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Greenwood Sarah K-8 School
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2025 Official Accountability Report - Greenwood Sarah K-8 School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Greenwood Sarah K-8 School (00350308)		GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage50%55%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		53%
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 achievement14-24-
Mathematics achievement14-44-
Science achievement24----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-24-
Growth total5820.03822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.19.6-5.17.6-
Percentage of possible points 43%-67%-
2025 Annual criterion-referenced target percentage55%

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 achievement04-24-
Mathematics achievement24-44-
Science achievement04----
Achievement total21260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total3.09.6-5.27.6-
Percentage of possible points 31%-68%-
2024 Annual criterion-referenced target percentage50%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
10

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage35%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		23%
Limited or no 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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
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 total1.510.3-
Percentage of possible points 15%-
2025 Annual criterion-referenced target percentage15%

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 achievement24-
Science achievement14-
Achievement total31267.5
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 total3.610.3-
Percentage of possible points 35%-
2024 Annual criterion-referenced target percentage35%

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 470.1 469.8 -0.3 472.7 1861Recovery Path: No Change
Lowest Performing 449.1 452.2 3.1 454.2 332Path Forward: Improved Below Target
High Needs 468.8 467.9 -0.9 471.3 1730Recovery Path: Declined
English Learners and Former English Learners 469.1 468.1 -1.0 473.2 1390Recovery Path: Declined
Low Income 468.5 467.8 -0.7 471.2 1650Recovery Path: Declined
Students with Disabilities 458.4 455.4 -3.0 460.7 450Recovery Path: Declined
American Indian or Alaska Native-------
Asian-------
Black or African American---- 18--
Hispanic or Latino 469.6 469.1 -0.5 473.5 1621Recovery Path: No Change
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 3--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 470.5 470.0 -0.5 473.3 1851Recovery Path: No Change
Lowest Performing 449.9 457.7 7.8 453.8 334Recovery Path: Exceeded Target
High Needs 469.3 467.8 -1.5 471.8 1720Recovery Path: Declined
English Learners and Former English Learners 469.6 468.6 -1.0 473.1 1390Path Forward: Declined
Low Income 469.1 467.7 -1.4 471.7 1640Recovery Path: Declined
Students with Disabilities 460.5 457.3 -3.2 464.2 440Path Forward: Declined
American Indian or Alaska Native-------
Asian-------
Black or African American---- 18--
Hispanic or Latino 470.4 469.8 -0.6 473.5 1620Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 3--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 473.8 476.9 3.1 478.1 642Path Forward: Improved Below Target
Lowest Performing---- 15--
High Needs 473.8 473.0 -0.8 478.1 560Path Forward: Declined
English Learners and Former English Learners 475.5 475.1 -0.4 479.7 421Path Forward: No Change
Low Income 473.6 472.7 -0.9 477.7 520Path Forward: Declined
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 11--
Hispanic or Latino 475.1 476.2 1.1 479.0 492Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 3--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.0 1372Typical Growth - Low
Lowest Performing 34.6 331Low Growth
High Needs 45.7 1262Typical Growth - Low
English Learners and Former English Learners 47.5 972Typical Growth - Low
Low Income 46.1 1202Typical Growth - Low
Students with Disabilities 33.2 321Low Growth
American Indian or Alaska Native----
Asian----
Black or African American- 12--
Hispanic or Latino 46.0 1192Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 3--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 55.3 1393Typical Growth - High
Lowest Performing 48.4 332Typical Growth - Low
High Needs 52.7 1283Typical Growth - High
English Learners and Former English Learners 56.6 993Typical Growth - High
Low Income 53.2 1213Typical Growth - High
Students with Disabilities 42.9 332Typical Growth - Low
American Indian or Alaska Native----
Asian----
Black or African American- 14--
Hispanic or Latino 56.1 1203Typical Growth - High
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White- 3--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 35.6 39.7 4.1 40.8 1563Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 35.6 39.7 4.1 40.8 1563Met Target
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 28.1 22.4 -5.7 25.9 2864Exceeded Target
Lowest Performing 31.4 21.2 -10.2 26.5 334Exceeded Target
High Needs 28.6 22.5 -6.1 26.1 2714Exceeded Target
English Learners and Former English Learners 26.8 21.1 -5.7 23.5 2274Exceeded Target
Low Income 28.8 22.8 -6.0 26.1 2544Exceeded Target
Students with Disabilities 44.8 39.0 -5.8 40.5 594Exceeded Target
American Indian or Alaska Native-------
Asian-------
Black or African American---- 28--
Hispanic or Latino 27.3 21.7 -5.6 23.5 2494Exceeded Target
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 6--

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 204 204100Yes 1 204 203100Yes 1 73 7299Yes 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 191 191 191 190 65 64 447 445100Yes1
English Learners and Former English Learners 155 155 155 155 49 49 359 359100Yes1
Low Income 182 182 182 181 60 59 424 422100Yes1
Students with Disabilities 49 49 49 48 17 16 115 11398Yes1
American Indian or Alaska Native-----------
Asian-----------
Black or African American 20 20 20 20 12 12 52 52100Yes1
Hispanic or Latino 177 177 177 177 56 56 410 410100Yes1
Multi-Race, Not Hispanic or Latino 3 3 3 2 2 1 8----
Native Hawaiian or Other Pacific Islander-----------
White 4 4 4 4 3 3 11----


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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