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Russell Elementary School
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2025 Official Accountability Report - Russell Elementary School
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
Russell Elementary School (00350366)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage41%19%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		28%
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 achievement04-04-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total1.39.6-1.87.6-
Percentage of possible points 14%-24%-
2025 Annual criterion-referenced target percentage19%

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 achievement04-44-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3820.04822.5
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 total0410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total1.09.6-5.47.6-
Percentage of possible points 10%-71%-
2024 Annual criterion-referenced target percentage41%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
9

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage11%10%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		10%
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 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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total1.010.3-
Percentage of possible points 10%-
2025 Annual criterion-referenced target percentage10%

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 achievement04-
Science achievement04-
Achievement total01267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2024 Annual criterion-referenced target percentage11%

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 483.5 479.8 -3.7 486.1 1160Recovery Path: Declined
Lowest Performing 461.2 460.4 -0.8 466.3 210Path Forward: Declined
High Needs 482.2 479.3 -2.9 485.1 1130Recovery Path: Declined
English Learners and Former English Learners 481.0 478.2 -2.8 484.1 910Recovery Path: Declined
Low Income 481.9 478.8 -3.1 484.4 1030Recovery Path: Declined
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American 485.4 481.1 -4.3 488.3 280Recovery Path: Declined
Hispanic or Latino 481.0 476.9 -4.1 484.0 780Recovery Path: Declined
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander---- 1--
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 475.5 471.8 -3.7 478.8 1160Recovery Path: Declined
Lowest Performing 452.9 455.2 2.3 456.9 212Recovery Path: Improved Below Target
High Needs 474.4 471.6 -2.8 478.0 1130Recovery Path: Declined
English Learners and Former English Learners 474.3 471.6 -2.7 477.6 910Recovery Path: Declined
Low Income 473.5 470.9 -2.6 477.4 1030Recovery Path: Declined
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American 473.4 469.9 -3.5 477.0 280Recovery Path: Declined
Hispanic or Latino 473.8 470.2 -3.6 477.9 780Recovery Path: Declined
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander---- 1--
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 479.2 475.0 -4.2 483.0 340Recovery Path: Declined
Lowest Performing---- 6--
High Needs 477.4 475.0 -2.4 481.5 340Recovery Path: Declined
English Learners and Former English Learners 478.6 476.3 -2.3 484.4 260Recovery Path: Declined
Low Income 477.7 475.0 -2.7 482.3 340Recovery Path: Declined
Students with Disabilities---- 3--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 6--
Hispanic or Latino 478.4 474.2 -4.2 482.1 250Recovery Path: Declined
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 1--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.4 712Typical Growth - Low
Lowest Performing 37.1 211Low Growth
High Needs 44.4 712Typical Growth - Low
English Learners and Former English Learners 44.5 572Typical Growth - Low
Low Income 45.1 672Typical Growth - Low
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 14--
Hispanic or Latino 44.0 512Typical Growth - Low
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White- 4--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 43.3 712Typical Growth - Low
Lowest Performing 34.7 211Low Growth
High Needs 43.3 712Typical Growth - Low
English Learners and Former English Learners 43.3 572Typical Growth - Low
Low Income 44.7 672Typical Growth - Low
Students with Disabilities- 13--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 14--
Hispanic or Latino 43.9 512Typical Growth - Low
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White- 4--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 36.0 45.7 9.7 41.4 1404Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 36.0 45.7 9.7 41.4 1404Exceeded 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 21.1 21.1 0.0 19.6 2471No Change
Lowest Performing 23.8 28.6 4.8 19.2 210Declined
High Needs 21.5 21.5 0.0 19.1 2371No Change
English Learners and Former English Learners 19.6 17.0 -2.6 16.1 1882Improved Below Target
Low Income 23.1 23.2 0.1 19.9 2111No Change
Students with Disabilities---- 27--
American Indian or Alaska Native-------
Asian---- 5--
Black or African American 25.4 22.5 -2.9 21.8 712Improved Below Target
Hispanic or Latino 20.8 21.7 0.9 16.6 1520Declined
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander---- 2--
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 126 126100Yes 1 126 126100Yes 1 37 37100Yes 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 123 123 123 123 37 37 283 283100Yes1
English Learners and Former English Learners 101 101 101 101 29 29 231 231100Yes1
Low Income 113 113 113 113 37 37 263 263100Yes1
Students with Disabilities 17 17 17 17 3 3 37----
American Indian or Alaska Native-----------
Asian 4 4 4 4 2 2 10----
Black or African American 31 31 31 31 7 7 69 69100Yes1
Hispanic or Latino 85 85 85 85 27 27 197 197100Yes1
Multi-Race, Not Hispanic or Latino-----------
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 5 5 5 5 1 1 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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