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Israel Loring School
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2025 Official Accountability Report - Israel Loring School
Organization Information
DISTRICT NAME
Sudbury (02880000)		TITLE I STATUS
Title I School
SCHOOL
Israel Loring School (02880015)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
68% - Substantial progress toward targets83

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage80%60%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		68%
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 achievement04-44-
Mathematics achievement34-34-
Science achievement04----
Achievement total31267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total3.710.3-6.47.6-
Percentage of possible points 36%-84%-
2025 Annual criterion-referenced target percentage60%

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 achievement34-44-
Science achievement44----
Achievement total101267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-34-
Growth total7822.56822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.710.3-5.87.6-
Percentage of possible points 85%-76%-
2024 Annual criterion-referenced target percentage80%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
60

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage96%19%
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 achievement04-
Mathematics achievement14-
Science achievement04-
Achievement total11267.5
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 total2.010.3-
Percentage of possible points 19%-
2025 Annual criterion-referenced target percentage19%

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 achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total9.910.3-
Percentage of possible points 96%-
2024 Annual criterion-referenced target percentage96%

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 504.1 502.1 -2.0 506.8 2080Recovery Path: Declined
Lowest Performing 475.7 482.9 7.2 480.9 314Recovery Path: Exceeded Target
High Needs 488.2 483.8 -4.4 490.4 770Recovery Path: Declined
English Learners and Former English Learners---- 17--
Low Income 483.9 477.7 -6.2 486.5 300Recovery Path: Declined
Students with Disabilities 484.5 480.1 -4.4 487.3 590Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 19--
Black or African American---- 9--
Hispanic or Latino 488.7 484.1 -4.6 491.3 270Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 506.5 505.3 -1.2 509.9 1403Recovery 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 505.1 505.7 0.6 507.8 2093Recovery Path: Met Target
Lowest Performing 473.9 479.4 5.5 478.9 313Recovery Path: Met Target
High Needs 487.2 486.7 -0.5 489.5 781Recovery Path: No Change
English Learners and Former English Learners---- 17--
Low Income 479.6 476.5 -3.1 482.1 300Recovery Path: Declined
Students with Disabilities 483.2 482.4 -0.8 485.9 600Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 19--
Black or African American---- 9--
Hispanic or Latino 486.3 487.6 1.3 489.2 272Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 506.8 508.1 1.3 508.8 1413Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 512.8 503.0 -9.8 515.0 740Recovery Path: Declined
Lowest Performing---- 20--
High Needs 491.3 489.2 -2.1 494.8 330Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income---- 11--
Students with Disabilities---- 26--
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 5--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 514.0 508.3 -5.7 516.3 473Recovery Path: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.9 1323Typical Growth - High
Lowest Performing 59.7 313Typical Growth - High
High Needs 49.8 522Typical Growth - Low
English Learners and Former English Learners- 12--
Low Income 43.9 202Typical Growth - Low
Students with Disabilities 48.5 392Typical Growth - Low
American Indian or Alaska Native----
Asian- 10--
Black or African American- 5--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 57.2 923Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 57.8 1323Typical Growth - High
Lowest Performing 59.1 313Typical Growth - High
High Needs 56.0 523Typical Growth - High
English Learners and Former English Learners- 12--
Low Income 49.2 202Typical Growth - Low
Students with Disabilities 54.4 393Typical Growth - High
American Indian or Alaska Native----
Asian- 10--
Black or African American- 5--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 58.1 923Typical 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 4.1 5.6 1.5 3.0 3573Met Target
Lowest Performing 6.5 6.5 0.0 3.2 313Met Target
High Needs 9.1 8.9 -0.2 7.0 1242Improved Below Target
English Learners and Former English Learners---- 26--
Low Income 18.9 18.0 -0.9 14.6 502Improved Below Target
Students with Disabilities 6.8 6.6 -0.2 4.3 913Met Target
American Indian or Alaska Native-------
Asian---- 32--
Black or African American---- 13--
Hispanic or Latino 16.7 6.5 -10.2 12.5 464Exceeded Target
Multi-Race, Not Hispanic or Latino---- 22--
Native Hawaiian or Other Pacific Islander-------
White 1.5 2.9 1.4 1.0 2444Exceeded 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 212 211100Yes 1 212 212100Yes 1 75 75100Yes 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 80 79 80 80 34 34 194 19399Yes1
English Learners and Former English Learners 18 18 18 18 10 10 46----
Low Income 31 31 31 31 11 11 73 73100Yes1
Students with Disabilities 60 59 60 60 26 26 146 14599Yes1
American Indian or Alaska Native-----------
Asian 19 19 19 19 5 5 43----
Black or African American 9 9 9 9 5 5 23----
Hispanic or Latino 29 29 29 29 12 12 70 70100Yes1
Multi-Race, Not Hispanic or Latino 14 14 14 14 6 6 34----
Native Hawaiian or Other Pacific Islander-----------
White 141 140 141 141 47 47 329 328100Yes1


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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