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Trotter Elementary School
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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 classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
62% - Substantial progress toward targets17

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage64%61%
Weight40%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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-44-
Mathematics achievement14-44-
Science achievement04----
Achievement total31260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total3.59.6-6.57.6-
Percentage of possible points 37%-86%-
2025 Annual criterion-referenced target percentage61%

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 achievement24-34-
Mathematics achievement44-44-
Science achievement04----
Achievement total61260.07867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5820.04822.5
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 absenteeism24-34-
Advanced coursework completion------
Additional indicators total2410.03410.0
Weighted total4.89.6-5.97.6-
Percentage of possible points 50%-78%-
2024 Annual criterion-referenced target percentage64%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
16

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage38%41%
Weight40%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)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement24-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 total4.210.3-
Percentage of possible points 41%-
2025 Annual criterion-referenced target percentage41%

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 achievement44-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.910.3-
Percentage of possible points 38%-
2024 Annual criterion-referenced target percentage38%

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 1442Recovery Path: Improved Below Target
Lowest Performing 457.6 463.7 6.1 462.7 214Path Forward: Exceeded Target
High Needs 482.7 484.0 1.3 485.4 1352Recovery Path: Improved Below Target
English Learners and Former English Learners 488.4 483.7 -4.7 491.7 300Recovery Path: Declined
Low Income 482.8 483.8 1.0 485.4 1282Recovery Path: Improved Below Target
Students with Disabilities 469.1 473.6 4.5 472.0 454Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American 484.0 482.8 -1.2 487.5 810Recovery Path: Declined
Hispanic or Latino 484.8 489.4 4.6 488.8 494Recovery 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 1441Recovery Path: No Change
Lowest Performing 454.1 460.3 6.2 459.2 214Path Forward: Exceeded Target
High Needs 474.1 474.3 0.2 477.6 1352Recovery Path: Improved Below Target
English Learners and Former English Learners 480.3 474.2 -6.1 483.4 300Recovery Path: Declined
Low Income 474.1 474.0 -0.1 477.6 1281Recovery Path: No Change
Students with Disabilities 466.1 467.6 1.5 469.0 452Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American 476.7 473.7 -3.0 480.2 810Recovery Path: Declined
Hispanic or Latino 473.6 476.1 2.5 476.6 493Recovery 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 320Path Forward: Declined
Lowest Performing---- 8--
High Needs 475.5 474.9 -0.6 479.8 290Path Forward: Declined
English Learners and Former English Learners---- 7--
Low Income 475.5 473.8 -1.7 479.6 270Path 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 953Typical Growth - High
Lowest Performing 54.7 203Typical Growth - High
High Needs 53.6 893Typical Growth - High
English Learners and Former English Learners- 15--
Low Income 53.8 853Typical Growth - High
Students with Disabilities 47.4 262Typical Growth - Low
American Indian or Alaska Native----
Asian- 1--
Black or African American 48.2 572Typical Growth - Low
Hispanic or Latino 62.5 324Exceeded 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 952Typical Growth - Low
Lowest Performing 49.2 202Typical Growth - Low
High Needs 47.6 892Typical Growth - Low
English Learners and Former English Learners- 15--
Low Income 47.8 852Typical Growth - Low
Students with Disabilities 41.6 262Typical Growth - Low
American Indian or Alaska Native----
Asian- 1--
Black or African American 44.3 572Typical Growth - Low
Hispanic or Latino 51.3 323Typical 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 494Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 50.0 77.6 27.6 54.0 494Exceeded 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 2693Met Target
Lowest Performing 59.1 66.7 7.6 54.2 210Declined
High Needs 43.5 39.5 -4.0 41.0 2534Exceeded Target
English Learners and Former English Learners 42.7 31.6 -11.1 39.4 984Exceeded Target
Low Income 44.4 40.4 -4.0 41.7 2404Exceeded Target
Students with Disabilities 37.3 42.5 5.2 33.0 800Declined
American Indian or Alaska Native---- 1--
Asian---- 5--
Black or African American 30.8 32.1 1.3 27.2 1370Declined
Hispanic or Latino 54.2 44.9 -9.3 50.4 1074Exceeded 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
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 169 16899Yes 1 170 170100Yes 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 160 159 161 161 34 34 355 354100Yes1
English Learners and Former English Learners 45 44 46 46 12 12 103 10299Yes1
Low Income 152 151 153 153 32 32 337 336100Yes1
Students with Disabilities 50 49 50 50 13 13 113 11299Yes1
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 216100Yes1
Hispanic or Latino 60 59 60 60 12 12 132 13199Yes1
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

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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