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James Clark School
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2025 Official Accountability Report - James Clark School
Organization Information
DISTRICT NAME
Agawam (00050000)		TITLE I STATUS
Title I School
SCHOOL
James Clark School (00050030)		GRADES SERVED
K,01,02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
31% - Moderate progress toward targets38

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage48%19%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		31%
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 achievement04-04-
Mathematics achievement14-04-
Science achievement------
Achievement total1860.00867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total1.97.2-0.97.6-
Percentage of possible points 26%-12%-
2025 Annual criterion-referenced target percentage19%

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 achievement34-24-
Science achievement------
Achievement total3860.04890.0
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 total4410.0---
Additional indicatorsChronic absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total3.27.2-3.97.6-
Percentage of possible points 44%-51%-
2024 Annual criterion-referenced target percentage48%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
42

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
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 achievement04-
Mathematics achievement14-
Science achievement---
Achievement total1867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.67.6-
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 achievement24-
Mathematics achievement44-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.17.6-
Percentage of possible points 67%-
2024 Annual criterion-referenced target percentage67%

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 493.0 491.1 -1.9 496.0 1250Recovery Path: Declined
Lowest Performing 483.6 480.6 -3.0 488.7 200Path Forward: Declined
High Needs 487.3 484.8 -2.5 490.2 770Recovery Path: Declined
English Learners and Former English Learners 492.2 484.1 -8.1 494.7 200Path Forward: Declined
Low Income 487.4 485.0 -2.4 490.3 640Recovery Path: Declined
Students with Disabilities 473.6 468.0 -5.6 476.9 220Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 495.6 493.1 -2.5 498.4 950Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 496.0 495.9 -0.1 498.6 1251Recovery Path: No Change
Lowest Performing 483.0 482.4 -0.6 488.1 200Path Forward: Declined
High Needs 490.0 489.5 -0.5 491.6 771Recovery Path: No Change
English Learners and Former English Learners 499.8 492.3 -7.5 503.3 200Path Forward: Declined
Low Income 493.0 490.5 -2.5 495.8 640Path Forward: Declined
Students with Disabilities 472.1 473.2 1.1 475.5 222Path Forward: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 499.1 498.5 -0.6 501.6 950Recovery 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-------
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 2025 Mean SGP N Points Reason
All Students 44.1 552Typical Growth - Low
Lowest Performing 43.8 202Typical Growth - Low
High Needs 41.7 352Typical Growth - Low
English Learners and Former English Learners- 12--
Low Income 44.6 282Typical Growth - Low
Students with Disabilities- 8--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 2--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White 42.3 462Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 40.3 552Typical Growth - Low
Lowest Performing 43.2 202Typical Growth - Low
High Needs 39.9 351Low Growth
English Learners and Former English Learners- 12--
Low Income 38.8 281Low Growth
Students with Disabilities- 8--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 2--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White 40.1 462Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 66.7 68.6 1.9 68.9 353Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 66.7 68.6 1.9 68.9 353Met Target
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 14.2 13.9 -0.3 12.7 2592Improved Below Target
Lowest Performing 5.0 15.0 10.0 1.0 200Declined
High Needs 18.6 18.4 -0.2 16.2 1632Improved Below Target
English Learners and Former English Learners 16.7 12.0 -4.7 13.2 504Exceeded Target
Low Income 20.0 18.4 -1.6 16.8 1362Improved Below Target
Students with Disabilities 18.9 26.1 7.2 15.3 460Declined
American Indian or Alaska Native---- 1--
Asian---- 9--
Black or African American---- 8--
Hispanic or Latino---- 43--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 11.1 11.3 0.2 9.3 1941No 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 129 129100Yes 1 129 129100Yes 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 81 81 81 81 0 0 162 162100Yes1
English Learners and Former English Learners 22 22 22 22 0 0 44 44100Yes1
Low Income 68 68 68 68 0 0 136 136100Yes1
Students with Disabilities 22 22 22 22 0 0 44 44100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 3 3 3 3 0 0 6----
Black or African American 5 5 5 5 0 0 10----
Hispanic or Latino 20 20 20 20 0 0 40 40100Yes1
Multi-Race, Not Hispanic or Latino 3 3 3 3 0 0 6----
Native Hawaiian or Other Pacific Islander-----------
White 97 97 97 97 0 0 194 194100Yes1


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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