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Sutton Elementary
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2025 Official Accountability Report - Sutton Elementary
Organization Information
DISTRICT NAME
Sutton (02900000)		TITLE I STATUS
Non-Title I School
SCHOOL
Sutton Elementary (02900005)		GRADES SERVED
03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
56% - Substantial progress toward targets52

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage63%51%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		56%
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 achievement14-24-
Mathematics achievement04-44-
Science achievement14----
Achievement total21267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5822.56822.5
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 absenteeism14-44-
Advanced coursework completion------
Additional indicators total1410.04410.0
Weighted total2.610.3-5.87.6-
Percentage of possible points 25%-76%-
2025 Annual criterion-referenced target percentage51%

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 achievement24-44-
Science achievement44----
Achievement total61267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total5.610.3-5.57.6-
Percentage of possible points 54%-72%-
2024 Annual criterion-referenced target percentage63%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
40

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage34%18%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		24%
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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.810.3-
Percentage of possible points 18%-
2025 Annual criterion-referenced target percentage18%

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 achievement14-
Science achievement24-
Achievement total31267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total3.510.3-
Percentage of possible points 34%-
2024 Annual criterion-referenced target percentage34%

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 494.2 493.8 -0.4 497.1 2791Recovery Path: No Change
Lowest Performing 473.5 478.0 4.5 478.6 432Path Forward: Improved Below Target
High Needs 483.0 482.1 -0.9 484.9 1020Recovery Path: Declined
English Learners and Former English Learners---- 10--
Low Income 485.5 482.8 -2.7 488.1 500Recovery Path: Declined
Students with Disabilities 479.3 477.9 -1.4 480.9 680Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 494.8 494.5 -0.3 497.9 2381Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.0 496.3 -0.7 499.3 2780Recovery Path: Declined
Lowest Performing 473.0 478.5 5.5 476.8 434Recovery Path: Exceeded Target
High Needs 485.5 485.4 -0.1 487.1 1011Recovery Path: No Change
English Learners and Former English Learners---- 10--
Low Income 485.1 483.9 -1.2 487.7 490Recovery Path: Declined
Students with Disabilities 482.6 482.1 -0.5 485.9 671Path Forward: No Change
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 497.4 497.5 0.1 499.8 2372Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.3 496.9 -0.4 499.3 931Recovery Path: No Change
Lowest Performing---- 25--
High Needs 487.1 485.2 -1.9 490.5 340Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income---- 16--
Students with Disabilities 486.3 481.6 -4.7 490.8 250Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 1--
Black or African American-------
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 497.2 496.7 -0.5 499.2 841Recovery Path: No Change

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.4 1812Typical Growth - Low
Lowest Performing 50.6 433Typical Growth - High
High Needs 44.3 622Typical Growth - Low
English Learners and Former English Learners- 5--
Low Income 36.5 311Low Growth
Students with Disabilities 48.9 412Typical Growth - Low
American Indian or Alaska Native----
Asian- 1--
Black or African American- 4--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 46.3 1612Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.8 1833Typical Growth - High
Lowest Performing 55.9 433Typical Growth - High
High Needs 53.7 633Typical Growth - High
English Learners and Former English Learners- 6--
Low Income 51.3 323Typical Growth - High
Students with Disabilities 53.0 413Typical Growth - High
American Indian or Alaska Native----
Asian- 1--
Black or African American- 4--
Hispanic or Latino- 11--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 55.0 1623Typical 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 8.7 8.8 0.1 7.4 2951No Change
Lowest Performing 6.7 2.3 -4.4 3.2 434Exceeded Target
High Needs 14.2 15.0 0.8 11.6 1070Declined
English Learners and Former English Learners---- 13--
Low Income 18.8 26.3 7.5 15.1 570Declined
Students with Disabilities 12.9 6.0 -6.9 9.6 674Exceeded Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 7--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 7.3 7.6 0.3 5.9 2511No Change

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 291 28799Yes 1 287 28399Yes 1 96 9599Yes 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 106 105 102 101 34 34 242 24099Yes1
English Learners and Former English Learners 13 13 10 10 2 2 25----
Low Income 53 53 49 49 16 16 118 118100Yes1
Students with Disabilities 69 68 68 67 25 25 162 16099Yes1
American Indian or Alaska Native-----------
Asian 5 5 5 5 2 2 12----
Black or African American 7 7 7 7 0 0 14----
Hispanic or Latino 18 18 18 18 5 5 41----
Multi-Race, Not Hispanic or Latino 13 13 13 13 3 3 29----
Native Hawaiian or Other Pacific Islander-----------
White 248 244 244 240 86 85 578 56998Yes1


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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