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Perkins Elementary School
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2025 Official Accountability Report - Perkins Elementary School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Perkins Elementary School (00350231)		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
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
55% - Substantial progress toward targets18

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage83%36%
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 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 achievement24----
Mathematics achievement04----
Science achievement------
Achievement total2860.0---
GrowthEnglish language arts growth34----
Mathematics growth24----
Growth total5820.0---
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 total2.67.2----
Percentage of possible points 36%---
2025 Annual criterion-referenced target percentage36%

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----
Mathematics achievement44----
Science achievement------
Achievement total8860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total6.07.2----
Percentage of possible points 83%---
2024 Annual criterion-referenced target percentage83%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
33

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage86%38%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		57%
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 achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
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 total2.97.6-
Percentage of possible points 38%-
2025 Annual criterion-referenced target percentage38%

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 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%-
2024 Annual criterion-referenced target percentage86%

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 486.5 487.5 1.0 490.1 672Recovery Path: Improved Below Target
Lowest Performing-------
High Needs 486.5 487.4 0.9 490.0 662Recovery Path: Improved Below Target
English Learners and Former English Learners 488.6 486.5 -2.1 491.8 360Recovery Path: Declined
Low Income 487.3 487.5 0.2 491.1 632Recovery Path: Improved Below Target
Students with Disabilities 477.6 473.0 -4.6 481.7 260Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 4--
Black or African American 485.7 487.1 1.4 488.8 272Recovery Path: Improved Below Target
Hispanic or Latino 488.1 486.9 -1.2 491.7 290Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 5--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 482.7 480.9 -1.8 488.1 670Recovery Path: Declined
Lowest Performing-------
High Needs 482.6 480.7 -1.9 488.1 660Recovery Path: Declined
English Learners and Former English Learners 488.1 478.6 -9.5 493.6 360Recovery Path: Declined
Low Income 482.6 480.5 -2.1 488.2 630Recovery Path: Declined
Students with Disabilities 474.0 464.6 -9.4 477.7 260Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 4--
Black or African American 482.8 481.9 -0.9 486.1 270Recovery Path: Declined
Hispanic or Latino 485.3 478.4 -6.9 492.5 290Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 5--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 15--
Lowest Performing-------
High Needs---- 15--
English Learners and Former English Learners---- 7--
Low Income---- 14--
Students with Disabilities---- 7--
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 7--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 1--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.0 343Typical Growth - High
Lowest Performing----
High Needs 57.3 333Typical Growth - High
English Learners and Former English Learners- 16--
Low Income 56.6 323Typical Growth - High
Students with Disabilities- 9--
American Indian or Alaska Native- 1--
Asian- 2--
Black or African American- 15--
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White- 2--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.6 352Typical Growth - Low
Lowest Performing----
High Needs 47.6 342Typical Growth - Low
English Learners and Former English Learners- 17--
Low Income 45.8 322Typical Growth - Low
Students with Disabilities- 9--
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American- 15--
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 66.7 46.3 -20.4 72.1 540Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 66.7 46.3 -20.4 72.1 540Declined
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 49.6 35.7 -13.9 47.4 1404Exceeded Target
Lowest Performing-------
High Needs 47.9 34.6 -13.3 45.4 1364Exceeded Target
English Learners and Former English Learners 40.0 31.2 -8.8 36.7 774Exceeded Target
Low Income 50.0 33.6 -16.4 47.3 1284Exceeded Target
Students with Disabilities 38.6 38.0 -0.6 34.3 502Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 8--
Black or African American 53.1 35.3 -17.8 49.5 514Exceeded Target
Hispanic or Latino 54.9 40.0 -14.9 51.1 604Exceeded Target
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White---- 15--

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 80 7999Yes 1 81 8099Yes 1 17----

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 79 78 79 78 17 17 175 17399Yes1
English Learners and Former English Learners 46 45 46 45 7 7 99 9798Yes1
Low Income 76 75 76 75 16 16 168 16699Yes1
Students with Disabilities 29 28 29 28 8 8 66 6497Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 4 4 4 4 1 1 9----
Black or African American 31 30 31 30 8 8 70 6897Yes1
Hispanic or Latino 36 36 37 37 5 5 78 78100Yes1
Multi-Race, Not Hispanic or Latino 2 2 2 2 1 1 5----
Native Hawaiian or Other Pacific Islander-----------
White 6 6 6 6 1 1 13----


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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