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Cold Spring
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2025 Official Accountability Report - Cold Spring
Organization Information
DISTRICT NAME
Plymouth (02390000)		TITLE I STATUS
Title I School
SCHOOL
Cold Spring (02390005)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
37% - Moderate progress toward targets37

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage10%55%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		37%
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 achievement44-24-
Mathematics achievement24-34-
Science achievement04----
Achievement total61260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-34-
Growth total3820.05822.5
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 total2410.0---
Additional indicatorsChronic absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total4.79.6-4.67.6-
Percentage of possible points 49%-61%-
2025 Annual criterion-referenced target percentage55%

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 achievement04----
Achievement total01260.0---
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 absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total1.09.6----
Percentage of possible points 10%---
2024 Annual criterion-referenced target percentage10%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
43

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage12%55%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		38%
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 achievement34-
Mathematics achievement24-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.27.6-
Percentage of possible points 55%-
2025 Annual criterion-referenced target percentage55%

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 growth14-
Mathematics growth14-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
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 494.8 498.0 3.2 496.5 1054Recovery Path: Exceeded Target
Lowest Performing 472.0 473.3 1.3 478.8 212Recovery Path: Improved Below Target
High Needs 482.8 485.1 2.3 485.6 573Path Forward: Met Target
English Learners and Former English Learners---- 19--
Low Income 485.4 485.5 0.1 487.7 472Path Forward: Improved Below Target
Students with Disabilities 470.1 487.5 17.4 473.0 204Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 4--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 499.3 503.7 4.4 501.3 794Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.6 496.5 0.9 497.7 1052Path Forward: Improved Below Target
Lowest Performing 475.0 480.0 5.0 480.1 213Path Forward: Met Target
High Needs 487.6 487.8 0.2 490.2 572Path Forward: Improved Below Target
English Learners and Former English Learners---- 19--
Low Income 489.3 487.7 -1.6 491.7 470Path Forward: Declined
Students with Disabilities 475.5 487.9 12.4 478.8 204Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 4--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 498.9 500.7 1.8 501.0 793Path Forward: 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 486.6 485.0 -1.6 488.8 360Recovery Path: Declined
Lowest Performing---- 9--
High Needs---- 18--
English Learners and Former English Learners---- 7--
Low Income---- 16--
Students with Disabilities---- 7--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 490.3 490.8 0.5 492.0 292Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 43.7 682Typical Growth - Low
Lowest Performing 42.7 212Typical Growth - Low
High Needs 39.9 341Low Growth
English Learners and Former English Learners- 10--
Low Income 39.6 301Low Growth
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 2--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 43.3 522Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 37.5 691Low Growth
Lowest Performing 51.9 213Typical Growth - High
High Needs 37.5 351Low Growth
English Learners and Former English Learners- 12--
Low Income 37.4 301Low Growth
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 2--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 38.1 511Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 44.8 46.7 1.9 50.2 302Improved Below Target
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 8.6 7.6 -1.0 7.3 1853Met Target
Lowest Performing 9.5 9.5 0.0 6.0 211No Change
High Needs 13.7 9.1 -4.6 11.1 1104Exceeded Target
English Learners and Former English Learners---- 41--
Low Income 16.2 9.4 -6.8 12.5 964Exceeded Target
Students with Disabilities 12.5 14.3 1.8 9.2 280Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 11--
Hispanic or Latino---- 43--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 7.3 8.9 1.6 5.9 1230Declined

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 115 115100Yes 1 115 115100Yes 1 38 38100Yes 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 67 67 67 67 20 20 154 154100Yes1
English Learners and Former English Learners 27 27 27 27 8 8 62 62100Yes1
Low Income 53 53 53 53 18 18 124 124100Yes1
Students with Disabilities 21 21 21 21 8 8 50 50100Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 0 0 4----
Black or African American 5 5 5 5 1 1 11----
Hispanic or Latino 24 24 24 24 6 6 54 54100Yes1
Multi-Race, Not Hispanic or Latino 3 3 3 3 1 1 7----
Native Hawaiian or Other Pacific Islander-----------
White 81 81 81 81 30 30 192 192100Yes1


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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