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Henry Lord Community School
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2025 Official Accountability Report - Henry Lord Community School
Organization Information
DISTRICT NAME
Fall River (00950000)		TITLE I STATUS
Title I School
SCHOOL
Henry Lord Community School (00950017)		GRADES SERVED
K,01,02,03,04,05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
42% - Moderate progress toward targets13

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage42%41%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		42%
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 achievement14-34-
Mathematics achievement04-24-
Science achievement04----
Achievement total11260.05867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total2.09.6-4.77.6-
Percentage of possible points 21%-62%-
2025 Annual criterion-referenced target percentage41%

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 achievement04-24-
Mathematics achievement24-24-
Science achievement14----
Achievement total31260.04867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total3.29.6-3.87.6-
Percentage of possible points 33%-50%-
2024 Annual criterion-referenced target percentage42%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
17

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage38%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		28%
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 achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.210.3-
Percentage of possible points 21%-
2025 Annual criterion-referenced target percentage21%

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 achievement24-
Science achievement24-
Achievement total41267.5
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 total3.910.3-
Percentage of possible points 38%-
2024 Annual criterion-referenced target percentage38%

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 479.6 479.4 -0.2 482.0 4731Recovery Path: No Change
Lowest Performing 454.7 461.5 6.8 461.0 723Recovery Path: Met Target
High Needs 478.7 478.4 -0.3 480.8 4471Recovery Path: No Change
English Learners and Former English Learners 474.2 474.8 0.6 476.6 1922Recovery Path: Improved Below Target
Low Income 478.7 479.0 0.3 480.9 4172Recovery Path: Improved Below Target
Students with Disabilities 470.8 468.9 -1.9 473.4 1250Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American 476.6 478.5 1.9 479.2 642Recovery Path: Improved Below Target
Hispanic or Latino 477.5 475.9 -1.6 480.0 1760Recovery Path: Declined
Multi-Race, Not Hispanic or Latino 481.2 482.4 1.2 485.6 542Recovery Path: Improved Below Target
Native Hawaiian or Other Pacific Islander-------
White 481.6 482.2 0.6 485.1 1732Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 482.3 479.9 -2.4 485.5 4730Path Forward: Declined
Lowest Performing 460.8 463.3 2.5 466.2 722Recovery Path: Improved Below Target
High Needs 481.7 479.2 -2.5 485.0 4470Path Forward: Declined
English Learners and Former English Learners 478.3 477.5 -0.8 481.8 1920Path Forward: Declined
Low Income 481.5 479.5 -2.0 484.3 4170Path Forward: Declined
Students with Disabilities 474.7 469.3 -5.4 478.4 1250Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American 474.5 472.4 -2.1 476.5 630Recovery Path: Declined
Hispanic or Latino 480.8 478.4 -2.4 483.9 1760Path Forward: Declined
Multi-Race, Not Hispanic or Latino 485.9 485.8 -0.1 487.9 541Recovery Path: No Change
Native Hawaiian or Other Pacific Islander-------
White 484.3 482.0 -2.3 486.2 1740Recovery 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 477.7 475.9 -1.8 482.0 1570Path Forward: Declined
Lowest Performing---- 34--
High Needs 477.2 474.8 -2.4 481.5 1450Path Forward: Declined
English Learners and Former English Learners 474.7 469.9 -4.8 478.9 520Path Forward: Declined
Low Income 476.3 475.0 -1.3 480.4 1400Path Forward: Declined
Students with Disabilities 470.0 467.7 -2.3 474.0 460Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 22--
Hispanic or Latino 475.1 474.0 -1.1 479.0 510Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 480.1 480.2 0.1 485.0 712Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.2 3543Typical Growth - High
Lowest Performing 53.8 723Typical Growth - High
High Needs 50.0 3313Typical Growth - High
English Learners and Former English Learners 53.3 1383Typical Growth - High
Low Income 50.5 3103Typical Growth - High
Students with Disabilities 45.4 872Typical Growth - Low
American Indian or Alaska Native----
Asian- 4--
Black or African American 56.8 473Typical Growth - High
Hispanic or Latino 49.8 1212Typical Growth - Low
Multi-Race, Not Hispanic or Latino 46.7 432Typical Growth - Low
Native Hawaiian or Other Pacific Islander----
White 49.6 1392Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.7 3572Typical Growth - Low
Lowest Performing 46.0 722Typical Growth - Low
High Needs 45.3 3342Typical Growth - Low
English Learners and Former English Learners 47.1 1412Typical Growth - Low
Low Income 45.8 3132Typical Growth - Low
Students with Disabilities 40.1 872Typical Growth - Low
American Indian or Alaska Native----
Asian- 4--
Black or African American 40.1 482Typical Growth - Low
Hispanic or Latino 47.8 1212Typical Growth - Low
Multi-Race, Not Hispanic or Latino 51.8 433Typical Growth - High
Native Hawaiian or Other Pacific Islander----
White 43.4 1412Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 56.7 45.1 -11.6 62.1 1820Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 56.7 45.1 -11.6 62.1 1820Declined
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 21.3 16.0 -5.3 19.1 7374Exceeded Target
Lowest Performing 17.5 13.9 -3.6 12.6 722Improved Below Target
High Needs 21.1 16.7 -4.4 18.6 7004Exceeded Target
English Learners and Former English Learners 17.9 14.2 -3.7 14.6 2953Met Target
Low Income 21.9 17.2 -4.7 19.2 6524Exceeded Target
Students with Disabilities 23.1 23.4 0.3 18.8 1921No Change
American Indian or Alaska Native-------
Asian---- 9--
Black or African American 15.6 9.9 -5.7 12.0 1114Exceeded Target
Hispanic or Latino 21.8 18.5 -3.3 18.0 2873Met Target
Multi-Race, Not Hispanic or Latino 19.4 20.3 0.9 17.2 790Declined
Native Hawaiian or Other Pacific Islander-------
White 22.8 14.3 -8.5 19.9 2514Exceeded 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 516 514100Yes 1 517 516100Yes 1 170 16899Yes 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 483 481 482 481 156 154 1,121 1,116100Yes1
English Learners and Former English Learners 215 214 215 214 56 55 486 48399Yes1
Low Income 450 448 449 448 150 148 1,049 1,044100Yes1
Students with Disabilities 129 129 129 129 50 49 308 307100Yes1
American Indian or Alaska Native-----------
Asian 7 7 7 7 1 1 15----
Black or African American 81 81 80 80 27 27 188 188100Yes1
Hispanic or Latino 191 190 191 190 58 56 440 43699Yes1
Multi-Race, Not Hispanic or Latino 55 55 55 55 12 12 122 122100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 181 180 181 181 72 72 434 433100Yes1


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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Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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