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Mozart Elementary School
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2025 Official Accountability Report - Mozart Elementary School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Mozart Elementary School (00350237)		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
58% - Substantial progress toward targets51

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage42%68%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		58%
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 achievement24----
Science achievement------
Achievement total6867.5---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total5.27.6----
Percentage of possible points 68%---
2025 Annual criterion-referenced target percentage68%

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 achievement14----
Mathematics achievement24----
Science achievement------
Achievement total3867.5---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total3.27.6----
Percentage of possible points 42%---
2024 Annual criterion-referenced target percentage42%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
36

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage36%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		51%
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 achievement24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.77.6-
Percentage of possible points 62%-
2025 Annual criterion-referenced target percentage62%

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 achievement14-
Mathematics achievement24-
Science achievement---
Achievement total3867.5
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 total2.77.6-
Percentage of possible points 36%-
2024 Annual criterion-referenced target percentage36%

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 497.0 501.5 4.5 499.3 684Recovery Path: Exceeded Target
Lowest Performing-------
High Needs 485.9 490.0 4.1 488.2 394Recovery Path: Exceeded Target
English Learners and Former English Learners---- 21--
Low Income 484.2 487.2 3.0 487.1 283Recovery Path: Met Target
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 17--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander---- 1--
White 508.3 513.3 5.0 511.1 314Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 496.1 496.4 0.3 498.6 682Path Forward: Improved Below Target
Lowest Performing-------
High Needs 484.0 485.2 1.2 486.7 392Path Forward: Improved Below Target
English Learners and Former English Learners---- 21--
Low Income 480.2 480.9 0.7 483.0 282Path Forward: Improved Below Target
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 17--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander---- 1--
White 508.7 508.5 -0.2 511.5 313Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 16--
Lowest Performing-------
High Needs---- 6--
English Learners and Former English Learners---- 3--
Low Income---- 4--
Students with Disabilities---- 2--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 1--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 8--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.1 413Typical Growth - High
Lowest Performing----
High Needs 45.7 232Typical Growth - Low
English Learners and Former English Learners- 11--
Low Income- 17--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 10--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 58.0 213Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 40.8 412Typical Growth - Low
Lowest Performing----
High Needs 35.5 231Low Growth
English Learners and Former English Learners- 11--
Low Income- 17--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 10--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 37.8 211Low Growth

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 19.0 20.9 1.9 17.5 1150Declined
Lowest Performing-------
High Needs 25.4 29.7 4.3 23.0 640Declined
English Learners and Former English Learners---- 33--
Low Income 30.2 32.7 2.5 27.0 490Declined
Students with Disabilities---- 23--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 28--
Hispanic or Latino---- 23--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander---- 1--
White 12.5 11.5 -1.0 10.7 522Improved Below 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 77 77100Yes 1 77 77100Yes 1 18----

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 47 47 47 47 7 7 101 101100Yes1
English Learners and Former English Learners 28 28 28 28 4 4 60 60100Yes1
Low Income 36 36 36 36 5 5 77 77100Yes1
Students with Disabilities 20 20 20 20 2 2 42 42100Yes1
American Indian or Alaska Native 2 2 2 2 0 0 4----
Asian 1 1 1 1 0 0 2----
Black or African American 20 20 20 20 6 6 46 46100Yes1
Hispanic or Latino 16 16 16 16 1 1 33----
Multi-Race, Not Hispanic or Latino 6 6 6 6 3 3 15----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 31 31 31 31 8 8 70 70100Yes1


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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