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Channing Elementary School
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2025 Official Accountability Report - Channing Elementary School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Channing Elementary School (00350360)		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
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
41% - Moderate progress toward targets18

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage25%51%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		41%
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 achievement34----
Mathematics achievement14----
Science achievement------
Achievement total4860.0---
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 total3410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total3.77.2----
Percentage of possible points 51%---
2025 Annual criterion-referenced target percentage51%

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 achievement04----
Science achievement------
Achievement total1860.0---
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 total1.87.2----
Percentage of possible points 25%---
2024 Annual criterion-referenced target percentage25%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
38

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage26%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		48%
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 achievement34-
Mathematics achievement24-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 achievement04-
Science achievement---
Achievement total1867.5
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 total2.07.6-
Percentage of possible points 26%-
2024 Annual criterion-referenced target percentage26%

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 485.0 487.3 2.3 487.7 803Recovery Path: Met Target
Lowest Performing-------
High Needs 484.5 487.1 2.6 487.4 673Recovery Path: Met Target
English Learners and Former English Learners 482.8 482.8 0.0 486.5 291Path Forward: No Change
Low Income 484.4 484.5 0.1 487.0 542Recovery Path: Improved Below Target
Students with Disabilities---- 21--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 37--
Hispanic or Latino 481.2 486.9 5.7 485.0 344Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 7--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 482.0 481.7 -0.3 483.8 781Recovery Path: No Change
Lowest Performing-------
High Needs 481.4 482.0 0.6 483.4 652Recovery Path: Improved Below Target
English Learners and Former English Learners 480.3 479.2 -1.1 483.8 290Path Forward: Declined
Low Income 480.3 481.7 1.4 483.0 522Recovery Path: Improved Below Target
Students with Disabilities---- 21--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 35--
Hispanic or Latino 474.4 479.6 5.2 477.6 344Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 7--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 19--
Lowest Performing-------
High Needs---- 15--
English Learners and Former English Learners---- 7--
Low Income---- 13--
Students with Disabilities---- 5--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 8--
Hispanic or Latino---- 8--
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 52.6 453Typical Growth - High
Lowest Performing----
High Needs 55.6 363Typical Growth - High
English Learners and Former English Learners- 14--
Low Income 52.1 303Typical Growth - High
Students with Disabilities- 8--
American Indian or Alaska Native----
Asian----
Black or African American- 16--
Hispanic or Latino 50.3 243Typical Growth - High
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White- 3--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.0 452Typical Growth - Low
Lowest Performing----
High Needs 53.2 363Typical Growth - High
English Learners and Former English Learners- 15--
Low Income 52.7 303Typical Growth - High
Students with Disabilities- 8--
American Indian or Alaska Native----
Asian----
Black or African American- 16--
Hispanic or Latino 46.3 242Typical Growth - Low
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 45.7 47.2 1.5 47.9 363Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 45.7 47.2 1.5 47.9 363Met 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 33.1 36.4 3.3 30.9 1510Declined
Lowest Performing-------
High Needs 34.9 39.8 4.9 32.4 1330Declined
English Learners and Former English Learners 24.3 30.1 5.8 21.0 730Declined
Low Income 39.5 42.4 2.9 36.8 1180Declined
Students with Disabilities---- 42--
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 67--
Hispanic or Latino 40.9 43.3 2.4 37.1 670Declined
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 12--

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 90 8999Yes 1 89 8899Yes 1 25 2496Yes 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 77 76 76 75 21 20 174 17198Yes1
English Learners and Former English Learners 38 37 38 38 12 12 88 8799Yes1
Low Income 64 64 63 62 19 18 146 14499Yes1
Students with Disabilities 21 20 21 21 5 5 47 4698Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian-----------
Black or African American 39 39 38 37 9 8 86 8498Yes1
Hispanic or Latino 41 40 41 41 12 12 94 9399Yes1
Multi-Race, Not Hispanic or Latino 2 2 2 2 1 1 5----
Native Hawaiian or Other Pacific Islander-----------
White 7 7 7 7 2 2 16----


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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