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Eddy Elementary
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2025 Official Accountability Report - Eddy Elementary
Organization Information
DISTRICT NAME
Brewster (00410000)		TITLE I STATUS
Title I School
SCHOOL
Eddy Elementary (00410010)		GRADES SERVED
03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage51%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		58%
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 achievement34-14-
Mathematics achievement34-24-
Science achievement44----
Achievement total101267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.310.3-3.37.6-
Percentage of possible points 81%-43%-
2025 Annual criterion-referenced target percentage62%

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 achievement14-24-
Mathematics achievement24-44-
Science achievement04----
Achievement total31267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total3.210.3-5.47.6-
Percentage of possible points 31%-71%-
2024 Annual criterion-referenced target percentage51%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
72

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage65%67%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		66%
Substantial 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 achievement44-
Science achievement24-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 total6.910.3-
Percentage of possible points 67%-
2025 Annual criterion-referenced target percentage67%

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 achievement24-
Mathematics achievement24-
Science achievement44-
Achievement total81267.5
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 total6.710.3-
Percentage of possible points 65%-
2024 Annual criterion-referenced target percentage65%

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 496.3 498.9 2.6 498.9 1893Recovery Path: Met Target
Lowest Performing 479.5 479.0 -0.5 484.6 291Path Forward: No Change
High Needs 489.2 490.8 1.6 492.0 942Recovery Path: Improved Below Target
English Learners and Former English Learners---- 15--
Low Income 490.3 494.2 3.9 493.4 684Recovery Path: Exceeded Target
Students with Disabilities 480.0 482.0 2.0 482.9 422Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 10--
Hispanic or Latino 487.0 487.3 0.3 488.9 212Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 497.2 500.4 3.2 499.6 1374Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.4 502.0 2.6 502.0 1893Recovery Path: Met Target
Lowest Performing 474.5 477.0 2.5 479.4 292Recovery Path: Improved Below Target
High Needs 489.3 493.0 3.7 492.0 944Recovery Path: Exceeded Target
English Learners and Former English Learners---- 15--
Low Income 490.4 495.8 5.4 493.6 684Recovery Path: Exceeded Target
Students with Disabilities 479.9 483.6 3.7 483.2 423Recovery Path: Met Target
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 10--
Hispanic or Latino 490.1 495.0 4.9 492.9 214Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 500.9 503.3 2.4 503.2 1373Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.4 502.6 4.2 501.1 674Path Forward: Exceeded Target
Lowest Performing---- 16--
High Needs 491.9 494.0 2.1 495.3 352Path Forward: Improved Below Target
English Learners and Former English Learners---- 6--
Low Income 489.1 495.9 6.8 492.5 314Path Forward: Exceeded Target
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 502.3 502.5 0.2 505.3 492Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.9 1192Typical Growth - Low
Lowest Performing 44.2 292Typical Growth - Low
High Needs 43.2 562Typical Growth - Low
English Learners and Former English Learners- 7--
Low Income 41.7 422Typical Growth - Low
Students with Disabilities 46.3 242Typical Growth - Low
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 44.0 892Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.7 1203Typical Growth - High
Lowest Performing 49.5 292Typical Growth - Low
High Needs 54.5 563Typical Growth - High
English Learners and Former English Learners- 7--
Low Income 54.7 423Typical Growth - High
Students with Disabilities 50.2 243Typical Growth - High
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 51.7 903Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 13.5 7.5 -6.0 12.2 2014Exceeded Target
Lowest Performing 6.5 3.4 -3.1 3.0 294Exceeded Target
High Needs 15.3 9.9 -5.4 12.7 1014Exceeded Target
English Learners and Former English Learners---- 16--
Low Income 17.2 11.0 -6.2 13.5 734Exceeded Target
Students with Disabilities 11.1 13.3 2.2 7.8 450Declined
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 10--
Hispanic or Latino 11.5 12.5 1.0 7.8 240Declined
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 14.0 6.9 -7.1 12.6 1454Exceeded 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 199 19497Yes 1 198 19397Yes 1 67 67100Yes 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 101 96 100 95 35 35 236 22696Yes1
English Learners and Former English Learners 16 15 16 15 6 6 38----
Low Income 72 70 71 69 31 31 174 17098Yes1
Students with Disabilities 47 42 47 42 13 13 107 9795Yes2
American Indian or Alaska Native-----------
Asian 4 4 4 4 1 1 9----
Black or African American 10 10 10 10 1 1 21----
Hispanic or Latino 22 21 22 21 8 8 52 5096Yes1
Multi-Race, Not Hispanic or Latino 18 17 18 17 8 8 44----
Native Hawaiian or Other Pacific Islander-----------
White 145 142 144 141 49 49 338 33298Yes1


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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