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Thomas Ditson
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2024 Official Accountability Report - Thomas Ditson
Organization Information
DISTRICT NAME
Billerica (00310000)		TITLE I STATUS
Title I School
SCHOOL
Thomas Ditson (00310005)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
27% - Moderate progress toward targets52

Overall progress toward improvement targets

 20232024
Annual criterion-referenced target percentage34%23%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2023 x 40%) + (2024 x 60%)		27%
Moderate progress toward targets

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 achievement14-24-
Science achievement------
Achievement total1867.52867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total1.47.6-2.17.6-
Percentage of possible points 18%-28%-
2024 Annual criterion-referenced target percentage23%

2023 Points awarded

2023 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 achievement24-24-
Science achievement------
Achievement total2867.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3822.54822.5
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 total2.47.6-2.77.6-
Percentage of possible points 32%-36%-
2023 Annual criterion-referenced target percentage34%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
44

Overall progress toward improvement targets

 20232024
Annual criterion-referenced target percentage22%7%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2023 x 40%) + (2024 x 60%)		13%
Limited or no progress toward targets

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 growth04-
Mathematics growth24-
Growth total2822.5
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 total0.57.6-
Percentage of possible points 7%-
2024 Annual criterion-referenced target percentage7%

2023 Points awarded

2023 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 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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.77.6-
Percentage of possible points 22%-
2023 Annual criterion-referenced target percentage22%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2023 Achievement 2024 Achievement Change 2024 Target N Points Reason
All Students 498.2 493.3 -4.9 500.7 2090Recovery Path: Declined
Lowest Performing 475.5 470.0 -5.5 479.7 240Recovery Path: Declined
High Needs 489.8 481.4 -8.4 492.8 800Recovery Path: Declined
English Learners and Former English Learners---- 13--
Low Income 492.6 484.4 -8.2 495.1 540Recovery Path: Declined
Students with Disabilities 479.0 470.6 -8.4 481.0 390Recovery Path: Declined
American Indian or Alaska Native-------
Asian 511.2 495.0 -16.2 513.8 320Recovery Path: Declined
Black or African American---- 4--
Hispanic or Latino 492.7 492.7 0.0 494.6 221Path Forward: No Change
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 495.7 492.7 -3.0 498.6 1410Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2023 Achievement 2024 Achievement Change 2024 Target N Points Reason
All Students 502.3 501.9 -0.4 504.4 2081Path Forward: No Change
Lowest Performing 480.8 482.3 1.5 485.9 242Path Forward: Improved Below Target
High Needs 495.1 489.3 -5.8 497.7 800Path Forward: Declined
English Learners and Former English Learners---- 13--
Low Income 496.5 489.7 -6.8 498.9 540Path Forward: Declined
Students with Disabilities 486.4 482.5 -3.9 489.7 390Path Forward: Declined
American Indian or Alaska Native-------
Asian 515.9 503.2 -12.7 519.6 320Path Forward: Declined
Black or African American---- 4--
Hispanic or Latino 496.8 499.1 2.3 499.6 223Path Forward: Met Target
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 500.5 501.5 1.0 502.6 1402Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2023 Achievement 2024 Achievement Change 2024 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 2024 Mean SGP N Points Reason
All Students 37.3 1011Low Growth
Lowest Performing 34.9 241Low Growth
High Needs 29.7 410Very Low Growth
English Learners and Former English Learners- 4--
Low Income 33.8 261Low Growth
Students with Disabilities 24.4 220Very Low Growth
American Indian or Alaska Native----
Asian- 11--
Black or African American- 2--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 38.3 661Low Growth

Mathematics growth - Non-high school
Group 2024 Mean SGP N Points Reason
All Students 46.8 1002Typical Growth - Low
Lowest Performing 42.4 242Typical Growth - Low
High Needs 42.9 412Typical Growth - Low
English Learners and Former English Learners- 4--
Low Income 42.7 262Typical Growth - Low
Students with Disabilities 41.5 222Typical Growth - Low
American Indian or Alaska Native----
Asian- 11--
Black or African American- 2--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 48.3 652Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2023 Rate (%) 2024 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 2023 Rate (%) 2024 Rate (%) Change Target N Points Reason
All Students 12.7 13.5 0.8 11.4 4600Declined
Lowest Performing 8.0 8.3 0.3 4.5 241No Change
High Needs 18.2 20.2 2.0 15.6 1730Declined
English Learners and Former English Learners---- 38--
Low Income 22.1 22.6 0.5 18.4 1151No Change
Students with Disabilities 14.6 17.9 3.3 11.3 780Declined
American Indian or Alaska Native---- 2--
Asian 16.4 15.5 -0.9 13.5 582Improved Below Target
Black or African American---- 17--
Hispanic or Latino 14.6 20.8 6.2 10.9 530Declined
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 12.4 13.1 0.7 11.0 3120Declined

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 219 219100Yes 1 218 218100Yes 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 85 85 85 85 0- 170 170100Yes1
English Learners and Former English Learners 15 15 15 15 0- 30----
Low Income 57 57 57 57 0- 114 114100Yes1
Students with Disabilities 40 40 40 40 0- 80 80100Yes1
American Indian or Alaska Native-----------
Asian 34 34 34 34 0- 68 68100Yes1
Black or African American 5 5 5 5 0- 10----
Hispanic or Latino 23 23 23 23 0- 46 46100Yes1
Multi-Race, Not Hispanic or Latino 10 10 10 10 0- 20----
Native Hawaiian or Other Pacific Islander-----------
White 146 146 145 145 0- 291 291100Yes1


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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