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Philbrick Elementary School
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2025 Official Accountability Report - Philbrick Elementary School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Philbrick Elementary School (00350172)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition
Progress toward improvement targetsAccountability percentile
67% - Substantial progress toward targets51

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage30%91%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		67%
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 achievement44----
Mathematics achievement44----
Science achievement------
Achievement total8867.5---
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 total6.97.6----
Percentage of possible points 91%---
2025 Annual criterion-referenced target percentage91%

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 achievement24----
Science achievement------
Achievement total2867.5---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total2.37.6----
Percentage of possible points 30%---
2024 Annual criterion-referenced target percentage30%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
69

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage9%86%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		55%
Substantial 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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total6.57.6-
Percentage of possible points 86%-
2025 Annual criterion-referenced target percentage86%

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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.77.6-
Percentage of possible points 9%-
2024 Annual criterion-referenced target percentage9%

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 492.2 500.1 7.9 495.6 604Path Forward: Exceeded Target
Lowest Performing-------
High Needs 486.5 494.4 7.9 490.0 434Path Forward: Exceeded Target
English Learners and Former English Learners---- 15--
Low Income 484.8 492.6 7.8 487.8 344Path Forward: Exceeded Target
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian-------
Black or African American 488.3 493.2 4.9 491.6 224Path Forward: Exceeded Target
Hispanic or Latino 486.7 495.7 9.0 490.0 254Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 11--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 496.6 504.6 8.0 499.8 604Path Forward: Exceeded Target
Lowest Performing-------
High Needs 489.9 500.2 10.3 493.2 434Path Forward: Exceeded Target
English Learners and Former English Learners---- 15--
Low Income 488.8 496.9 8.1 491.6 344Path Forward: Exceeded Target
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian-------
Black or African American 491.6 498.2 6.6 495.1 224Path Forward: Exceeded Target
Hispanic or Latino 491.4 498.3 6.9 494.5 254Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 11--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 11--
Lowest Performing-------
High Needs---- 8--
English Learners and Former English Learners---- 4--
Low Income---- 7--
Students with Disabilities---- 1--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 2--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 3--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.1 443Typical Growth - High
Lowest Performing----
High Needs 48.9 292Typical Growth - Low
English Learners and Former English Learners- 10--
Low Income 51.4 233Typical Growth - High
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 14--
Hispanic or Latino 55.5 203Typical Growth - High
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White- 8--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.4 452Typical Growth - Low
Lowest Performing----
High Needs 49.0 302Typical Growth - Low
English Learners and Former English Learners- 10--
Low Income 44.9 242Typical Growth - Low
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 15--
Hispanic or Latino 44.6 202Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White- 8--

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 24.0 21.0 -3.0 21.8 1004Exceeded Target
Lowest Performing-------
High Needs 29.3 28.8 -0.5 26.8 732Improved Below Target
English Learners and Former English Learners---- 31--
Low Income 31.9 30.2 -1.7 29.2 632Improved Below Target
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American 32.6 34.3 1.7 29.0 350Declined
Hispanic or Latino 20.5 22.0 1.5 16.7 410Declined
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White---- 16--

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 60 60100Yes 1 60 60100Yes 1 11----

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 43 43 43 43 8 8 94 94100Yes1
English Learners and Former English Learners 15 15 15 15 4 4 34----
Low Income 34 34 34 34 7 7 75 75100Yes1
Students with Disabilities 10 10 10 10 1 1 21----
American Indian or Alaska Native-----------
Asian-----------
Black or African American 22 22 22 22 2 2 46 46100Yes1
Hispanic or Latino 25 25 25 25 6 6 56 56100Yes1
Multi-Race, Not Hispanic or Latino 2 2 2 2 0 0 4----
Native Hawaiian or Other Pacific Islander-----------
White 11 11 11 11 3 3 25----


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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