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Fox Hill
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2025
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2025 Official Accountability Report - Fox Hill
Organization Information
DISTRICT NAME
Burlington (00480000)		TITLE I STATUS
Non-Title I School
SCHOOL
Fox Hill (00480007)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
52% - Substantial progress toward targets66

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage38%61%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		52%
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 achievement24-34-
Mathematics achievement34-24-
Science achievement34----
Achievement total81260.05867.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.19.6-4.57.6-
Percentage of possible points 64%-59%-
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 achievement04-24-
Mathematics achievement24-24-
Science achievement04----
Achievement total21260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 total2.49.6-3.87.6-
Percentage of possible points 25%-50%-
2024 Annual criterion-referenced target percentage38%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
56

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage47%59%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		55%
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 achievement14-
Science achievement44-
Achievement total71267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total6.110.3-
Percentage of possible points 59%-
2025 Annual criterion-referenced target percentage59%

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 achievement---
Achievement total4867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.67.6-
Percentage of possible points 47%-
2024 Annual criterion-referenced target percentage47%

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 498.1 499.8 1.7 500.6 2262Recovery Path: Improved Below Target
Lowest Performing 473.4 477.5 4.1 477.8 373Recovery Path: Met Target
High Needs 485.6 487.7 2.1 488.5 842Recovery Path: Improved Below Target
English Learners and Former English Learners 481.4 487.8 6.4 483.8 254Path Forward: Exceeded Target
Low Income 489.1 489.6 0.5 491.4 462Path Forward: Improved Below Target
Students with Disabilities 476.2 478.4 2.2 480.1 412Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian 502.9 504.1 1.2 505.9 353Recovery Path: Met Target
Black or African American---- 11--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 499.4 500.2 0.8 502.3 1502Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 501.9 504.2 2.3 504.5 2273Recovery Path: Met Target
Lowest Performing 473.5 475.9 2.4 478.6 372Recovery Path: Improved Below Target
High Needs 490.3 489.8 -0.5 491.9 841Recovery Path: No Change
English Learners and Former English Learners 482.5 486.1 3.6 486.1 253Path Forward: Met Target
Low Income 492.0 490.9 -1.1 494.4 460Path Forward: Declined
Students with Disabilities 479.5 480.8 1.3 482.8 412Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian 510.4 512.2 1.8 514.1 354Path Forward: Exceeded Target
Black or African American---- 12--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 502.5 504.6 2.1 504.4 1503Recovery 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 497.6 499.7 2.1 500.0 703Recovery Path: Met Target
Lowest Performing---- 21--
High Needs 480.2 487.5 7.3 483.6 314Path Forward: Exceeded Target
English Learners and Former English Learners---- 9--
Low Income---- 17--
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 3--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 499.9 497.7 -2.2 502.0 420Recovery Path: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.8 1443Typical Growth - High
Lowest Performing 50.6 373Typical Growth - High
High Needs 52.0 553Typical Growth - High
English Learners and Former English Learners- 14--
Low Income 54.7 313Typical Growth - High
Students with Disabilities 48.5 312Typical Growth - Low
American Indian or Alaska Native----
Asian 49.7 232Typical Growth - Low
Black or African American- 8--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 50.8 953Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.2 1442Typical Growth - Low
Lowest Performing 46.9 372Typical Growth - Low
High Needs 42.8 552Typical Growth - Low
English Learners and Former English Learners- 14--
Low Income 44.1 312Typical Growth - Low
Students with Disabilities 40.5 312Typical Growth - Low
American Indian or Alaska Native----
Asian 58.7 233Typical Growth - High
Black or African American- 8--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 46.6 952Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 60.9 60.9 0.0 63.1 233Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 60.9 60.9 0.0 63.1 233Met 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 8.2 9.3 1.1 6.9 3770Declined
Lowest Performing 8.1 10.8 2.7 4.6 370Declined
High Needs 14.9 14.0 -0.9 12.3 1432Improved Below Target
English Learners and Former English Learners 22.2 25.0 2.8 19.2 520Declined
Low Income 16.9 17.7 0.8 13.2 790Declined
Students with Disabilities 8.9 11.7 2.8 5.6 600Declined
American Indian or Alaska Native---- 1--
Asian 15.4 10.8 -4.6 12.5 654Exceeded Target
Black or African American---- 24--
Hispanic or Latino---- 36--
Multi-Race, Not Hispanic or Latino---- 22--
Native Hawaiian or Other Pacific Islander-------
White 5.8 4.8 -1.0 4.4 2294Exceeded 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 230 230100Yes 1 231 231100Yes 1 71 71100Yes 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 88 88 88 88 32 32 208 208100Yes1
English Learners and Former English Learners 28 28 28 28 10 10 66 66100Yes1
Low Income 49 49 49 49 18 18 116 116100Yes1
Students with Disabilities 41 41 41 41 17 17 99 99100Yes1
American Indian or Alaska Native-----------
Asian 36 36 36 36 12 12 84 84100Yes1
Black or African American 13 13 14 14 4 4 31----
Hispanic or Latino 18 18 18 18 8 8 44----
Multi-Race, Not Hispanic or Latino 13 13 13 13 5 5 31----
Native Hawaiian or Other Pacific Islander-----------
White 150 150 150 150 42 42 342 342100Yes1


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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