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South Elementary
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2025
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2025 Official Accountability Report - South Elementary
Organization Information
DISTRICT NAME
Andover (00090000)		TITLE I STATUS
Non-Title I School
SCHOOL
South Elementary (00090020)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
86% - Meeting or exceeding targets93

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage93%81%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		86%
Meeting or exceeding 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 achievement34-34-
Mathematics achievement44-34-
Science achievement44----
Achievement total111267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-44-
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total9.010.3-5.77.6-
Percentage of possible points 87%-75%-
2025 Annual criterion-referenced target percentage81%

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 achievement44-34-
Mathematics achievement44-44-
Science achievement44----
Achievement total121267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7822.57822.5
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 total10.110.3-6.77.6-
Percentage of possible points 98%-88%-
2024 Annual criterion-referenced target percentage93%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
96

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage79%74%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		76%
Meeting or exceeding 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 achievement34-
Science achievement---
Achievement total6867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.67.6-
Percentage of possible points 74%-
2025 Annual criterion-referenced target percentage74%

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 achievement34-
Mathematics achievement34-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total6.07.6-
Percentage of possible points 79%-
2024 Annual criterion-referenced target percentage79%

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 511.3 507.1 -4.2 514.9 2283Recovery Path: Met Target
Lowest Performing 489.8 489.7 -0.1 494.4 363Recovery Path: Met Target
High Needs 501.3 496.9 -4.4 504.0 623Recovery Path: Met Target
English Learners and Former English Learners---- 19--
Low Income 498.6 494.8 -3.8 500.7 243Path Forward: Met Target
Students with Disabilities 493.9 490.8 -3.1 496.5 323Recovery Path: Met Target
American Indian or Alaska Native-------
Asian 518.0 516.2 -1.8 521.1 374Recovery Path: Exceeded Target
Black or African American---- 3--
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 510.8 506.4 -4.4 513.7 1543Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 512.9 514.5 1.6 514.4 2284Path Forward: Exceeded Target
Lowest Performing 491.0 495.3 4.3 496.2 363Recovery Path: Met Target
High Needs 503.1 503.7 0.6 504.7 623Recovery Path: Met Target
English Learners and Former English Learners---- 19--
Low Income 500.4 501.3 0.9 502.8 243Path Forward: Met Target
Students with Disabilities 492.6 495.9 3.3 494.9 324Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian 524.5 530.8 6.3 526.6 374Recovery Path: Exceeded Target
Black or African American---- 3--
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 511.9 512.1 0.2 513.6 1544Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 517.1 516.2 -0.9 519.3 744Path Forward: Exceeded Target
Lowest Performing---- 17--
High Needs---- 21--
English Learners and Former English Learners---- 10--
Low Income---- 9--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian---- 11--
Black or African American---- 1--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 518.6 516.7 -1.9 520.8 554Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.5 1472Typical Growth - Low
Lowest Performing 44.4 362Typical Growth - Low
High Needs 44.2 442Typical Growth - Low
English Learners and Former English Learners- 17--
Low Income- 17--
Students with Disabilities 42.3 202Typical Growth - Low
American Indian or Alaska Native----
Asian 53.7 253Typical Growth - High
Black or African American- 3--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 42.9 992Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 59.9 1483Typical Growth - High
Lowest Performing 62.5 364Exceeded Typical Growth
High Needs 59.7 453Typical Growth - High
English Learners and Former English Learners- 18--
Low Income- 17--
Students with Disabilities 59.5 213Typical Growth - High
American Indian or Alaska Native----
Asian 66.8 264Exceeded Typical Growth
Black or African American- 3--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 59.7 993Typical 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 3.2 4.3 1.1 2.1 3714Exceeded Target
Lowest Performing 2.6 5.6 3.0 1.0 363Met Target
High Needs 3.0 3.5 0.5 1.0 864Exceeded Target
English Learners and Former English Learners---- 32--
Low Income 2.4 5.3 2.9 1.0 383Met Target
Students with Disabilities 1.9 2.4 0.5 1.0 414Exceeded Target
American Indian or Alaska Native-------
Asian 10.9 5.9 -5.0 8.8 684Exceeded Target
Black or African American---- 3--
Hispanic or Latino---- 30--
Multi-Race, Not Hispanic or Latino---- 25--
Native Hawaiian or Other Pacific Islander-------
White 1.6 4.1 2.5 1.0 2454Exceeded 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 231 230100Yes 1 231 230100Yes 1 78 7697Yes 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 65 64 65 64 24 23 154 15198Yes1
English Learners and Former English Learners 21 21 21 21 12 12 54 54100Yes1
Low Income 26 26 26 26 11 11 63 63100Yes1
Students with Disabilities 34 33 34 33 12 11 80 7796Yes1
American Indian or Alaska Native-----------
Asian 37 37 37 37 11 11 85 85100Yes1
Black or African American 3 3 3 3 1 1 7----
Hispanic or Latino 20 20 20 20 4 4 44 44100Yes1
Multi-Race, Not Hispanic or Latino 14 14 14 14 3 3 31----
Native Hawaiian or Other Pacific Islander-----------
White 157 156 157 156 59 57 373 36999Yes1


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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