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Archie T Morrison
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2025 Official Accountability Report - Archie T Morrison
Organization Information
DISTRICT NAME
Braintree (00400000)		TITLE I STATUS
Title I School
SCHOOL
Archie T Morrison (00400033)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage10%17%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		14%
Limited or no 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----
Mathematics achievement04----
Science achievement------
Achievement total0860.0---
GrowthEnglish language arts growth14----
Mathematics growth14----
Growth total2820.0---
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 total4410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total1.27.2----
Percentage of possible points 17%---
2025 Annual criterion-referenced target percentage17%

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----
Mathematics achievement04----
Science achievement------
Achievement total0860.0---
GrowthEnglish language arts growth24----
Mathematics growth04----
Growth total2820.0---
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 total0.77.2----
Percentage of possible points 10%---
2024 Annual criterion-referenced target percentage10%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
53

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage9%12%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		11%
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 achievement---
Achievement total0867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total0.97.6-
Percentage of possible points 12%-
2025 Annual criterion-referenced target percentage12%

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 achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total0.77.6-
Percentage of possible points 9%-
2024 Annual criterion-referenced target percentage9%

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 498.8 494.9 -3.9 501.7 1400Recovery Path: Declined
Lowest Performing---- 19--
High Needs 490.8 485.2 -5.6 493.4 790Recovery Path: Declined
English Learners and Former English Learners 490.3 484.6 -5.7 492.7 330Path Forward: Declined
Low Income 487.9 482.8 -5.1 489.9 530Recovery Path: Declined
Students with Disabilities 482.4 471.7 -10.7 485.1 330Recovery Path: Declined
American Indian or Alaska Native-------
Asian 502.1 503.8 1.7 504.7 393Path Forward: Met Target
Black or African American---- 14--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 500.4 497.1 -3.3 503.6 650Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 503.2 499.5 -3.7 505.3 1400Path Forward: Declined
Lowest Performing---- 19--
High Needs 493.6 490.7 -2.9 495.9 790Recovery Path: Declined
English Learners and Former English Learners 502.8 496.4 -6.4 506.4 330Path Forward: Declined
Low Income 488.1 487.5 -0.6 490.4 530Recovery Path: Declined
Students with Disabilities 477.5 471.2 -6.3 479.8 330Recovery Path: Declined
American Indian or Alaska Native-------
Asian 514.2 511.2 -3.0 517.9 394Path Forward: Exceeded Target
Black or African American---- 14--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 502.8 498.7 -4.1 504.9 650Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students-------
Lowest Performing-------
High Needs-------
English Learners and Former English Learners-------
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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.4 671Low Growth
Lowest Performing- 19--
High Needs 32.8 351Low Growth
English Learners and Former English Learners- 17--
Low Income 30.9 221Low Growth
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian- 19--
Black or African American- 6--
Hispanic or Latino- 2--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 38.0 351Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 35.7 681Low Growth
Lowest Performing- 19--
High Needs 34.6 361Low Growth
English Learners and Former English Learners- 17--
Low Income 34.4 231Low Growth
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian- 19--
Black or African American- 6--
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 36.0 351Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 52.5 73.8 21.3 56.5 424Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 52.5 73.8 21.3 56.5 424Exceeded 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 15.3 10.4 -4.9 14.0 2884Exceeded Target
Lowest Performing---- 19--
High Needs 19.7 16.2 -3.5 17.1 1674Exceeded Target
English Learners and Former English Learners 16.7 15.2 -1.5 13.7 662Improved Below Target
Low Income 24.0 21.0 -3.0 20.3 1192Improved Below Target
Students with Disabilities 21.7 19.1 -2.6 18.4 682Improved Below Target
American Indian or Alaska Native-------
Asian 9.8 2.4 -7.4 6.9 844Exceeded Target
Black or African American---- 29--
Hispanic or Latino---- 32--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander---- 1--
White 11.7 9.6 -2.1 10.3 1254Exceeded Target

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 146 14599Yes 1 144 144100Yes 1 0----

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 84 83 82 82 0 0 166 16599Yes1
English Learners and Former English Learners 37 36 35 35 0 0 72 7199Yes1
Low Income 58 57 56 56 0 0 114 11399Yes1
Students with Disabilities 34 33 33 33 0 0 67 6699Yes1
American Indian or Alaska Native-----------
Asian 42 42 42 42 0 0 84 84100Yes1
Black or African American 14 14 14 14 0 0 28----
Hispanic or Latino 15 14 13 13 0 0 28----
Multi-Race, Not Hispanic or Latino 9 9 9 9 0 0 18----
Native Hawaiian or Other Pacific Islander-----------
White 66 66 66 66 0 0 132 132100Yes1


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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