5 17.3 1922Improved Below Target
English Learners and Former English Learners---- 28--
Low Income 22.8 19.1 -3.7 19.6 1523Met Target
Students with Disabilities 23.0 15.6 -7.4 19.4 904Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 6--
Hispanic or Latino 26.8 25.8 -1.0 22.6 662Improved Below Target
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 9.1 7.3 -1.8 7.3 2743Met 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 253 25199Yes 1 254 254100Yes 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 131 130 132 132 0 0 263 262100Yes1
English Learners and Former English Learners 21 21 21 21 0 0 42 42100Yes1
Low Income 105 105 106 106 0 0 211 211100Yes1
Students with Disabilities 55 54 55 55 0 0 110 10999Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 3 3 4 4 0 0 7----
Black or African American 5 5 5 5 0 0 10----
Hispanic or Latino 45 45 45 45 0 0 90 90100Yes1
Multi-Race, Not Hispanic or Latino 12 12 12 12 0 0 24----
Native Hawaiian or Other Pacific Islander-----------
White 187 185 187 187 0 0 374 37299Yes1


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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