Massachusetts School and District Profiles

Trotter Elementary School

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Schools

2025

2025 Official Accountability Report - Trotter Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Trotter Elementary School (00350370)

GRADES SERVED
PK,K,01,02,03,04,05,06

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
62% - Substantial progress toward targets	17

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	64%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	62%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		3.5	9.6	-	6.5	7.6	-
Percentage of possible points		37%		-	86%		-
2025 Annual criterion-referenced target percentage		61%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		4.8	9.6	-	5.9	7.6	-
Percentage of possible points		50%		-	78%		-
2024 Annual criterion-referenced target percentage		64%

Student group percentile

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

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	38%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	40%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		3.9	10.3	-
Percentage of possible points		38%		-
2024 Annual criterion-referenced target percentage		38%

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	484.6	484.9	0.3	487.3	144	2	Recovery Path: Improved Below Target
Lowest Performing	457.6	463.7	6.1	462.7	21	4	Path Forward: Exceeded Target
High Needs	482.7	484.0	1.3	485.4	135	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	488.4	483.7	-4.7	491.7	30	0	Recovery Path: Declined
Low Income	482.8	483.8	1.0	485.4	128	2	Recovery Path: Improved Below Target
Students with Disabilities	469.1	473.6	4.5	472.0	45	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	484.0	482.8	-1.2	487.5	81	0	Recovery Path: Declined
Hispanic or Latino	484.8	489.4	4.6	488.8	49	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	475.4	475.0	-0.4	478.8	144	1	Recovery Path: No Change
Lowest Performing	454.1	460.3	6.2	459.2	21	4	Path Forward: Exceeded Target
High Needs	474.1	474.3	0.2	477.6	135	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	480.3	474.2	-6.1	483.4	30	0	Recovery Path: Declined
Low Income	474.1	474.0	-0.1	477.6	128	1	Recovery Path: No Change
Students with Disabilities	466.1	467.6	1.5	469.0	45	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	476.7	473.7	-3.0	480.2	81	0	Recovery Path: Declined
Hispanic or Latino	473.6	476.1	2.5	476.6	49	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	478.5	476.1	-2.4	482.8	32	0	Path Forward: Declined
Lowest Performing	-	-	-	-	8	-	-
High Needs	475.5	474.9	-0.6	479.8	29	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	475.5	473.8	-1.7	479.6	27	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.3	95	3	Typical Growth - High
Lowest Performing	54.7	20	3	Typical Growth - High
High Needs	53.6	89	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	53.8	85	3	Typical Growth - High
Students with Disabilities	47.4	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	48.2	57	2	Typical Growth - Low
Hispanic or Latino	62.5	32	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.7	95	2	Typical Growth - Low
Lowest Performing	49.2	20	2	Typical Growth - Low
High Needs	47.6	89	2	Typical Growth - Low
English Learners and Former English Learners	-	15	-	-
Low Income	47.8	85	2	Typical Growth - Low
Students with Disabilities	41.6	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	44.3	57	2	Typical Growth - Low
Hispanic or Latino	51.3	32	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	77.6	27.6	54.0	49	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	77.6	27.6	54.0	49	4	Exceeded 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	41.0	38.7	-2.3	38.8	269	3	Met Target
Lowest Performing	59.1	66.7	7.6	54.2	21	0	Declined
High Needs	43.5	39.5	-4.0	41.0	253	4	Exceeded Target
English Learners and Former English Learners	42.7	31.6	-11.1	39.4	98	4	Exceeded Target
Low Income	44.4	40.4	-4.0	41.7	240	4	Exceeded Target
Students with Disabilities	37.3	42.5	5.2	33.0	80	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	30.8	32.1	1.3	27.2	137	0	Declined
Hispanic or Latino	54.2	44.9	-9.3	50.4	107	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	4	-	-

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	169	168	99	Yes	1	170	170	100	Yes	1	37	37	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	160	159	161	161	34	34	355	354	100	Yes	1
English Learners and Former English Learners	45	44	46	46	12	12	103	102	99	Yes	1
Low Income	152	151	153	153	32	32	337	336	100	Yes	1
Students with Disabilities	50	49	50	50	13	13	113	112	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	3	3	3	3	0	0	6	-	-	-	-
Black or African American	95	95	96	96	25	25	216	216	100	Yes	1
Hispanic or Latino	60	59	60	60	12	12	132	131	99	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	0	0	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	2	2	2	2	0	0	4	-	-	-	-

About this report

About the Data

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.

Resources

Interpretive Materials

Glossary of Accountability Terms