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Clap Elementary School
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2025 Official Accountability Report - Clap Elementary School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Clap Elementary School (00350298)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
31% - Moderate progress toward targets6

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%17%
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----
Mathematics achievement04----
Science achievement------
Achievement total0860.0---
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 total0410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total1.27.2----
Percentage of possible points 17%---
2025 Annual criterion-referenced target percentage17%

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 achievement24----
Mathematics achievement24----
Science achievement------
Achievement total4867.5---
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 absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total4.07.6----
Percentage of possible points 53%---
2024 Annual criterion-referenced target percentage53%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
6

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%43%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		47%
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 achievement14-
Mathematics achievement24-
Science achievement---
Achievement total3867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.37.6-
Percentage of possible points 43%-
2025 Annual criterion-referenced target percentage43%

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 achievement24-
Science achievement---
Achievement total4867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.07.6-
Percentage of possible points 53%-
2024 Annual criterion-referenced target percentage53%

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 481.9 480.6 -1.3 484.9 650Recovery Path: Declined
Lowest Performing-------
High Needs 479.0 478.9 -0.1 482.1 591Recovery Path: No Change
English Learners and Former English Learners---- 28--
Low Income 477.6 478.8 1.2 480.8 542Recovery Path: Improved Below Target
Students with Disabilities 472.4 472.4 0.0 476.5 201Path Forward: No Change
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 20--
Hispanic or Latino 484.5 481.7 -2.8 488.8 270Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 9--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 479.8 477.9 -1.9 483.8 650Recovery Path: Declined
Lowest Performing-------
High Needs 476.2 476.9 0.7 480.0 592Recovery Path: Improved Below Target
English Learners and Former English Learners---- 28--
Low Income 474.9 476.0 1.1 478.8 542Recovery Path: Improved Below Target
Students with Disabilities 470.9 467.9 -3.0 474.6 200Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 20--
Hispanic or Latino 478.3 478.5 0.2 482.0 272Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 9--

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---- 13--
English Learners and Former English Learners---- 5--
Low Income---- 13--
Students with Disabilities---- 5--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 2--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.0 452Typical Growth - Low
Lowest Performing----
High Needs 44.4 412Typical Growth - Low
English Learners and Former English Learners- 16--
Low Income 43.7 392Typical Growth - Low
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian- 5--
Black or African American- 15--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 6--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.5 452Typical Growth - Low
Lowest Performing----
High Needs 44.6 412Typical Growth - Low
English Learners and Former English Learners- 16--
Low Income 43.8 392Typical Growth - Low
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian- 5--
Black or African American- 15--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 6--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 52.4 44.4 -8.0 57.8 270Declined
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 32.4 25.7 -6.7 30.2 1094Exceeded Target
Lowest Performing-------
High Needs 35.9 27.3 -8.6 33.4 994Exceeded Target
English Learners and Former English Learners---- 42--
Low Income 37.6 29.3 -8.3 34.9 924Exceeded Target
Students with Disabilities 50.0 28.6 -21.4 45.7 354Exceeded Target
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 38--
Hispanic or Latino 43.2 25.0 -18.2 39.4 444Exceeded Target
Multi-Race, Not Hispanic or Latino---- 4--
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 70 70100Yes 1 69 69100Yes 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 64 64 63 63 15 15 142 142100Yes1
English Learners and Former English Learners 28 28 28 28 5 5 61 61100Yes1
Low Income 59 59 58 58 15 15 132 132100Yes1
Students with Disabilities 22 22 22 22 6 6 50 50100Yes1
American Indian or Alaska Native-----------
Asian 6 6 6 6 2 2 14----
Black or African American 23 23 23 23 6 6 52 52100Yes1
Hispanic or Latino 27 27 27 27 5 5 59 59100Yes1
Multi-Race, Not Hispanic or Latino 3 3 3 3 1 1 7----
Native Hawaiian or Other Pacific Islander-----------
White 11 11 10 10 3 3 24----


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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